UNIVERSITY OF NEW ZEALAND

Otago Daily Times, