NEW ZEALAND UNIVERSITY.

Evening Star, Issue 8613, 5 September 1891, Page 1 (Supplement)

NEW ZEALAND UNIVERSITY.

THE CAPPING OJSKEM NY, TheQariiaon Hall was crowded last night, and many who had considers! themae.v.c f .Hanote in securing tickets entitling them to admission were after ail unable to obtain a view of the ceremony of presenting diplomas to those students cf the University of New Zealand who pursued their studies at the Otago University and graduated by examination last year. The doors were opened a little after sevea o’clock, and, those who squeezed into the hall after the first rush having settled down inta their places, the students began their Informal but anxiously-looked-for programme, the orchestra playing the ‘Dresdlna’ gavotte as an overture. It was evident from the outset that tbe musical arrangements had been well rehearsed. The players on fiddle*, cornet, trombone, drum, and other instruments were stationed on a low platform in tbe centre of the hall, each of the performers being effectually disguised, and the music they gave was distinctly acceptable. The accompaniments to the song*, always effective, were in some instances specially meritorious, and the singers, seated in a square round the platform, were in most of the choruses kept pretty well together by the leader, who at one point of the proceedings oontiibuted a solo. One of the most successful of the songs was that in which the janitor was taken tff, the first verse running thus;

PUKD-I-EE. Ate; ‘ Moriarily ’ Oa the chaps I (all, when they kick tho ball, I take it into custody; ’Xis then they cy, as I pass by—- “ Where’s our ball—Mr Purd-i-ee I plague tbe lads; and the sweet girl grads I exclude every Saturdee; And they stand and cry, as the door they try—- " Are you there—Mr Putd-l-ec ?" Chorus : Pm head janitor o( the Varsity, Uy name it is Purd-i-ee ! The students o r y, as Igoby - “ How d’ye do—Mr Purd-i-ee?" This rong was encored, and the audienoa were not sparing of their applause on the conclusion of other ditties. Another that was received with uproarious merriment was that which referred to the recant dispute between two medical men, tho parties concerned being unmistakeably indicated by illustration, th's taki. g tho form of a large calico repreaentat'on oftheprrties. Theartisthadsacceededingettl. g a splendid likeness of each of the prino pal', one being represented in a pugilistic attitude, and the other prostrate from a b’ow, the design bearing the inscription “Oh, what a surprise ! Two lovely black eyes.” Sharp to time the graduates walked on to the stage, the ladies to the right of tho chairman and the gentlemen to the left, and the officials also took their seats, iir Hobart Stout, as representing tho Chancellor of the University of New Zealand, occupied the chair. Lady Stout was presen 1 ', and among those who were accommodated with seats on the platform were the Kev. Dr Stuart (Chancellor of the University of Otago), Mr Justice Williams (Vice-Chan-cellor of the University of Otago), Bishop Nevil), Revs. J. Gibb, J. Gibson Smith, W, Banner m ad, W. Saunder., and D, Borrie, Professors Scott, Ulrich, Silmond, Parker, and Gibbons, Ots Roberts, Colqnhoun, Jeffooat, and Barnett, Mr A. Wilson, M. A (rector of the Girls’ High School), Mr J. Maogregor (chairman of the Education Board), Or Fitchett, the Mayor (Mr J Harroll), Messrs A. Holmes, D, Wilkinson, A. R. Barclay, and W. A. Stout (lecturers at tbe University of Otago), Miss Freeman, 8.A., Messrs W. D. Milne, M.A., D. White, M.A., K, A, Phillip.*, B. T. K. Sidey, B G. A, Simmers, 8.A,, and other graduates (f the University of Otago ; Messrs J. K, Thornton, M. A., W. 8. Fitzgerald, A. Hamilton (registrar), K. B. Cargill, John M'Lcan (Kedoaatle), D. A. M’Nicoll, Bland Holt, A Solomon, M. Cohen, and W. Guthrie. The students then sang what was called ‘ The chairman’s so og,’ the leader personating the chairman by taking the solo Tne words of tbe opening verses run thus:

Sir Robert: Now hearken to my strict command On every hand, on every handStudents: To your command, On every hand, We dutifully bow. Sir Robert: To me it is not very e'ear Who ruleth here, who ruleth hero. Students: To us it’s clear That we rule here, And wo will show you how. Hip, hip, hurrah ! Hip, hip, hurrah ! Hip, hip, hurrah ! Hurrah ! Hurrah I Sir Robert: Five years ago, as you may know, 1 ran this show, 1 ran this show. Students: Oh, Robert! oh ! O’er us, you know, Rough-shod you wished to ride. Sir Robert; The course I took, no doubt you've heard, Was most absurd, was moat absurd. Students : Upon our word, It was absurd, It took us by surprise. The song was concluded by three cheers being given for Sir R ibert Stout. Silence succeeding, The Chairman said ; Ladies and gentlemen, —Before commencing the proceeding! l , I have to state that several gentleman have sent apologies for their non-attendance, Dr Bialop has Intimated that he regrets being unable to attend, and 1 have letters of apology from the Kev. Mr Waddell, the Rev. Father Lynch, the Yen. Archdeacon Edward?, the Rev. Mr Fitchett, and Dr Bc’cher— (Uries of “Oh.” A Voice: “We don’t want him,” and loud laoghtc.) I shall now procaed to grant the dip omas, and after that 1 shall make a few remarks on the New Zialand University work. The following graduates, being present, received their diplomas in person from tho chairman

