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COLLEGE NEWS RELEASE FOR AUTOMATIC RELEASE IN THE AFTERNOON PAPERS ON HEDNESDAY, 22 February, 1967 NEW COLLEGE, SARASOTA, FLORIDA FURMAN C ARTHUR INFORMATION Speech by the British Ambassador, Sir Patrick Dean, G.C.M.G., at Inauguration of President of New College, Sarasota, Florida, on Wednesday, 22 February, 1967 I am delighted to be here today, for the inauguration of the of Ne\-7 College. My father was an Oxford man and indeed he graduated from Ne\-7 College of which he was later made an Honorary Fello\-T. Now let me declare my interest. I confess I am a Cambridge man myself, but I do not hold it against this institution that it bears the same name as the famous Oxford College. There are other similarities, too, I believe, including, for example, the use of the tutorial system of teaching. So far as students are concerned, there is a difference. This Ne\-T College is co-ed, but the one in England has taken the better part of 600 years to get .round to having \-Tomen, and then only graduates, studying but not residing on the premises. Festina lente Sometimes, I am bound to say, I feel a bit lonely in Hashington among so many Oxford men, some of them Rhodes Scholars, and I am, after all, the first British Ambassador from Cambridge for nearly a century -since, in fact, Victoria, with her customary great \-lisdom, sent Ed\-Tard Thornton of Pembroke Col lege, Cambridge, to Washington in 1867. At all events, it is a great honour and pleasure to be l-lith you today in this city which, I believe, celebrated the 80th anniversary in 1965 of the landing of the 65 immigrants from Scotland t-Tho settled the area in 1885. Ladies and Gentlemen, I suppose nearly every parent is at some time faced with the problem of the type of education he \.Tishes his child to follmv. Later, the student himself takes part in the discussion as does the teacher. I know that I face the problem now with my t\-TO sons.
Speech by Sir Patrick Dean PaPe 2 u In the end, those concerned have to make up their minds and decide Hhat they expect of education, they think it can do for the subject or, as I suspect Hinston Churchill might have put it, the obiect of such instruction. Do you recall -if I Lay digress a moment some of the remarks about education are to be found in his book "My Early Life"? (In this country it is called, I thirtk, "A Roving Commission".) At one point he says, "It Has at 'The Little Lodge' I first menaced Educationr (he speJ t it a capital "E" too!). A fe,.r pages further on, he Hrites, "But noH a much 'wrse peril began to threaten. I 'liaS to go to school". Perhaps the sentence I like best in the book and there's a lot of truth in it -is this one, "Certainly the prolonged education indispensable to the progress of Society is not natural to mankind". But Churchill, in the end, was grateful to his school days for g1v1ng him the beginning of his understanding of and love for the English language: just as the great essayist, Leieh Hunt, remembered his old school with affection for "having bred me up" as he put it, "in old cloisters, for its making me acquainted \dth the languages of Homer and Ovid". But it is difficult to think in general terms of the kind of education best suited to the young men and Homen today. And it is certainly beyond my competence to do so beyond making a observations which be related largely to my otm experience in government service. There is inevitably a great deal of specialization. This seems to me right provided that it does not mean too early an exclusion of many subjects that would give a broader knowledge. But vTe all have to recognize that in our modern world a high degree of specialization is indispensable, especially in science and technology. Nonetheless, I think there is a lot to be said for leaving specialization until as late as possible and even then trying to combine the essential acquisition of professional techniques with an equally essential humane understanding of the society into which the student will emerge. And as that society is itself constantly changing so does our approach to education, even though certain basic principles will not alter. I do not knmJ this is to be achieved (and I am delighted, I may add, that I am not being asked to try to do anything about it!) but I am sure that education is not good if it one's interests. It is good that it should concentrate energy and intellect, and focus attention, but it is sad if it restricts and precludes. I vlill, in a moment, give a practical example of I mean. -more-
Speech by Sir Patrick Dean Page 3 Again, there is so much that can never be taught in school or university. Hhen I 'vas thinking about \vhat I mip,ht say to you today, I Hondered, for example, to tvhat degree it 'vas possible to learn at school and university the qualities that make up the successful businessman or politician, or diplomat; for that matter. I am not thinking no\v of knowledge or of learning in a particular field, or of skill in deploying the facts. Nor am I thinking so much of courage or integrity or honesty or or tact or a sense of humour, or quick wittedness. All these are in some degree desirable, not to say essential. I am thinking of a. quality Hhich in most professions is indispensable: patience. I do not knmv \vhether it can be taught, though it certainly can be learned, sometimes by bitter experience and sometimes more pleasantly through such pasttimes as angling; Izack Halton over 300 years aso quotes Sir Henry Hooton as saying that angling, "begat habits of peace and patience in those that professed and practiced it." I like the connection bet\veen "Peace and Patienceu, because I t11as reflecting much last tveek on those t\vO t.Jords, but I 'vas thinking of them in the reverse order, as "Patience and Peace". (Pick up remainder of paragraph "That \vas in the context" etc.)
