The Handout (Fort Worth, Tex.), Vol. 11, No. 3, Ed. 1 Friday, October 10, 1924 Page: 4 of 4
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'V
Page Four
THE HANDOUT
FORWARD FINE ARTS
A business meeting oi' the Carl
Ve.nth Music Club was held last
Wednesday. Miss Elizabeth McCart-
ney was elected to sponsor the club
this year. Under Miss McCartney's
guidance, success is assured. In ap-
preciation of the wonderful work
and undying interest of Miss Lewis
in getting the clu'b started and in
putting it ori a sound foundation, the
members have clectcd her Sponsor
Emeritus.
Tlie officers of the club arc: Pres-
ident, . Miss Gertrude Mae McFad-
din; vice-president, Miss Elizabeth
Smith; secretary, Miss Minnie Willis;
treasurer. Miss Willie Fayette Mont-
gomery; Handout representative, Miss
Pauline Buck; publicity- manager,
Lorec Turner; historian, Amelia
Reed.
Plans for the tea and musicale
were discussed.
o
For some unknown reason, Miss
Tillet has been very gay lately. In
fact, her manner suggested some-
thing mysterious. At last, Ihe stud-
ents have discovered the cause <vf her
happiness. The Fine Arts depart-
ment has on display its brand-new
Baldwin Grand piano.
Several remarks have been over-
heard, and one was especially in-
teresting. A Fine 'Arts student re-
marked, "Um. Now I'll have to prac-
tice harder, so's Miss Tillet'll let me
play on the new piano."
We are proud of this new piano,
and someone said we should be given
a course in "How to Care for a
Pretty, Brand-new Baldwin Grand."
Noted Biologist
Speaks at T. C. U.
Lecture Deals With Points Fa1-
miliar to T. W. C. Stu-
dents.
If you are interested in interest-
ing people you'll,be interested in this.
The particular person who claimS*'
our attention just now gave a lec-
ture at & C. U. last Friday night
and his name is Julian Huxley. "Hux-
J£y?" you say, "why it seems to me
I've heard of him before." Cer-
tainly you have if you've ever been
exposed to a course in biology. Don t
you remember the famous Thomas
JK Huxley who made science so sim-
ple even the coal-digger could un-
derstand, and who was our first
great laboratory teacher and who
wrote that definition which you all
had to memorize that science is noth-
ing more complex than organized and
classified commonsense? "But 1
thought he lived, oh, ever so long
ago," you say. And so he did. You
scec, this is Thomas Huxleys grand-
Han.ffilulian. who used to sit on
uBrandpa Huxley's knee. Te was born
in England, but went to Rice In-
stitute with Prof. Winton, who is
head of the Biology department at
T. C. U-, and Julian Huxley is now
a fellow of Oxford.
Just because he WAS „the grand-
son of a great man, ^nd because
he has won recognition for himself
on his own merit, and partly because
he was going to talk on evolution,
that subject which to the general
average citizen is at best only a
hazy, mysterious concept, and which
to students is a challenge to in-
vestigation," nearly everyone who
could attended the lecture and the
auditorium was full. Dean Isely's
class in genetics and Prof. Hardt's
class in geology, with several other
(Undents and a few members of the
faculty, went front T. W. C.
Julian Huxley is tall and has a
pleasing personality. He does NO'I
carry a monocle, but he has a mark-
ed English accent. One girl went so
far as to say that he is typically
English. Texas being rather sparse-
ly settled with "typical Englishmen,"
however, it is hard to give a correct
o
verdict.
So much for the man. His lec-
ture was given principally from
lantern slides. The striking thing
about the figures and the lecture
itself was the number of things
which were already familiar to the
students from T. W. C., who had had
the course in General Biology, given
here. Why, one girl got so excited
when a figure of a planarian worm
was shown that she turned to Dean
Iscly in the middle of the lecture and
saiil, "Oh, that looks just like one
I drew last year." As this partic-
ular figure was only a sketch ' there
might have been many points of re-
semblance.
