means. They get out some sort of a translation and their teachers are apparently satisfied; but the pupils themselves are not much impressed. Yet I believe that almost any student, however practical his aims, can be made to feel the power of a Greek tragedy, to see the actors on the stage, to imagine their costumes and their action, to make the scenes live before his mind's eye. But to do this one must not only be shown what the words mean and what rules of grammar are involved—it is not enough to read the play, however accurately, in one's own language or in the original Greek-one must also try to imagine what the actors looked like, how and where they stood, and how they walked and with what tone and emphasis they spoke their lines. I know that this can be done. And those who do it are changed thereby they will never get over it, nor will they even grudge the labor and the time it costs. In my opinion this is a better preparation for practical life than writing themes or learning in a college classroom to speak a little French or German. Themes alone do not make a writer or a thinker, and three months in France will teach a person to speak French better than many courses. Or when we study history, what will it profit us unless we can realize that these were real people compelled by the same necessities, animated by the same motives as we ourselves, people in whose successes we can personally rejoice and in whose defeats we can genuinely sympathize, by whose virtues we can profit and by whose faults we can take warning? Many of our ancient historians, however, are concerned only with the traditional facts of Greek history, and chiefly the military history at that, or with adding some new detail to the body of received knowledge. That is very well for the historians themselves. But how about their students? Do the teachers of Greek history make the old Greeks live again for their pupils? Do not many of our teachers represent the Greeks as guided by wholly insufficient and incomprehensible motives, living an altogether unreal life, and too idealistic to be concerned with such sordid matters as finance? And as for Greek art, do we not commonly treat its monuments as we would postage stamps, to be classified by countries and by issues, and pasted in our mental albums? What then is the remedy for all this? Somehow we must contrive to get back to the realities of the ancient life, to the human beings which produced the ancient art and the ancient literature alike. Winckelmann and Boeckh have shown the way: both of these men were scholars of the first rank; but neither of them was content with scholarship alone. They regarded the ancient Greeks as real people and tried to know them as such. Their works confounded pedants, and brought virility again to a sterile philology. It is a pity that all have not followed them. Our age needs most sorely the influence of the ancient Greeks, in order that idealism may not perish from the earth. We need to be continually revived by contact with those whose spirits were aflame. It is a great pity if the Greek literature must often be taught by those who are not thoroughly familiar with it themselves, to pupils who cannot read any of it in the original language. It is a pity if ancient history must often be taught by those who are not thoroughly familiar with the ancient life through the intimate study of the ancient literature. It is a pity if ancient art must often be taught by those who have never seen the originals. It is a pity that anyone who is to teach about the ancient Greeks should be unable to visit, at some time, modern Athens, to see the Parthenon in the sunset, and to stand beside the Nike-temple looking off towards Salamis. We must do what we can. Those who cannot reach the altar must kindle their torches from those lighted by others at the ancient flame. The best, far the best, which the ancient Greeks can give us, is their spirit and their ideals. The world cannot do without those ideals, now or ever. They are forever tending to die out in our modern civilizations. They have to be refreshed continually from the original sources. But all who value them and would perpetuate them, must first receive them and cherish them in their own hearts, and be thereby themselves transformed. THE DEDICATION OF THE CITRUS EXPERIMENT STATION AND GRADUATE SCHOOL OF TROPICAL AGRICULTURE, RIVERSIDE, CALIFORNIA, MARCH 27, 1918 INTRODUCTORY NOTE The addresses here published were made on the occasion of the dedication of the Citrus Experiment Station and Graduate School of Tropical Agriculture of the University of California, at Riverside, California, March 27, 1918. They contain material of considerable practical and scientific value and are also of historical interest in connection with the development of the University and the state. The Agricultural Conference, presided over by Mr. F. Q. Story, President of the California Fruit Growers Exchange, was held in the forenoon, and the dedication exercises proper were held in the afternoon with Dean Thomas Forsyth Hunt of the College of Agriculture, presiding. A noteworthy feature of the dedication exercises included the presentation to the institution, by the Riverside Chamber of Commerce, of a United States flag and a University of California "blue and gold" flag with accompanying flagpoles. The presentation was made by Professor A. N. Wheelock, Superintendent of Schools, City of Riverside. The flags were unfurled and raised amid the cheers of the audience and the martial strains of "Hail Columbia" played by the Sherman Institute Band. The gift was accepted by President Benjamin Ide Wheeler on behalf of the University in a stirring patriotic speech. DEDICATION OF THE CITRUS EXPERIMENT STATION THOMAS FORSYTH HUNT Dean of the College of Agriculture, presiding. The peoples of the southwestern United States have builded an agriculture and a civilization that does not have an exact duplicate elsewhere in the world. It is a type of agriculture and a type of civilization which is worthy. Will it endure? Is it final? The civilizations and the agricultural experiences of Egypt, Greece, Rome, Spain, the Netherlands and the Orient have been used in its making. The Gallic and Anglo-Saxon cultures have been added to the melting pot. This station has been founded to study some of the problems which this boiling mixture has created. There are those that see this station only in terms of mottle leaf. Others see it in terms of human activities. Perhaps both points of view are correct. The two ideas may not be unrelated. We stand here today peering into the future not knowing whither it may lead us. I am not now referring to the great and temporary conflict which is raging on other shores, but I refer to the permanent problems which the members of the faculty of this station are pledged to study and if possible to solve. With a stout heart and a sincerity of purpose, we are here to dedicate these buildings and consecrate these men to truth, justice and human advancement. ADDRESS IN PRESENTING FLAGS, DONATED BY THE RIVERSIDE CHAMBER OF COMMERCE A. N. WHEELOCK Superintendent of Schools, City of Riverside American education and the American flag stand for a common ideal, the ideal of a free republic resting safely and securely on the trained intelligence of its citizens, of citizens conscious of their civic right, and equally conscious of their civic duties. There is a peculiar fitness then in making the American flag the accompaniment of American education, for in the school is held aloft the same ideal as that for which the flag stands. Our democracy was founded upon education. The forefathers saw to that. The schoolhouse followed the rifle, the axe, the flag. It has thrived upon education. The safety of Democracy today depends upon education, and because of changed conditions, upon Americanization: upon an education that brings to all the children of all the people training to meet the conditions of a workaday world and training to meet the conditions of civic life, in a word for citizenship; upon Americanization that must insist first of all upon English speech; a training that will lead the immigrant into American ideals, American ways of looking at liberty under law, American devotion to our institutions and our country's welfare. Education has been defined as "the mastery of the arts of life." It connotes not only the art of making a living, but the art of living. It means the art of living by citizens of a free republic. It means the consciousness of civic rights, of civic obligations. It means a vital patriotism as finely sensitive to duty, obligation and sacrifice as to rights and privileges and opportunities. It means a patriotism that, in times of storm and stress, in times when the nation is at the parting of the ways, in times when national ideals are in danger, hesitates at no sacrifice to secure the country's safety and welfare. Now American education stands for all that, as the American flag stands for all that. How well has American education performed its task? What evidence have we that this ideal for which it and the flag stands has been implanted in the minds of the boys and girls? In the final test, the test of real devotion and sacrifice, how does the product of our American education prove itself? Let these times of storm and danger bear witness. The call came: "The country needs you. It needs your work, your ability, perhaps your life." Like a shot came the reply and action as quick as the reply. Up from the high schools, the colleges, the universities came thronging hundreds, aye thousands of young, virile lives, willingly, gladly, eagerly offering themselves for whatever of service, for whatever of sacrifice the country might demand. There has been nothing finer in all these years of war than this response; nothing that so stirs the hearts of every true, loyal American; nothing that makes one prouder of the real products of American education than this outpouring of eager, hopeful, enthusiastic young life at this call of the country's need. The colleges have become barracks; the campus has become a training camp. What more appropriate offering at the dedication of a great institution of learning, what more fitting gift than this flag of our country which is so closely united with our American education. The flag of the men and women of long ago who gave us a nation; the flag of Washington, true father of his country; the flag of Lincoln, emancipator of a race, consummator of the immortal union of the states; the flag that today waves over the battle-worn fields of France |