Speech by Sir Patrick Dean Page 4 That in the context of the sustained efforts ,.;rhich my goven1ment -and other governments too -have been makinr, to help bring about peace in Vietnam. These efforts, quite apart from their political significance arc not 01-ly exercises in skill and courage and timing and determination, they are very much examples of patience. The quality of Patience is essential in any negotiation. Certainly my years as a diplomat, and before that as a lal.Jyer, have shown me beyond a doubt that the more difficult a problem or a negotiation, the more protracted it 7ill probably be, and the more patience that will be required to solve it. I remember very \-lell the hours and hours I have spent on one clause, or even one '"ord or the position of a conma in draft resolutions at the United Nations. Hany is the time I have sat in smoke-filled rooms Hith other diplomats until the small hours until ,Yc succeeded in hammering out something that was generally acceptable. On such occasions many other qualities are useful endurarce, a sense of humour, forbearance, tact, common sense (I did not say I have them-merely that they are useful) but patience is essential. In the United Nations especially, patience t-1as at a premium. And there is need for it too in Vietnam -most painfully for you. He British need it also to solve the Rhodesian problem, and in the attempt tole are non ma' .. ing to achieve the right conditions for our entry into the European Common Earlier in my talk I said I would give you a practical example of tvhy I think too early specialization is unfortunate. Take the diplomat, for example, and this t-7ould equally be true of, say, the journalist. If he specializes too soon, in the sense that he begins to exclude early on from his studies those subjects he at that time thinks wi 11 add little to his knowledge or efficiency, he runs the risk of being betrayed later. Hhile I am sure that language is as good a discipline of the mind as mathematics, it v7ould in my viet-7 be a mistake for a young man or -10man to abandon the latter too early in order to concentrate exclusively on languages. I am not saying that the quality or performance of his mind necessarily be affected. But the ability to perform his duties could well be, certainly_ in my profession. As you probably know, it is the practice in the British Diplomatic Service to try to give young officers early experience in most of the of the Service. Thus he may in one post be an Information Officer, (!n9.. _j.n his next a Consul. After that he may be concerned \oli th economic and trade matters. He may have a spell in London dealing, say, .vith the economic aspects of disarmament, or in a foreien capital doing the political reporting. On any of these occasions, he will, ho\ever, through the sickness of a colleague or leave arrangements, be called upon to do someone else's job for a while in addition to his own. -more-
by Sir Patrick Dean -Page 5 All these assignments call to some degree for specialized In many of them it is a great advantage to have someone \
Sir Patrie Dean -Page 6 But unless their education does more than that, unless their education encourages them to look outtvards and not i .lards, to take into account wider factors than those strictly relevant to their ot-In stoc1-in-trade, to bear aluays in mind the needs and interests of their neighbours, their fellou countrymen and of all their felloH human beings, their education 1ill, in a very real sense, have failed. The ancient Greeks said that the of education rv-as, 11to see life steadily and to see it This is a very difficult thing to do if one wears hlinkers and looks through a telescope or a microscope only, however clear immediate image. If we are to see life steadily and as a \Y"hole, ue have got to look round us >videly and intelligently with our ordinary eyes. The real purpose and the r cA.l tcs t of education is to combine the ordinary standards of broad human visiol) tJi th the narrower, deeper and more vivid insight of the specialist examining his mvn speciality through a magnifying glass. ;,'c