Grand Forks herald. [volume] (Grand Forks, N.D.) 1916-1955, 1922-05-27
MATHEWS GIVES
SECOND ADDRESS
AT UNIVERSITY
Tells Students That Science
Is a Contribution to
Religion.

Col llOT CuIu Q was W. wAVAAos
though it may appear strange to u.s."
Dean Smaller Mathews said in adj
dressing the students Of the state uni
versity this morning on The Con-
tributions of Science to Religion"
1.-The difference lay in the science
they had taken into their religion"
Dean Mathews explained some of
the beliefs concerning the uniyerse
He showed how the pople belived
God to be manifested in it all. And
they were right in a%ttributing the
whole to God" he said "for Gods
handiwork is shown throughout the
universe. Their religion wasn't
wrong; it was just the science they
had taken into their religion. Those
who thought that the windows of the
armament were opened to let the
rain fall, held a conception that is
far from being accepted today. The
element Of scientific knowledge is a
contribution to religion, not its de-
stroyer.
Work of Science.
Science is making plain the GER
tainty of the place of reason in the
universe. 1t is showing that the whole
does not explain everything, but it
shows little stretches of tendency; it
does not know the past or future
definitely, but in the little stretch OF
years It does know it can point out
certain tendencies with nor or less
certainty. The whole process and
purpose Of science and life is headed
toward personality; scientific knowl-
edge is developing the great law of
Nfe.
I'VE don't know what our origin
is" Dean Mathews said. The thing
that concerns us is our destiny. The
important thing Is. the achievement Of
the highest possible Destiny.
In closing the speaker stressed the
point that science is not the megator
Of religion, and that religion should
Dean Mathews will speak this eve
ming before the Methodist Mems
club. Sunday morning he will speak
in the First Methodist church and
on Sunday evening in the First Bap-
fist church. He is giving the annual
Hazlett lectures in the city and at
the university under the auspices of
Wesley college.
When one chooses to be a teacher
he deliberately chooses to. abandon all
expectations or hopes Of being rich,"
said Dean Smaller Mathews, Hazlett
lecturer, before the Faculty club last
night.
Speaking further Mr.. Mathews said
that the responsibility of a teacher
is more than a, professor. One can be
q good lecturer and a poor teacher.
The simple test of whether a man IL
a teacher or not is whether anybody
learns something. If the teacher
were a mere entertainer he would be
under more obligations because even
recreation has effect upon the char
acter. The fact, however, that he
deliberately undertakes to change the
life current of the young argues even
! greater responsibility. Z
THE teacher must certainly main
tain an avOcatious attitude toward the
work. When he chooses to be q
teacher he deliberately chooses to
abandon all expectation Of hopes OF
being rich. He joins the v~irtuouf
tenth Of society, that is to say, those
themselves to the service Of their
world without hope Of making large
ACQUISITIONS from the world. II the
e looks at it in this sense OF
service, he becomes an influence OF
materialism. To make teaching into
a trade is to cease to regard it as q
vocation.
Must Be Honest. ri
"A teacher is under further oh.
legation to be intelligent and honest
in his approach to any matter, moi
only in his own field, but in the wide,
reaches of life. A world Of selfishness
Is never to be cured by habit Of in
sincerity. Your pupils are not likel,
TO remember what they have recitel
to YOU or written to your examination
questions, but they are almost certain
to remember whether we have bee
honest or not, and whether we hay
been cowardly or not in our search O.
truth Thus. a teacher really has {
responsibility also from the spiritua
life Of his pupil. He is not simply I.
teach them how to make a living bu
how to live during the periods Whel
they are not working for a living
Most of our choicest experiences o
life have come by way of a vocation
They are the product Of our leisur,
moments. The teacher must certafnl,
undertake to stimulate sympathy witt
things Of higher value. RIGHT ii
the heart of this, OF curse, il re
llsion. To deny a teacher the rich
to express his religious conviction.
is to crush all religious honesty 81
the one ! and ~self-respect on tn,
other: Better to have an occasiona
mistake than constant suppression =
religious thinking and words ON
teacher. But II a teacher is to :
liberty Of teaching he must regard j
as q responsibility. Life must be t
convince his pupils that there is an
ity and progress In the universe. /
he fails to have a deep conviction Q
the unseen realities he should en-
deavor to gain such conviction. It /
4 terrible responsibility to 20 abou
spiritual tasks without spiritual con
Vction."