Huxley's lecture dealt principally
with the elementary, but fundamen-
tal facts upon which the life and
development of animals and plants is
based and consequently a great deal
of his points were repetitions of those
studied by tire biology students of
T. W. C.
"learn how to
live;1 college
men are told
(Continued from Page Three)
spirit of religion it incomplete edu-
cation. Goodness truth spring
most naturally from that humility
which real religion gives.
"Shall we not assume that the edu-
cation here to be acquired is to have
sufficient merit that men respon-
sive to" it shall find accessible to
themselves the influence of those
great forces outside themselves that
dominate right imimftefoh and right
actions?. And if y?e the exist-
ence of such forces,' shall we not
grant an origin, and if we ackowl-
edge this, have we not recognized
the sovereignty of that incentive to
be good, which men have long in-
corporated within a belief which
we call religion?
"Is it that anything could be more
restrictive or more stultifying in
interpreting the purpose of intellec-
tual development than that we should
disregard individually or collectively
that whicJS-jis highest in the heavens
and which is most fundamental on
the earth—that which draws men al-
ways away from evil and that which
leads them ever toward the things
which are true, the spirit of good-
ness which is the spirit of God?
"Another matter is to he empha-
sized. I believe that it will make for
common understanding of many
things if we start our work within
this college with full recognition of
the fact that all education/is self-
acqnired'" The acquisition of educa-
tion is dependent on self-effort. The
extent to which this self-effort can
expect, to be rewarded is in turn
dependent on self-discipline and sclf-
control.
"The college provides facilities, en-
vironment, atmosphere and influence
within which self-educatiotV. can be,
for most men, more defi0Uely and
more largely effective than/ it could
be without these. The college cannot,
if il would, transmit' Education on
platters of silver to those undesirous
of accepting it or to tnose. passively
indifferent. The college can render
valuable help and experienced direc-
tion to the efforts of those seeking
help and desiring direction for ac-
quiring an education.
"I dwell upon this point for a mo-
ment because of tendencies in modern
clay discussion to prgue that the
process of education should be di-
vorced from all that is exacting and
all that is difficult. It can't be
done! The first essential for gain-
ing education is possesing or de-
veloping- a trained, mind, amenable
to will and subject to purpose, deli-
cate enough to respond to a gentle
impulse and stalwart enough to func-
tion and endure under the whip and
spur of special circumstance.
Definition of Education.
"When we come to attempt a de-
tained definition of the purpose of
education we are forced to recognize
that each generation has the right,
and often has utilized it, to define
this purpose in accordance with its
moods- Likewise, a sense of humility
is bred in attempting to define this
purpose in any detail when some
definitions of the past are examined.
Perhaps the worst, in principles
enunciated, was that of the ancient
dean of Christ Church who gave
three reasons for the desirability
of higher education:
"First; that it enabled you to read
the words oi' scripture in the original
tongue, " "N---"
"Second; that it entitled you to a
sense of contempt for those who
couldn't, and) -
"Third, that it qualified you for po-
sitions of large emolument.
"Unquestionably we are on surest
ground when we define the purpose
of education to be knowledge of the
truth. But if we attempt to be more
specific, immediately we find our-
selves in difficulty when we meet the
age-old query which Pilate asked of
Jesus, 'What is the truth?' Through
long centuries the thought of the
world has been led ever upward and
progress has been made possible by
the mental travail of inquiring minds
of men who sought to make fragmen-
tary truth more complete, 'while at
the same time these men have suf-
fered persecution, ostracism and death
at the hands of men of timid mind
who feared knowledge and chose to
hold that truth had become evident
in all completeness at some previ-
ous time;
"But no adequate discussion ot
what constitutes truth, nor of the
principles which underlie search for
it, can be given within the limits of
an occasion like this. .JThose are
questions ..to the answering of which
essentially the whole work of your
college course may well be devoted—
and then you will but have made a
beginning.