Ua.helora of Arts.—Miss Helen Alexander, Mies Catherine Ferguson, Miss Catherine Moss, Miss Marion S. W. White, Messrs W. Burnside, A. Crawford, J. H. Henderson, J. Mackenzie, T. D. Pearce, J. Bennie, C. F. Saluiond, A. Stenhouao, J. G. Stuart, J. S. Tennant, and W. F. Walters. Bachelor of Law.—Mr B, M'Nab, M.A.

Masters of Arts.—Miss Sylvia E. Gifford (Auckland University College), Messrs L. A. Line, J. A. M'Mickle, P. G. Morgan.

As the ladies came forward each was greeted with numbers of bouquets and wreaths and boisterous applause, the presentation to Miss Gifford being the signal for cheers for the Auckland College and a shout “Well done, Auckland." The mala graduates were a'so individually cheered, and the chorus ‘ For he’s a jolly good fellow ’ drowned the formula as uttered by the chairman. The following graduates were not present to receive their diplomas:

Bachelors of Arts.—Messrs A. Campbell and J. H. Gray. Batchelor of Law.—Mr R. S. Collie, B.A. Master of Arts.—Messrs H. P. Cowx, J. A. Johnson, and J. Watt.

Bachelors cf Medicine and Surgery.—Messrs W. Butemei.t, R. H. Hogg, and J. H. Reid. The Chaihman: On an occasion like the present, it is, 1 think, fitting to bring before the public what the New Zealand University is. doing. The Senate of the University has certain functions to perform regardiag higher education. It has to examine those who desire degrees or certificates of proficiency and to grant degrees or certificates, and to aid university teaching by providing scholarships to deserving candidates (A Voice : " Raising fees.”—Laughter.) There is a general meeting of the senate once a year to consider the requirements of the university, to supervise its administration, and to amend or change its statutes. It has nothing to do with teaching; that is performed by the affiliated colleges which, as you are aware, are at present in Auckland, in Christchurch, and Dunedin. The last general meeting of the senate was held at Christchurch, and I desire to bring before you one or two things that the senate there did. First, let me state that the number of those who are undergoing university education is happily increasing. The total number who came np for degree examination last year was 200, the year before there were 167. The December examinations, which were examinations for matriculation, medical preliminary, and junior scholarships, showed also an increase in the number of persons examined. There were 473 examined in 1890, and 405 examined in 1889 This year the number of degrees to be conferred throughout the whole of New Zealand is 62. That is, Master of Arts, 15; Bachelor of Arts, 33; Bachelor of Science, 1; Bachelor of Laws, 7; Bachelor of MBffloine and Bachelor of Snrgery, 3. This will make a total number of 279 graduates who hare been admitted to degrees by the New Zealand University after examination. Last year the number of degrees conferred was 57, so that this year there is an increase of five upon last year. So far as the Otago University is concerned I think the record is exceedingly satisfactory. Out of 62 degrees conferred 28 pursued all or part of their studies at Otago University—namely, six Masters of Arts, 17 Bsohelora of Arts, two Bachelors of Law, and three Bachelors of Medicine and Bachelors of Surgery. Of the six senior scholarships which were conferred two were taken by students who pursued their studies at Otago University, and out of the 15 who obtained honours six were students at the sfime university. At the meeting of the senate, to which I have already referred, there was, as there always is, a considerable amount of—(A Voice : "Swearing.”—Load laughter.)—what may be termed administrative work. Examiners bad to be appointed, the finances had to. be carefully considered, and arrangements nqade for the appointment of a Home agent, and there were also several verbal and necessary alterations made in the statutes. Two subjects of more than general importance that were dealt with were: First, the alterations of the senior scholarships. At present the university gives six senior scholarships, the amount being £6O per year. There is also the John Tinlina scholarship for English. The senior scholarships at present are given for the following subjects;-One foe Latin and Greek

