CANTERBURY COLLEGIATE UNION.

Lyttelton Times, Volume XXXVIII, Issue 3593, 23 July 1872, Page 2

CANTERBURY COLLEGIATE UNION.

For some months past, progressive measures tending towards the establishment of a Collegiate Union affiliated to the New Zealand University, have been periodically recorded in this journal, and the feeling of deep interest which manifested itself on all sides in connection with the work, showed that the province was fully alive to its importance and anxious to promote its advancement in every possible way. It is needless to say, therefore, that the last step in the initiatory stage being now passed, congratulations will be general and sincere. Yesterday, as being that on which the ceremony of inauguration took place will in fact occupy a distinctive position of no mean order in our local annals, forming as it does one of the most notable episodes in our history to which future generations will refer as the landmarks of time. Those who have sacrificed much time and personal inconvenience in securing such a boon to scholars of the province, undoubtedly deserve the thanks of the community, and though perhaps not publicly expressed in so wide a sense, there can be little doubt that such a reward for their labours is awarded them. The ceremonial inauguration of the Union took place in the evening at the College, the large .schoolroom having been placed at the disposal of the Governing Body until such time as the new lecture room at the Museum is ready for use. The ordinarily sombre nakedness of the room was for this occasion somewhat relieved by a number of flags draped round the walls, but oven then it formed anything but a pleasant assembly hall, the more so as it is of a very cold, draughty, character. The completion of the Museum additions will therefore be anxiously looked for, and it is to be hoped that the work will be pushed forward as vigorously as possible. The number who assembled to take part in the proceedings of the evening could not have been less than two hundred, and the constituent parts of the assemblage afforded much room for pleasurable observance. There was a very fair sprinkling of ladies, a considerable number of our most influential settlers, a large number of College boys, and we also noticed several masters of outlying schools. Mr C. C. Bowen, F.R.G.S., president of the Collegiate Union, presided on a raised dais, and amongst the Governors present were —W. Donald, M.R.C.S. ; J. D. Enys, E.G.S.; Rev C. Fraser, A.M., F.G.S.; Julius Haast, Ph D., F.R.S. ; W. J. W. Hamilton ; H. J. Tancred, Speaker of the Provincial Council; H. R. Webb, Yen Archdeacon Wilson, M.A. These gentlemen were seated on the right of the dais, and in the body of the room we observed Mr Justice Gresson, W. Montgomery, chairman of the Board of Education; Rev Canon Cotterill, M.A.; J. S. Williams; W. J. Habens, M.A.; andG. Gould. The proceedings commenced at seven o’clock. The President said: —Ladies and gentlemen, —My duty here this evening is a very light Chancellor of the University to open the first session of the Collegiate Union. We have been glad tp avail ourselves of the opportunity of his presence in order that it might be manifested to him how far this province is endeavouring to take advantage of that great work of the colony—the establishment of a university. A difficulty was at first met with here for want of the means whereby to participate in the advantages of the University, but an effort has been made to secure these advantages, and we have been thus far successful. We do not pretend to establish a university, or a college, complete from head to foot; but we are endeavouring to begin tentatively, and I feel quite sure, if the gentlemen who have laboured so far will continue their efforts, we shall have an education second to none in the Colony. (Applause.) I have now to call upon the Chancellor of the University to give the inaugural address. Mr Tancred said: Ladies and Gentlemen, — I have been honoured by a request from the Governors of the Canterbury Collegiate Union to open its proceedings by delivering an address upon the position which that body at present occupies, the objects which it has in view, and the nature of the work which it has set itself to perform. It is to me at once a pleasant and an onerous duty to take this prominent part in launching an institution which, if successful, must of necessity exercise a very great influence on the community at large. I venture to say, however much I may feel the responsibility which we incur, that the duty which I am now' endeavouring to discharge could have fallen on no one who is more convinced of the importance of the object in view or more desirous that it should be wisely and judiciously carried into effect. I think, in the first place, that I should explain with some detail the origin and constitution of the body whose coming into life we this day celebrate, and which owes its existence to that scarcely less youthful body, the University of New Zealand. The Act of the General Assembly under which this University was constituted gave power, as you !nre doubtless aware, to the Council of the University to affiliate colleges and other educational establishments in the colony, thereby making these a part, as it were, of itself. It is througli these that the practical work of teaching is to be carried on. The University itself has no means of providing a staff of its own sufficient for all the requirements of every part of the colony, and it therefore directs the whole of its efforts towards raising existing institutions to such a position as will enable them to confer on their respective students a really good, liberal education. Many of these institutions have reached already a very high standard of proficiency, and only required a slight assistance to qualify them for the duty. But inasmuch as affiliation to the University both confers certain privileges and affords a certain guarantee of efficiency, it