"it appears, then, that for the
practical purposes of a couple of
thousand of undergraduates, eager
to know at the moment what the
college conceives education to be,
some suggestion of a problem is de-
sirable, significant of an important
sphere of action in which truth has
not yet been found and wherein not
even has the data been assembled
from consideration ol which truth
may be discussed.
To Learn to Live,
"To me it seems that one of the
fundamental purposes of higher edu
cation is that men shall learn how l.o
live. To live is something quite dif-
ferent than to exist. Many a man
existjj long and lives scarcely at all.
To live is to develop the capacity
for understanding life and to acquire
"I've got tonsilitis, and I've got to
have my tonsils cut out."
"And you?" he asked another.
"I've got blood poisoning in []jc
®rni and they'rq,, going to cut it
Off;"
"Heavens, this ain't no place for
Please
Patronize
The
HANDOUT
Advertiser
V- .
the ability for deriving satisfaction
from it. The greater the understand-
ing and the more complete the intel-
ligent satisfaction, the ■ more ade-
quate is the living—adequate for
needful self-justification, for genuine
happiness and for real contentment.
"To understand life and to seek
genuine satisfaction from it is to ac-
cept resposibility and to meet the
demands of responsibility. Vital
among the factors which comprise
responsibility is that which considers
the needs of the lives of others and
denies to no other man and to no
other groups of men the opportunities
essential for self-respect and self-
satisfaction. If for no nobler rea-
son, this is essential as our contribu-
tion to a condition in which others
shall not deny us like opportunities.
"Mankind has never been entirely
free from this obligation. It exists
today, however, to a degree unprece-
dented in the history of the human
race. The boundaries of the space
within which me% live have been so
greatly compressed, and the formerly
.existent prescriptions of time neces-1
sary for contact among tften have
been so largely removed that such
words as freedom and liberty become
practically meaningless, except as
they be re-defined and become more
inclusive. Freedom to disregard
others and liberty to think only of
self have become impossible now,
regardless of whether they were ever
desirable.
"To Live Together."
'"Education, $hen, has to do
not only with our lives individ-
ually but with our lives collec-
tively. Education, if it is to be
justified, must help us to know
better how to live together."
"For a group, such as ours, which
is known as a college, it is inter-
esting to remind ourselves that in the
first instance the word 'college' had
reference to the conditions under
which men lived together rather than
to their specific reason for so being
assembled. It is, likewise, no irrevcl-
ant in this connection to recall that
the word 'school' by derivation sug-
gests not a time of idleness but
rather a time of special privilege
for acquiring benefits not likely to
be available under the exactions ot
the busyness of later life.
"How, then, shall we live together?
There is no perfect practise- There
is no universally accepted theory.
There is but just beginning to be any
widespread interest shown in the mat-
ter. Only recently has emphasis out-
side the church been placed on the
imperative need of discovering ai
codifying the elementary principj
by which men may live together, pi
serving for the good of all the effq
of individual excellencies and avo
ing for the good of all the domiij
tion of evil impulses.
"No problem of life demands mc
accurate answer. No problem of 1
is more insistent upon prompt i
swer. Within its boundaries lie
securities that neither mateii
wealth nor militarism, nor un-inte|
gent good will can give; within
scope are included the happinl
which governments cannot insul
within its solution lie the satisfacH
that ignorance is powerless to pj
tect.
"This is your problem; how \li
men live together! The question!
emphatic and contini^us—challei
ing, begging, commanding solution!
your generation as by no generatl
that ever lived. May you find 11
fh'e college of your choice, strongf
supplement your strength."
NewlywecF—"This lettuce is sol
thing fierce! Did you wash it?"|
Mrs. Ncwlywed—"Of course I
And I used perfumed soap, too!";
An Irishman visiting a friemfl
the hospital began to take an
terest in the other patients.
"What you in heref or?" he as§
one.
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The Handout (Fort Worth, Tex.), Vol. 11, No. 3, Ed. 1 Friday, October 10, 1924, newspaper, October 10, 1924; Fort Worth, Texas. (https://texashistory.unt.edu/ark:/67531/metapth771988/m1/4/: accessed July 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Texas Wesleyan University.