one for Latin and English, or Latin and either French or German; one for mathematics; one for experimental science—namely, physical science or chemistry; one for natural science—namely, biology or geology; one for politioal or mental science. The senate resolved to increase the scholarships to nine, and reduce the amount payable to £SO. It will bo seen that the scheme now carried allows greater special!* sation of study. The subjects are distributed as follows: —One for Greek, one for Latin, one for English and French or German, one for mathematics, one for chemistry, one for physics, one for biology or geology, one for mental science, one for political science. I have no doubt if the funds permit it there will soon be additional scholarships created—possibly one for biology and one for geology instead of only one in the two subjects, and one for English alone and one for modern languages alone. The honours examinations in arts and science have been slightly altered to meet the change in the senior scholarship scheme. There will no doubt also be provision made as the university progresses for the founding of some scholarships that will encourage research. This branch of university work has hitherto been practically overlooked. With more students we may expect that university work will not cease when a degree is obtained, but that we will have some of onr abler students applying themselves to original research, especially in science. Another question that caused considerable discussion and led to action was a resolution that the university should give certificates for proficiency in technical subjects. This was discussed in reference to two colleges in Canterbury, the school of agriculture and the school of engineering. The proposal that has been carried is that certificates sbonld be issued by the university to students who distinguished themselves in the agricultural school at Lincoln and in the college of engineering at Christchurch. The course that has been laid down in the engineering college is equivalent to what is required in some universities for a degree in engineering. Provision at present, however, has only been made for granting certificates, but no doubt some science degrees will be conferred hereafter. This would necessitate the science degree being specialised so that a degree in science may be obtained if a graduate has special scientific knowledge. This is at present done in some universities. The senate has provided for certificates, and this is an advance in the interests of technical education. Technical education can never obtain the position it is entitled to until it has been recognised by tho university as a specific branch of culture and nntil its students are enabled to obtain the same university distinctions as students in arts or medicine or law. I also believe that by the university recognising technical education in this way a great impetus will be given to it in the colony.—(Cries of “ Half-time!” and laughter.) Secondary schools will be encouraged to have special courses, and perhaps the higher classes in tho district schools may have some extra branches that will aid the student of technical science in his future studies. The recognition by the university also of the agricultural college at Liocoln and tho engineering college in Christchurch carries out what I believe is necessary in our present circumstances, It is impossible to centre in any one place in New Zealand all the special colleges required for a complete university education. You may have a nucleus of a university at the different centres sufficient to give what is required in an arts curriculum, but you cannot expect to have centred in one place all the special schools that are necessary for a complete higher education. Canterbury is providing, and providing well, for agriculture and engineering; Otago is doing the same for medicine and mines; Auckland at present has a music course, and I think Auckland ought to have a school of agriculture and forestry connected with its university college. Auckland is sobtropical. To encourage its agricultural development special scientific training is requisite, and this ooght to be given in some school of forestry and agriculture which graduates might attend. There was, as yon are aware, a beginning made in this respect at Whangatei; but, unfortunately, this has for some years past been stopped. As Auckland increases in population it should also have a medical school. It was asked that a medical school should be established, bat the University College of Auckland had not sufficient funds to provide the necessary teaching staff —(A Voice: ‘‘We will give them ours.”)—and the Senate of the University wisely, I think, resolved that until it had sufficient means it would only be doing an injury to higher education and to the Auckland University Cdlege by allowing an inefficient school to be established. I have mentioned that the university has recognised the school of agriculture and the engineering college, and I think steps should be taken to get it to recognise our school of mines. I am afraid considerable misunderstanding exists as to what the function of our school of mines is. It is not merely to train mine managers to enable them to pass a Government examination ; nor is its object to give miners engaged in mining a little knowledge about metals, about chemistry and the use of the blowpipe. Its aim is something far higher. It is to give a thoroughly scientific education in all that concerns mines and mining. I do not see why a student should not be allowed to get a science degree in the special subjects dealing with mines and mining. We wish to have those who are to be onr mining engineers thoroughly trained and thoroughly equipped from a scientific point of view. Were this done, the industrial gain would, I believe, be immense to us, and more that! any of us can realise. The having of such a school cf mines would not prevent institutions of a more popular character being established to give popular instruction in metals and mining, just as we have in Dunedin classes in the evening for many of our young men. These institutions might s*and in a somewhat similar relation to the school of mines at tho university as the secondary or primary schools stand to the arts course at the university. The school of mines is doing good work, and I hope next session the University Senate will recognise it and provide a curriculum for its students. This would give it a university standing, and confer a boon on its students, and would also bring before the public this fact; that a student at the school of mines requires many years of careful scientific training to thoroughly equip him for the position of a mining engineer. Another question that came before the senate, and has come up for many years, is the establishment of a university college at Wellington. I exceedingly regret that the very moderate proposal carried in the House of Representatives in tho first session of 1687 was rejected by the Legislative Council in that year. I hope that at no distant date Parliament will establish a university college at Wellington. It might have special work assigned to it in addition to the arts course.— (A Voice : “ Have they got a tennis court ? ”) It might have a school for law and politics, and also one for natural science. Its museum and the geological staff connected with it could thus be utilised for teaching purposes. The senate affirmed the desirability of the establishment of such a college, and in this respect followed the resolution of the convocation of graduates. One thing more regarding the senate that I might mention, and that is in reference to the Bowen prize. This prize has generally been won by students from the Canterbury College. Examiners urge that future competitors should have (heir attention directed to tho value which attaches to original thought, to clearness of expression, and to conciseness. Provision is to be made for preserving the essays, so that they may be made a permanent record of the university. I think the prize essay should be published, and that more should be made of it than has yet been by our university. There was an alteration made in reference to marking papers, but I do not think it necessary to dwell on that or other details. You will find them recorded in the minutes of proceedings of the senate. To understand tho discussions in the senate and many of the resolutions proposed or rejected, it has to be remembered that there are two questions that in various forms come before the senate. The one is the straggle between classics and science; the other is as to the time when specialisation of studies should begin. You will see that regarding junior scholarships as well as senior scholarships the struggle between those who favour classics and those who favour science was revived. It has, I think, been recognised that a man may be a thoroughly educated and intellectually equipped man and yet have only a modicum of knowledge of classics. Oar present Bachelor of Science degree is a sort of admission of this, for it is not strictly a science degree. It is rather a way of allowing students to get a degree with little classics. Then as to the question when specialisation of studies should begin.—(A Voice: “You are stonewalling.”—Laughter.) In some universities it is bald that no specialisation should commence until the uts course is finished. Some universities, for example, insist upon medical students taking (he aits degree before they begin to study medicine, and a Bachelor of Laws could not in the same university obtain Us degree until the uts course bad been finished. The opposite view of this is that onee a student has passed his matriculation examination he should be allowed to select either a literary course, or a scientific course, or a philosophical course, and under the bead "scientific course” might be included three or four different branches of science—natural science, technical science, or pbysioial or mathematical science.—(A Voice: “I say,the dinner’s getting cold.”—Laughter). It is dear from the debates in the senate that onr present statutes dealing with degrees are yet only experimental. Happily (he New Zealand University has never refused to consider any amendment on the ground merely that it is new, and 1 believe the time is coming when matriculation will be made more searching than it is at present. And,

as a necessary corollary, a student will be permitted to specialise his studies and to obtain degrees in that line of study which be selects. It is not necessary at present for me to say anything of the need of a university education. We have recognised it. But a university must provide for the highest technical training—that we have not sufficiently recognised. Professor Huxley, in a speech he delivered in {London, some four years ago, said : “ Speaking of England, this country has dropped astern in the race for want of the education which is obtained elsewhere in the higher branches of industry and commerce. It has dropped astern in the race for want of that instruction in technical education which is given elsewhere to the artisan, and if you desire to have any chance of keeping up that industrial predominance which is tho foundation of the empire; which, if it fail, would cause the whole fabric of the State to crumble ; if you desire, particularly as the gentleman who desired just now to move an amendment did—to see want and pauperism less common than they are unhappily, and are at present, remember—let me say now modestly, the conviction of a man who looks at these things scientifically is, that it is only possible by the organisation of industry in the manner that we understand organisation in science and by the spraining ot every nerve to train the intelligence which is concerned in industry to the highest point, and to keep the, industrial products of England at the bead of those of the markets of the world.” Professor Huxley, in this extract, is dealing with the higher technical education, and alluding to the need of colleges, or such other institutions for technical training. If it be true, as he says, that England is far behind the continent, in what position are we ? We are far behind Eigland. Some people have asked, “ What are you going to do with all your graduates ?” They seem to imagine that New Zealand is yearly turning out more university graduates, relatively to the population, than any other country. The fact is she is turning out far less. I will not weary you to-night by giving you statistics of various countries—of Germany, of the United States, or of England. Let me take simply how we stand in reference to Scotland. I may state that Scotland confers from 1000 to 1100 degrees every year. The highest number we have reached is 62. It is true that in Scotland some of the degrees I have counted are honorary, but on the other band, we have onr arts degrees duplicated, that is, those who obtain a B.A. may a year or two afterwards take an M.A. Counting these makes a sufficient allowance for the honorary degrees in Scotland. Then, it may be said, Scotland draws many students from all over the world. That also is true, but as a set-off to this thore are many in Scotland who obtain a professional education who do not take degrees, but are only licensed. If we had as many graduates in New Zealand as in Scotland, we ought to have nearly three times as many obtaining degrees this year as we have—say, 170 to 180. If I were to refer to the statistics of the United States or of Europe, it would be seen that we are far behind the older countries in the world in the number of persons enjoying university education. No doubt other lauds possess advantages that we do not enjoy. They have old institutions for higher eduertions. They have means and provisions for education of every hind that we cannot hope to possess for many years. They have rich endowments for every kind of institution for the training and developing of mankind, We also have our own peculiar advantages, we have not the grinding poverty, nor the unequal life, nor the straggle for existence so keenly felt as in other lands. We should bo able to give relatively to our population more youths a higher education than Scotland or England does. At present we ate far behind them, and the scattered position of our population handicaps us considerably. An effort is being made in Invercargill and will soon be made in some of the smaller centres to continue the studies of tboso who have left secondary schools and matriculated. This is some substitute for university training. 1 think we must look to the graduates who are yearly passing through our academic halls to help university extrusion. Turning out 50 or 60 thoroughly trained men and women a year must have its effects on our general culture, and if they realise, as they should realise, that the State is looking to them for light and leading in all that pertains to the higher education, I believe wa will not bo disappointed. On you, graduates, rests a grave responsibility. The State is going to great expense to help you. In return, what does the State ask? Only this; that you will be true citizens—using your talents, your education, jour culture, to help your fellows. You have to become the defenders of the higher education, and never to cease advocating its claims, and perhaps the best advocacy you can advance will be your own worth, your conduct, your life, your self sacrifice for tho needs of your fellows.— (Loud applause.) The students then sang a song commencing thus:

Good people all, who come in search of wisdom and of light, We wish to clear your intellects and let you sec aright, The reason why wc have some fun on this auspicious night, And figure in tho papers in the morning. Chorus. Hurrah ! hurrah ! we’re undergrade, you see. Hurrah I hurrah ! for mirth and jollity ! And hang tho cad who wl 1 not cheer, and echo three times three, In spite of the papers in the morning.

Mr John Macobeoou, M.A., who was then called upon by the chairman, said:— I have been invited to be present here in my capacity of chairman of the Education Board, but it is not in that capacity, but as an old graduate of the University of New Zealand—(applause)— that I venture to stand up before you to address this assemblage, and I assure you I deem it a great honour to be asked to take part in these proceedings, but I can also assure you that it is with a good deal of hesitation and much trepidation I have accepted the honour, and I rely on my brethren of the alumui to help me through. I am in for it now. Casting about for a subject appropriate to such an occasion as the present I decided, for want of anything better, to throw together some ideas on the subject of secondary education that had gathered iu my mind in the course of my reading and reflection. Not that I profess to be an expert or an authority on the subject, but education is like political economy, a subject on which we all have some notions. Our system of education is upon the whole such that we have some reason to be proud of it; but it is still far from being complete or perfect, and perhaps the greatest defect in it is the absence of any organic relation—(cries of “Oh!”) between our elementary schools and our high schools. This is a defect that has often been pointed out before, and never more clearly and forcibly than by Professor Shand—(applause)— not long ago; and although the subject is one that is familiar to many iu this hail, and there are those present who are much more competent to do justice to the subject than I am, still it is a matter of so much practical and not merely theoretical importance and interest that I may perhaps be allowed to say a few words on it. as leading up to my principal thesis, namely, that secondary education should be free. What I mean, then, by the absence of this organic relation is that on the one hand the course of instruction in our primary schools is not so arranged as to fit in with and lead up to the curriculum of our high schools. Parents who have boys or girls attending the district schools, and whom they intend to send on to the high school, will realise (he importance of this matter when I say that such children would ready waste a considerable part of the most valuable period of life by remaining at the district school until all the seven standards had been passed. The explanation of this is that in the Fourth, Fifth, and Sixth Standards no provision is mado for teaching secondary subjects. It is very curious that this should be so, and that our standard regulations should be so constructed as to ignore altogether the existence of our high schools, which are just as much a part of our State system of education as the primary schools. On the other hand, the curriculum of our high schools is such that it overlaps the course of instruction in our primary schools by three or four years. This duplication adds enormously to the cost of education, and what is even more serious, it causes great loss of time and energy. This is a great and fundamental defect (A Voice; “There are lots.”)—and herein lies a great danger to secondary education; for every now and again the cry is raised that the high schools are mere class schools supported by the State for the benefit of the children of well-to-do people who could afford to pay the whole cost of their children’s education, A few years ago this was a favonrite theme for declamation with politicians who professed to represent the feelings and wishes of the working men. True this objection is not eo often hesrd now, and I consider it is extremely creditable to the labour party that at the last general election they took so enlightened and liberal a view of the education question.—(lnterruption). The result of the last general election falsified the calculations and anticipations of the wisest amongst ns; for candidates who expressed themselves in favour of tampering with education, ss, for example, by charging fees for the higher standards or in anyother way, were as a role defeated. Still, this cry may be raised at any time that out high schools are class schools, and it behoves os to remedy the evil in time. In a properly graduated system no pnpU would be allowed to enter a high school who had not passed the Fourth Standard—(A Voice: “Obviously! yes, I am glad to hear it.”)bat nnder present circumstances this cannot be compassed; for the attendance would then be so much reduced that the high schools could not be carried on at the comparatively small fees now charged. It seems to me then that this radical defect can-