is only reasonable that before receiving the benefit the institutions seeking affiliation ; should fulfil certain conditions and afford certain proofs of their value. The advantages and privileges enjoyed by affiliated insti- . tutious consist principally of these two : First, as the only recognised establishments they have the exclusive privilege of conducting the education of University scholars; secondly, they have a claim to participate in the grant of £ISOO set apart for assisting them. On the other hand, they are required to maintain a certain staff of professors or lecturers, and to provide sufficient lecture rooms with appliances and apparatus, and to give evidence oF the progress they are making by means of yearly examinations. Such is a sketch of the plan adopted by the University in regard to affiliated institutions ; and it was with a view of meeting the requirements of this plan that the Canterbury Collegiate Union was established. It was supposed—whether correctly or not, I need not inquire—that no educational institution in this province taken alone could by its own unaided efforts come up to the prescribed ; standard by providingfor all those branches of learning required by the University. Whether this were so or not, it seemed in any case clear that a concentration of our scattered \ resources into one well organised system i would bo much more likely to make us \ deserving of the privilege, and by rendering ; the teaching more effectual to produce a more ’ generally beneficial result than if we de- ! pended upon the isolated and precarious cf- | forts of one body alone or of each separately. 1

In taking a survey of the moans available for this purpose, it was seen that there are three principal institutions in this town engaged in the work of higher education, each in its own way bringing a valuable contribution of its own to the general aggregate of teaching. Taking these in the order in which they were established, wo have Christ s College Grammar School the first. This, ns an original foundation of the Canterbury Association, dates back to the earliest years of the settlement; aided by endowments from the first it naturally had the start of all the others. I need hardly say much in regard to this institution ; its value is well known, not only to us, but to the whole of New Zealand. As a proof that it has made no unworthy use of the advantages which it possessed from the first, I need only' point to the result of the late examination for University scholarships, and the very distinguished position which the candidates educated here have gained for themselves. Brought into competition with all the rest of New Zealand Christ’s College may be justly proud of the marked success it has met with, and wc as deeply interested in its welfare, owe a tribute of gratitude and praise to the head-master and to those gentlemen who have so ably seconded him for having by their unwearied exertions brought the school to so high a state of efficiency. Next we have the High school, which though founded later, and never having had the advantages of a special endowment, has struggled manfully through many difficulties, and has taken no insignificant part in advancing the cause of higher education and in training and instructing the youth of the province. This school sent up no candidates for University scholarships, so that we cannot apply hero the same test of efficiency as that which I alluded to in the case of the Grammar school. But we know that the candidates for Provincial scholarships have almost invariably displayed very superior attainments. My r own experience when I was Chairman of the Board of Education was, that there was here a readiness and quickness in some things which were not to be found, at least to so great a degree, in other schools. Last, in point of time, is the Canterbury Museum and Library trust, incorporated by a Provincial ordinance for the promotion of learning, and especially as a school of technical science. I need not say much as to the value of this institution for the promotion and encouragement of scientific studies. Placed under the immediate direction of a gentleman, who by his labours among ourselves in the cause of science, has achieved a world-wide reputation for himself, it can hardly be doubted that the Museum and library trust, as established among us, will bo an invaluable aid to those whose inclinations lead them to devote themselves to those branches of learning which it is meant to promote. Besides these bodies whose special function it is to undertake direct teaching, we have those societies whose aim it is to fosterand encourage learning inan indirect way. Such societies, I mean, as the Canterbury Philosophical Institute, itself a branch of the Central Colonial Society at 'Wellington, and the Astronomical Society lately established among us. These, then, arc the materials which we possess for encouraging a love for the higher studies in this province. They appear to me, if properly turned to account and properly developed to form, considered as a whole, a sufficient foundation upon which to build. But in order to make them capable of satisfying all the requirements, and of fulfilling all the conditions of a liberal education, they must no longer be allowed to remain, as they hitherto have been, in a state of isolation, unconnected with each other, and therefore rendering no assistance one to the other. Instead of each pursuing independently its own course, each, perhaps, travelling over the ground already more beneficially occupied by another, and each wasting its strength by attempting tasks for the performance of which it has no special aptitude, and which might therefore be better left to another, we might, by a combination of our efforts introduce a division of labour, and assign to each the duty which it is best able to perform. If these detached bodies could be brought to an understanding with each other they might, I think, without