not be cured until secondary education is as free as primary education. Our system would then be symmetrical and complete on the lines already laid down. Although no system can be said to be really complete, that does not provide for technical and industrial education Our primary schools could then be made to fit into the curriculum of the high schools. The district high schools serve their purpose fairly well in important centres, while in important country schools we sbonld have teachers qualified to teach the higher branches, and receiving a special grant for so doing. I cannot think that we in Otago, who have inherited the noble traditions of the ancient Scottish system of education, should consider such proposals over ambitions. The scheme introduced by John Knox three centuries ago was much more liberal than ours is even now. England has always been niggardly in her treatment of education; but she has been compelled at last, although very tardily, to follow the example of her colodus by establishing free education. In England the common schools were restricted to the beggarly elements of the three RV, shutting the door of hope in the face of the poor man’s clever boy by depriving him of all chance of ever reaching the prizes of the higher education, and whatever career his talents might fit him for. Some people might think that in speaking like this I am merely giving utterance to ancient Scotch prejudices; but that is not so. My statements are well authenticated and generally admitted historical facts. And it is to this very same Scotch spirit in the pioneers of this settlement that wo are indebted for our splendid endowments set apart for primary, secondary, and university education. And it would ill become anyone in this community to question or deny our obligations in this matter. We are scarce “ our fathers’ shadows cast at noon ” if wo fail in a land like this to maintain those noble traditions and if we abandon the lofty ideals of our fathers, John Ball is accustomed to think of Norway and Sweden ss peer and backward as compared with England; and yet in (hose countries all State education, both in primary and secondary schools, is gratuitous, and parents whose circumstances are such as not to admit of their sending their children to school without a great sacrifice can obtain a grant from the poor rates as a compensation for the loss of their services. I do not say that we should go quite that length; but the proposal to make secondary education free would not be a new departure in New Zealand as it would be in Victoria, for example, for with us tho State now spends a considerable amount on secondary and higher education. And it seems to me that quite as much can be said in favour of secondary education being free as for elementary education ; for even if no fees were charged a considerable sacrifice is involved to parents in the keeping their children at schooi till the age of 18 or beyond it, when they might be earning wages.—(A Voice: “It is not feasible.” Loud laughter.) So that that there would still be ample play for that “ privilege of duty and discipline of self-sacrifice” which have been characteristics of Scotch people for ages in their anxiety to secure for their children the inestimable boon of a good education. It cannot but be well with a people where the parents are content to toil and moil and pinch that their children may have educational advantages denied to tbemsoives. It were much to be regretted if our people came to lose that noble ambition; but Ido not think the abolition of fees would have that effect. I know many people will cry out against the proposal on account of the expense. And it is scarcely to be expected that we should attain to so grand a consummation in times like the present. But I maintain that even in a material point of view education is a good investment for a nation. Professor Thorold Rogers says “ It is difficult to overrate tho benefits which its system of education has conferred on tho inhabitants of the Northern Kingdom (Scotland). It has made the poorest state in Europe one of the most vigorous, enterprising, and opulent.” Professor Marshall, in his new work “ The Principles of Political Economy”—(cries ot “ Tima”)—saysThe education of the people is not only a national duty, but a national investment. The raoit valuable of all capital is that invested in human being-. There are many kinds of work that can be done as efficiently by an uneducated as by an educated workman; but then the direct benefits of a good education are greater than most people imagine. It stimulates the workman’s mental activity; it fosters in him a habit of wise inquisitiveness; it makes him more intelligent, more ready, more trustworthy in his ordinary work; it raises the tone of his life in working hours and out of working hours. Thus tho wisdom of expending public and private funds in education is not to be measured by its direct fruits alone. It wilt be profitable as a mere investment to give the masses of the people greater opportunities than they can generally avail themselves of. For by this means many who would have died working men get the start that is required for bringing out their latent abilities, and the economical value of one great industrial genius is sufficient to cover the expenses of the education of a whole town. One new idea such as Bessemer’s chief invention adds as much to England’s productive power as the labour ot 100,000 men. All that is spent during many years in opening the means of higher education to the masses would be well paid for if it called out one mote Newton, or Darwin, or Shakespeare, or Beethoven. There is no extravagance more prejudicial to the growth of national wealth than that wasteful negligence which allows genius that happens to be born of lowly parentage to expend itself in lowly work. No change would conduce so much to a rapid increase of material wealth as an improvement in cur schools, and especially those of the middle grades, combined with au extensive system of scholarships which should enable the clever son of a working man to rise gradually from school to school till he had the best theoretical and practical education which tho ago can give.” I believe tho claims cf secondary and higher education could be advocated on much higher grounds than 1 have taken, but I should only be courting the fate of Icarus were I to attempt a flight into the empyrean, and so I shall leave that part of my subj‘ ct and try to meet an objection that I have often heard—that there is a tendency to cirry onr z=a! for all kinds of education too far. It is said the result of it will ba that by-and-bye nobody in Now Zealand will bo content to practise a handicraft. Now, Ido not wish to be misunderstood, for I do not propose that all onr boys and girls should prolong their education into the secondary stage. What I contend for is merely that every boy and girl, in whatever station of life they are born, should have a free coarse open to them to the highest positions for which they- are fitted. The first Napoleon said the French Revolution meant a clear path for merit of whatever kind, and that is all I contend for in education. Who are the people that raise this objection ? I take it they are mainly the people who can afford to give their children the advantages of the higher education, regardless of capacity or merit. But character and capacity are not tho exclusive prerogative of any rank or station, and all should have as nearly as possible equality of opportunity ; and no other equality of chances has a tenth part of the importance that belongs to equality in education. All should have an open career, if they have the capacity and constancy to take advantage of it. The objection lam now trying to meet has its root iu that ancient prejudice that those who happen to be beneath us in social position exist for our convenience and comfort—an idea that formed the great obstacle in the path of education in Ragland. The policy ot the English aristocracy and middle classes was to keep the people in ignorance and to make that ignorance the ground of exclusion. Here we are more neatly on a level, and ail I claim is that it is the right of every one, and it is the interest of society that every one—no matter in what rank be is born—shall bo furnished with the means for the full development of his powers. As Aristotle says Society originates for the sake of life, but is for tho sake of good life.” The State must search for intellect and moral force as for a bidden treasure, and wheresoever it has found them it must in the general interest equip them to the best purposes for work and put them in the way of doing it. This is the British way of realising the triune ideal |of liberty, fraternity, and equality. We may rest assured that the tendency I am now speaking of will right itself and will be counteracted in various ways.

New occasions teach new duties; time makes ancient good uncouth. They must upward still and onward who would keep

abreast of truth. The proper way to counteract any snch tendency is not by restricting education,‘but by making our system reslly complete, and by providing for industrial and technical education. Handicrafts will then cease to be merely mechanical, as theymainly are at present, and will become scientific and artistic. One result will be that the great differences of remuneration now customary iu society between the handicrafts and the professions will be broken down, because they do not represent a proportional difference in merit; and in other ways also such distinctions will disappear. Bat this point of view opens oat too wide a field for me to explore on an occasion like the present.—(Applanse.) The students then sang a song called ‘ Student life,’ after which the chairman called upon Dr Stuart to address those present. As Dr Stuart rose he was received with three cheers, much applause, and 1 He’s a jolly good fellow.’

Dr Stuabt said: Sir Robert, Graduates, Ladies, and Gentlemen, You will not deem it unsuitable to oar present meeting if I remind you that a student who took part in the capping of last year has been called away by the Divine Arbiter of human destiny. I regret that I did not know of his illqees to onablQ me to ebon him Christian

sympathy. Graduates, a student's death eter strikes me as a death at sea. But Wilford, who bas left us, prosecutes bis studies of God and His works where study is not interrupted by sickness er death, and where the felicity is lasting as eternity. In after yean when you meet you will speak of him with the tenderness which the memory of the early dead awakens. At this stage of his remarks the speaker paused, and the students' orchestra played the 11 Dead march.” When this was concluded, Dr Stoabt continued as follows: Thinking the other evening of a theme fairly suitable to this joyous occasion, it occurred to me to break ground by a reference to the story of our first graduation ceremony. From a university point of view it was the day of small things, its scene was the judges room in the Supreme Court. There wero present—the Chancellor (Judge Chapman), your humble servant as vicechancellor, the registrar of the university, and our solitary graduate— out one chick.— (Laughter.) Our fellow members of the council bad somehow overlooked the occasion as did also the professors. The man in the street, who is generally wide awake, did not present himself, nor the übiquitous reporter so much desired to fix the winged words of the chancellor and to give my limping sentences a decent setting. We met to do a great work, and, though uncheered by the sympathy of the many, did it. The chancellor capped the graduate and wished him a bright and prosperous future; while I congratulated him on his success and the example he had set our youth, and predicted that the seed then sown would in due course yield many fold. Friends, look on that capping and look on this capping. The capping of to-night bas drawn from their books our staff and from their studies a regiment of graduates, with a delightful and ever-increasing sprinkling of sweet girl graduates, resplendent with merited honours—(Cries of “Oh! oh !”) and a large representation of the professions, the public, and the press. Not many years ago it was mooted by one dressed in a little brief authority that the least troublesome way of effecting the capping would be by sending the diplomas through the post, but I am sure that it would be difficult now to find a man with the rashness to repeat the proposition. Why should not our graduates have their cappiog time ? Why should not our growing sons and daughters see with their own eyes the honour in which we hold those whose diligence has crowned them with success in the academic competitions ? Graduates, I know you hold our educational institutions in the highest esteem, and regard them as potent factors in producing the future of usefulness for which we looked long. We have had straits, and may have them again, but our people, as a whole, believe that New Zealand will advance through education, industry, and the spirit of dare and do to the position befitting the Britain of the South,— (Applause.) So priceless are the blessings of education and righteousness that the people possessing them have the elements of goodness and greatness—(A Voicf:: “Thank you.”) Graduates, the university in whose halls you have studied has now attained its majority—(A Voice : “ The chicken has become a rooster,” and laughter)—and its history has interwoven itself with that of the education of the country. Now and again individuals have flung against its record tbe shafts of their passion, recking neithir where nor how fiercely they sfung As one who has been a close observer of its story I have an opinion, and it is this, that it] |has been highly creditable to tbe governors, the staff, and the students. Need I remind yon that several of our leading citizens ungrudgingly for years gave their time and experience in shaping and directing it—as the venerable Dr Burns, the Aaron of Otago, the chivalrous Sir John Richardson, the scholarly Judge Chapman, the sagacious John Hyde Harris, the cautious Dr Hulme, the incorruptible A. C. Strode, the patriotic and far-seeing James Macandrew —(applause)—its founder, and John Bathgate—the child of song and story and the possessor of a large endowment of the perfervidum ingenium scotorum. I caonot forget that on hearing the depression of the time was receding he made this entry in his diary the day before bis departure : “ The cloud is lifting, Deo Gloria.” Their services the rulers so highly appreciated that they urged them to complete the faculty of the arts and proceed with the erection of a Medical School, a Law School, and a Mining School. The courts of Presbyterian Church have been so satisfied with their direction of the university that they endowed, in addition to the chair of philosophy, chairs of English and physios.— (Cries of “Oh! oh !!). The staff, as a whole, has done excellent work—which the historians of education will acknowledge. It was only the other day that an Edinburgh graduate who is known to have distinguished himself in classic', but who eutered on his undergraduate course in Otago, said to me, “That he often recalls with delight the sound and thorough instruction be rt coivod in our class room?.” In proof of the efficiency of its work, I appeal to the outcome. In our chairman we have one of its students and lecturers—as well as a former Minister of Education, and Premier of the colony. Oar graduates in numbers are in the professions and industries of the colony and beyond it. Some have made their mark in the halls of legislation and on tbe bench, and others will follow. Having the support and goodwill not only of its alumni end tbe settlers I am confident our university will, as time rolls ou, wax stronger and stronger. The old order must necessarily change, so as to admit into its governing body fresh blood and brains. This change is being provided for in the bill for the reconstruction of the council, which Las been entrusted to Mr Hutchison—(cheers)— a warm friend of the college, and one of the city members. He wrote me to the effect that he is sanguine the bill will become law iu a form acceptable to the country and to all concerned.—(Hear,hear. 1 Personally I havsnodoubt tbe comiug governors will manifest in its service more than tbe average sente and ardour of their predecessors. What is the return, graduates, which a generous country expects at your hands ? It expects that iu your respective callings you will exemplify practical good fense, sturdy independence, and a nature gentle, generous, steadfast. Show that you are, iu the words of Wordsworth, “ religious men that give God and men their due?,” and hold with our poet and people “ that without on honest manly heart no man is worth regarding.” Look at this portrait of a stainless chivalry which we owe to a prophet and p-almist <-f the long ago,and say if it does not merit a place in the temple of the heart. You would not have me apologise for bringing it under your notice. He asks this question

Within thy tabernacle, Lord, who shall abide with

Thee? And in Thy high and holy hill who shall a dweller

I give you his reply in the terse words of a Provost of Eton ;

The man that walkelh uprightly, and worketb righteousness, Aud as be thiuktth in his heart, so doth lie troth

express; Who doth not slander with his tongue, r or to his

friend doth hurt; Nor 3 et against his neighbour doth take up an ill

report. In whose eyes vile men are despised; but those that

God do fear He honoureth; aud ebangelli not, though to his hurt

lie swear. His coin puts not to utury, nor take reward will ho Agaimt the guiltless; who doth thus shall never moved lie.

That is my request tor you; that is my prayer—that you might be exemplary in your life like the portrait which has been sketched in the 15ch Psalm, which has been admired for 30C0 years, and will be adniced till sin is burnt out of the eaith and the Divine image is restored to every soul.—{Loud applause.) TheCHAiUMAN said before the mrciing closed he had to thank theladi s and gentlemen for their attendance there that night, and the students for the admirable maimer in which they had conducted thtrnsclves.—(A. \gice: “Till the truth, Bobbie,” and laugbtir.) He could only say that he felt sure that all present that evening would admit that the proceedings had been h’ghly in order. The students would give another song, and then the meeting would end.

The proceedings then terminated by the ctm dents singing the ‘ Gmdesmus. 5