much difficulty be formed into one harmonious whole which by united effort, and on a wellconsidered plan of action might place the schools for the different departments of learning in a position of the greatest usefulness, not only as regards ourselves but as regards the whole colony. One step in this direction has already been taken by the amalgamation of the Museum and Library Trust with Christ’s College, or rather by the formation of a third body composed of the representatives of these two. Those, at present, are the two bodies which so connected form the Canterbury Collegiate Union. I am in hopes that, in a short time, the High School will also enter into the Union, and thus add still further to the teaching power already available. This Collegiate Union then, constituted as I have described has been affiliated to the University and in its collective capacity, by virtue of that affiliation has become entitled to those privileges and advantages which are enjoyed by affiliated institutions, and on the other hand is bound to fulfil those requirements which that position implies. Some such plan as that whioh has been adopted here I should much like to see carried out in all parts of the colony. None are so rich in educational resources as to bo able to afford the waste of power which isolation, antagonism, or jealousy occasion; but, on the other hand, none are so poor as to be unable to supply, by means of co-operation among different institutions, that amount of education and learning which is required for a liberal education. The principle upon which the University has acted has been by the tests which it has applied as a condition of affiliation, to cause the educational bodies in different parts to exert their utmost endeavours to draw together and use to the best advantage all the learning and ability and teaching power which they can make available. Charged ns the University is with the duty of giving an impulse and, to a certain extent, a direction to the higher education throughout the whole colony, it could not, without depriving many parts of j the advantages to which they were entitled, | devote all its means to the establishment at ; any one spot of one great seat of learning. Its I object, on the contrary, is to establish several | seats of learning; and instead of organising j an independent school of its own, which might | or might not have proved a successful experij menfr, to build upon that which already exists, I and to avail itself of those institutions which ; have already given some proof of efficiency, i By fostering and inciting to renewed exertions ; the affiliated institutions in different parts of | the colony, it was thought that more real good i would bo done than would result from so costly an experiment as the establishment of a central seat of learning with its separate api pliances of professors, lecture-rooms, apparatus, and all the paraphernalia of a University, which might after all attract no students ; and the plan upon which the University has proceeded appears to me to be the most natural and reasonable, because more adapted than any other to the circumstances of this colony; for when we consider the peculiar way in which the colonization of these islands has taken place, how, following the physical features of the country, and availing itself of the advantage of an extended seaboard and of the commodious harbours at particular points, the population has grouped itself not, as in most other colonies, one principal town, but round several different points which form the centres of several different communities, the conclusion seems to follow naturally, and as a matter of course, that no institution which is to be of general benefit ought to bo limited in its operation to any one particular spot. The object then of the University has been to form not one centre of learning but several centres wherever centres of population are to be found, and so, as far as this is practicable to leave no considerable portion of the country altogether unprovided for or absolutely cut off from a share in those benefits which a well-organised system of liberal education must of necessity confer mid in advocating the plan of assisting and’ developing educational institutions in different parts instead of confining our efforts to one alone. I am not at all receding from what I just now said of the advantages of concentrating our resources. No one is more convinced than I am that where this is practicable all our powers should be combined, but I maintain that in the case of New Zealand, which

consists of several different centres situated at a considerable distance from each other, this is altogether out of the question as regards the whole, while at the different centres themselves it is very easy. Taking, then, into consideration the circumstances which I have mentioned, it seems to mo that the system as adopted by the University is the only one which can form the basis of a really national education, and that by it alone can all be made to participate in and to derive advantage from the influence which a cultivation of the higher brandies of learning may be expected to exorcise. It is of the greatest importance to the well-being of the whole that this influence should be felt in every part and among all classes, that high as well as low, rich as well as poor, should have every, possible opportunity afforded to them of Cultivating and developing the higher faculties in such a manner as will fit them for occupying worthily the highest position in the State. It is not here, as it is in old countries, where power and influence and social position are practically almost the exclusive privilege of one set. Where the lines of demarcation between the different classes are so fixed and permanent, it is only under exceptional cases that an individual of a lower class can raise himself into a higher—educational attainments follow the same rule. Those who possess the advantages of wealth and social position, have, as a general rule, alone the advantages of the highest culture and learning, and while on the one hand they exercise a paramount influence over the course of public affairs, on the other hand they have every inducement of interest, ambition, and self-respect to fit themselves for the trust which is confided to them. We have become so accustomed to look upon this as the normal state of things, and to consider the highest standard of education as only intended for the wealthy, that we not seldom hear it said that a law which makes provision for anything higher than the merest rudiments is class legislation, as if we were quite willing to acquiesce in and to perpetuate a state of things which need only exist in a highly artificial state of society. If those who stigmatise the promotion of the highest learning as class legislation were carefully to consider the matter, I think they would sec that their objection, however much it might apply in old countries, does not apply here. The social landmarks so fixed and stereotyped in old countries are constantly shifting with us. Natural ability, unaided by the advantages of wealth, or birth, or position, tells here with tenfold force in comparison with what it can accomplish there. Here, so far as this is possible in the nature of things, there is a fair field and no favour, and it is a bad compliment to any class to say that they are naturally incapable of availing themselves of the very highest education if it is brought within their reach. That is the point, however. If we arc true to the principle that the poor as well as the rich are to have opportunities of cultivating their mental faculties and fitting themselves for the highest walks in life, wo must offer to all reasonable facilities—bearing in mind that those who to-day are at the bottom of the ladder may to-morrow be at the top, we must be careful so to frame our institutions that if possible no class may be excluded. Now it is I think manifest that if we direct all our resources towards the creation of only one seat of learning for the whole colony we do practically offer advantages to a select few, and exclude the great bulk of the population. We restrict the privilege to those who happen to reside at the favoured spot, and to those at a distance whose pecuniary resources enable them to incur a very considerable expenditure in travelling backwards and forwards and in living away from home. The object of the University is,—in direct antagonism to this view,—to foster a love for the highest learning wherever a large community lias been formed, to seek out and encourage talent wherever it is to be found, and to give facilities for obtaining an education of the highest class to those whose means might not allow them to take advantage of an institution at a distance. It is upon this principle that the examination for scholarships has been held, not at one particular spot, but at several places at once. Had all the candidates been required to assemble at one place, it is probable that many would have been excluded from competition, not from want of ability or because there was not a reasonable prospect of success, but from sheer inability to defray the attendant expense. These then are the two main principles to which the University endeavours to give effect. First, to encourage and to assist by means of grants those institutions now in existence which appear likely to be able by means of a slight aid to confer the highest kind of education on the greatest number of students; and secondly, to seek out among the rising generation those of every class who give evidence of the greatest ability, and then to give them in the shape of scholarships and other academical prizes the means necessary for prosecuting their studies, and for eventually devoting themselves to scientific or literary pursuits. It will be seen that the Collegiate Union and the rest of the affiliated institutions have a great and responsible duty to perform. To them is entrusted the training and cultivation of the finest intellects of the country—of guiding and developing the minds of those to whom, sooner or later, will he committed the destinies of the people. This is indeed an arduous but honourable task, and one which I have every reason to hope will be worthily performed. It is a gratification to me, not, I confess, altogether unminglecl with surprise, to find how cordially these institutions have

responded to the suggestions and requirement! of the University, and how willingly they have co-operated in raising the standard of educa tion to something like that footing which il ought now to reach, both by increasing the number of subjects taught, and by making the teaching at once more effectual and more generally available. So far as I have been able to form an opinion as to the relative value of these institutions, I should say that the CauterburyCollegiate will be second to none in carrying on the great work which it has undertaken. It has already been able to establish sis professorial chairs, by means of which it proposes to give systematic instruction in the following subjects:—Classics, mathematics, geology, mineralogy, palicontology, biology, chemistry, modern history, and modern languages. I have at the risk of wearying those who hear me, entered somewhat into detail both as to the plan which the University has endeavoured to carry out, and as to the principles and considerations upon which that plan has been formed. The occasion whicli has brought us together appeared to me a fitting opportunity for referring to these points, and I thought it all the more desirable that such an exposition should be made, because I seem to have observed that the objects and tendency of the system which has been established are very imperfectly understood by the public at large. 1 feel every confidence that the work which we this day begin will prove a real substantial benefit to all.

But we can insure success only on one condition. In order to carry our undertaking to a prosperous issue, something more is required than a staff of professors, however efficient, or appliances, or lecture rooms, or apparatus, however well suited to the purposes of instruction. These, however indispensable, will effect nothing, unless besides those who teach there are also those who are anxious to learn. The body is there ready for its work, it rests with you and with those who can avail themselves of its services to make it a living reality. It would indeed argue a lamentable state of things if any general want of interest in the subjects treated of should cause the lecture-rooms to be deserted. As a community we have reached that stage of our existence at which a largo number of our population can easily find time to divert their thoughts from the concerns of every-day life, and to devote themselves to studies which are of interest and importance, not to this or that locality, but to the whole world. But if we may reasonably hope to avoid failure arising from a want of appreciation of the subjects treated of, we may be in danger of splitting upon another rock. We may feel an interest in the lectures, but we may at the same time be disposed to be satisfied with what we learn from them. We may find the work and steadv application required for mastering details and gaining a real familiarity with our subject dry and uninteresting. We may thus be tempted to look upon attendance on a course of lectures as a more easy and as an equally effectual way of acquiring the

knowledge we are in search of. Ido not by any means wish to assort that the mere attendance at lectures is not of some value without any further oxertion. Many valuable hints and much general information may be picked up. It is very likely that the lecturer may strike some chord which acts as an incentive to further enquiry, and that ke may suggest matter for thought which in due time will bear its fruit. This, I apprehend, is the kind of value which popular lectures possess, and those are the objects which arc sought to” be obtained by the lectures which are given at Mechanics’ Institutes and such like societies. I3ut they do not aspire to give systematic instruction in any branch of learning. It is in this, then, that the teaching of educational establishment like this differs from that of these bodies. We do pretend to give that systematic- teaching in certain specified subjects. Wo desire, for this purpose, to form regular classes for the studj r of tlio subjects upon which courses of lectures are to be given, and wc hope that these classes will devote themselves steadily and methodically to overcome those difficulties which all must makeup their minds to encounter who enter upon any real and earnest work. As to the particular subjects upon which lectures are to be given, it will bo seen from the prospectus that they consist for the present of those which are ordinarily considered as belonging to a liberal or general education. We have as yet no schools for the acquisition of purely professional knowledge. I hope that no great length oi time will elapse before we are in a position to establish these also. It is under these two aspects, I think, that the purposes and objects with which we enter upon our studies should be considered. We should in the first place clearly settle in our own minds what end we desire to attain. Whether, on the one hand, our object is generally to cultivate the menta faculties which wc possess, or, on the other ** hand, to fit ourselves for some special calling or occupation. It appears to me that in discussing the value of different kinds of education the distinction between these two modes of viewing the question is not unfrequently lost sight of, and through its being forgotten leads often to a confusion of thought. The course of instruction, for instance, which might be the best possible for the trainin'* and discipline of the mental faculties, might bo of no assistance in giving to the lawyer a knowledge of the- law, or to the physician •kill in healing, nor to the farmer a practical acquaintance with agriculture. Obvious as this is when put into plain words, Ido not think that in practice it is always undisputed. I myself have frequently heard it objected to the teaching given at school, that it does not fit the pupils for the particular place which they arc intended to occupy in after life. It docs not, for instance, to him who is to be a miller, give instruction in grinding, nor to the clergyman in preaching, nor to the architect in building. Now, no one can estimate more highly than I do the value of special schools for preparing students for their future respective careers; but this does not prevent me from recognising the value of a general education designed to fit a man for all callings and for every position in life. I hope eventually that this institution will be in a position to offer facilities for both classes of studies. I think it would be a fatal mistake to neglect either. All I ask is, that the purposes of each should be kept distinct —that wc should not condemn either because it does not furnish that which the other was intended to supply. One thing, however, is I think evident, that a high education of cither kind should in its first stages be general. The more general the habits impressed upon the mind by early education, the greater will be the force with which it will apply itself, when the time comes, to any special purpose upon which its choice may fall. The great thing is, at first to see that the whole mind is growing, that it shoots out vigorously on all sides like a strong tree growing in the open air, aud not like a tree trained to a wall, forced to grow in one direction, bearing, it may he, rich fruit one side, but on the other barren and stunted and deprived of all power to stand alone. It is not my purpose to enter into a discussion as to the relative value of the different branches of learning which we at present propose to cultivate. I should be treacling upon too dangerous ground were I to attempt to determine this point. Especially perilous would it be to mix myself up iu the controversy as to whether classics or what goes under the name of physical science is deserving of the greatest attention. I feel that on whichever side I might declare myself, 1 should find myself confronted by formidable opponents. But leaving this question on one side I should like to say a few words upon the use to which, in my opinion, classical learning can be put, and the direction which I should like to sec given to that study. I venture to think, whatever may bo tbe beauty of the models which the classical writers furnish us with, and however well suited classical literature may be to form and refine our taste, that this is not its chief value, nor do I think that its chief value consists in that mental (.raining which it affordc, whereby wo acquire a habit of vigorous logical, and independent thought. These, no no doubt, are groat inducements to engage in this department of study; but, to my mind, its chief recommendation is, that it is a part of that wider field, the whole science of language—as such its value can never be surpassed —as an illustration of human speech, handed down to us, as it wore, in a state of crystalisation, its loss could never be re-

placed. Studied as an introduction to the science of language, and used for the purposes of comparison with other languages, it would I think, both consume less time and would produce more appreciable results. It would then, instead of standing alone, connect itself with other departments of science, and instead of familiarising the students with the rules of particular languages, it would give him an insight into the laws of languages as a whole. It is often said that there is a radical difference between the study of objects of the material world and that of language, and the distinction between the two is expressed by saying that the one lias to do with things, and the other with words, meaning, 1 suppose, that objects of nature are a reality, while language is nothing but a set of conventional signs which teach us nothing of the operations of nature. Now it appears to me that this way of. putting the ease derives its force rather from its epigrammatic terseness than from its truth and accuracy—and that, moreover, it is open to the very objection which is ■ought to be raised against the study of language. It is an objection of words, and appears to be based on a theory which was not uncommon during the last century, that human speech is an invention of man, which originated in an agreement entered into in remotest times to consider certain sounds as expressing certain facts. Tims language, would be a creation of man in the same sense that a building, a picture, or a poem are man’s works. Such ideas as this are, I need hardly say, entirely exploded. Language is now recognised as something which exists outside man. lie makes use of it just as ho makes use of a tool or instrument. He modifies it so as to make it fulfil his purposes, but for all this it exists independently of him. It has its law* of growth, development, and decay, which it is not in the power of man to control; and these laws just as those which affect every natural object can be studied, can bo examined and ascertained in the same manner as the laws which regulate the growth of a plant or an animal, which guide the stars in their courses, or which determine the effect of a chemical compound. Many of you, I dare say, have hoard the story of the Roman Emperor, who, when a mistake whicli ho had made in speaking was pointed out to him by one of his less courtly attendants, was assured by another that whatever an emperor said must be good Latin. Whereupon the objector answered, “ O Ctcsar, thou canst give the right of Roman citizenship to men, but it is beyond thy power to give it to words.” It looked at in this light, language is not different in kind from what is known, by the name of physical science. Like that science it deals with the operations of an external object in nature; the problems which it presents arc to be solved by the same method, its properties are to bo determined by the same process; its mode of being is to be ascertained by an application of the same principles which guide the botanist or the geologist or tho natural philosopher in

anectivo pursuits. One with another mint all tread tho same path, all must ** tho salU e method, none can arrive at any U in any other way than by patiently obT : 3 ' t plumomona, and carefully testing the delusions arrived at. There must be a dassie t on into orders and families, and genera, nd species, each to be studied in detail ; ff d analogies marked, the resemblances dock'd under every variety of form, and the vflVrences contrasted. Wo hero, ns colod!j,of Now Zealand have, I think, a duty ! ! mosed noon ns ill regard to this particular f. Co of language. While we are engaged ■, developing our mineral resources, m collecting specimens of fossils of birds and of imnls wo are almost entirely neglecting f" t m hie of philological speeimens contain.'.! • the native language of these islands; "*.,.1, it is lost without the possibility bo in,r recovered ; every day it is passing °L. V fmin us, and in a short lime it will be I k„o.. fct i«.UW ff’irts have been made to preserve a record of fl is I'lin'nage ; a dietionary is in process of rinmletion, and other means are being i,nied ’or handing down t<* those who 0 Je after us a knowledge of the different Thoms which arc so fast slipping through 1 r hands. A scientific investigation of the °Givo dialects, as spoken at tho present time, Tith such scraps as have survived from I rlier times, would be a worthy contribution fvom the colour to the general fund of science available for mankind. And this science of V‘ ‘ is not only an end in itself—like all Hn- wieners it has affinities with cognate hi-irehes of learning. Its value to the student iVhTteiv and ethnology is manifest and ob;iou; but it has also a very clear connection with psychology and mental nhilosophv. There is a pithy saying reMrded of the Emperor Charles tho Fifth, to the effect that ns often ns a man learns now language, so often does ho become a man. You'no doubt all have felt how very' inferior a translation is to the original. How impossible it is for the translator, however skilfully he performs his work, to represent in another tongue all those delicate shades rf tliou'dit which arc to bo found in the original How impossible it is to give more than the" drv bones of that which is translated, deprived'of all its native grace and beauty. The translation need not indeed be rough and unpolished, but any elegance that it may possess will be the elegance of the language of tho translation, not tho kind of elegance to be found in the original. Now why is this so except because the habits of mind, tho feelings of the tone of thought, in short, the modes in which the human mind works, is different in different races, and that, as is asserted by some of the profoundest of the philosophers Tho have devoted themselves to the study of psychology, forms of speech are tho necessary and spontaneous result of man’s constitution —that as this constitution varies, so do the forms of speech vary, because language is the outward sign, the symbol and index of the mind within, to which tho outward expression attunes itself. Thus, the more we make ourselves acquainted with the phases and intricacies of language, the more familiar we shall be with the phases and intricacies of the universal mind of man. I have left myself no time for adverting in detail to those other subjects of study which it is proposed to pursue here. If I were to take a review of all, I should only be repeating myself so many times, for although dealing with so great a variety of objects, they havea.n analogy with, and relation to one another in this respect, that they all, in different ways, introduce ns to the secrets of nature. They tell us of the condition of the world—both of the world within and the world without; they show us the past, the present, and the future; they enable us to raise our thoughts above the objects which immediately surround us, and to contemplate the wonders of the universe as a whole. But elevating and ennobling as are the feelings which such thoughts excite iu us—the pursuit of science has a still further value—while making known to us the wonders of nature and the marvellous power of the human mind, which is able to grasp such mysteries, it also makes us aware of our deficiencies, it shows us at what point our enquiries must stop, and lays down clearly the bounds which human knowledge cannot overstep. The study of physical science, more than anything else, brings us face to face with this truth, that all we know of the outer world is its phenomena. That is to say, that whatever object we examine, all that we know about it is that it affects our senses in a certain way; of itself, in its essence, our faculties can take no cognisance of it. We may measure it, weigli it, observe its action or effects under different circumstances, we may ascertain its chemical components, determine whether it is white or black, heavy or light, hard or soft, but whatever additional qualities we discover we have only added to our knowledge of the phenomena ; we know no more than we did at first of the object itself. We are indeed living in a world of phenomena, of manifestations, of appearances which are not real existences, but only symbols of realities which we cannot apprehend, —signs of some underlying principle which we cannot detect. We see the shadow, but we can nowhere discover the substance. Is it impossible to conceive that all these outward forms which we see with our eyes, or handle with our hands, or apprehend with our senses, instead of being the only realities, are only types of a higher world-order than that imperfect one in which we move, and may we not ask with the angel in “ Paradise Lost ” —■

“ What if earth Be but a shadow of heaven, and things therein Each to other like, more than on earth is thought f” I cannot help thinking that it is the unconscious recognition of these mysterious correspondences which makes us take delight in allegories, illustrations, and analogies, and that there is an instinctive craving in man by the type to find out the anti-type, so that the invisible things may be clearly seen, being understood by the things that are made. But we cannot expect in oiv present state to find an answer to such questions as these. We must be content to labour and wait and learn, confident that the more we devote ourselves to the cultivation and development of the faculties, the more we shall be led on to the comprehension of higher truths. We shall endeavour here, so far as circumstances will permit to foster every kind of mental culture. The range of study is not limited to any fixed set of subjects, our lecturerooms are open to all, whether teachers or who are desirous of advancing the cause of science, and thus contributing to the sum of human knowledge. The more we are a ole to increase the number of the subjects studied, tlie more we shall feel that wo are satisfactorily discharging our duties, and that we arc doing at least some good in our gencra-

.flie conclusion of the address was greeted w dh considerable applause. -The Rev. C. Fraser said : Ladies and gentlemen, I beg to propose the following resoluwn j“ That the thanks of this meeting be tendered to Mr Tancred for his excellent ■inaugural address, and that he bo requested to place it at the disposal of the Board of Governors for publication.” The address is not merely admirably fitted for the occasion, at is appropriate to a much more difficult 0 jeot—to our aspirations after something etter and more complete than we are at present able to attempt. It is also worthy of the and honourable position which ll Jfi ri ; ‘ r l occupied as Chancellor, or head T tl ■ lK | IjTlim ' Bit y New Zealand. (Applause.) t tinnk our assemblage hero this evening may e as a proof that those who are pccially interested in university education rc not merely unanimous in their desire that m ' B Prince shall be provided with the ans or furnishing that education, but are • so agreed as to the means that shall bo cmP oyed I hero are two dangers into which tn°f. n° m% y be su PP<JSid liable ' ~‘ l ' } be one is that of providing an edu■vl ■°) 1 T ' H:h * 3 no *’ !l uflcful character, and ■ well has little or nothing to do with the mary business of life. An examination of tr, P ro ß l, unme already put forth, is sufficient to show that, this error is avoided. At the *1 0 10 u |U3 t say that I cannot agree with *wh° think that the classical languages ''five and Romo have nothing to do with nvnf Uti . ln, ' s ; s life. I'hc whole course of our 1 icssiomd studies must be revolutionized,

and tho entire nomenclature of science must be remodelled before a knowledge of those languages can bo disponed with. Tho other clangor into which it may be supposed that wo arc likely to fall is that of going to the opposite extreme, —-of giving merely popular views of knowledge—of presenting only the results of tho investigations of philosphers and men of science, instead of training tho minds of tho young to nu acquaintance with tho principles which are involved in those results, and of habituating them to pursue such investigations for themselves, and to become independent masters of tho methods by which truths are to be ascertained and principles to bo formed. But the possession ot a mere accumulation of facts, however useful it, may bo, cannot be dignified with the name of education. The Collegiate Union is aware of this error, and the gentlemen who have been appointed lecturers are not men likely to fall into it. The instruction proposed to bo given may be limited in extent, but it is meant to bo thorough. The presence of so many young persons here this evening, mid the iuquirie-s which have already been made, seem to indicate that the efforts of the Col.egiatc Union are appreciated, and that tho classes will be fairly attended. (Applause.) His Honor Mr Justice Gresson said : Ladies and Gentleman, I have much pleasure iu seconding tho resolution proposed by Mr Fraser. The resolution was carried by acclamation. Mr Tailored on rising to acknowledge the vote was loudly applauded. He said : Ladies and gentlemen', I thank you for the compliment you have paid me, and I may say that I have experienced great pleasure in delivering an address on this occasion. I now bog to call your attention to the prospectus issued by the Union, and to inform you that those who are desirous of joining any of tho classes can by applying to Mr Mainwaring, at the UniversityRegistrar’s office in tho Government buildings, obtain tickets for any course of lectures they may desire to attend. The President said: I have to state that there will be no lecture to-night, but Mr Mainwaring, the Registrar, is now here, and will be glad to take tbo names of intending members, or he may bo seen at his office between the hours of ten and half-past eleven o’clock every day. There may bo somo'a'teration in the time of the lectures, but the Registrar will give due notice. Dr Donald said : Ladies and gentlemen,— I desire to propose a vote of thanks to the President. (Applause.) We are very much indebted to him for tho establishment of the Union; indeed, much more so than I can explain. The motion was duly seconded. The President said : Ladies and gentlemen —I thank you for tho vote, and I have only to say that if those gentlemen who have worked so hard hitherto will only continue their labours, there can be no doubt but the Union will be a great success. The proceedings then terminated. Dr Powell’s lecture will be given this evening, and a reference to our advertising columns will show the text-books which are recommended to the students.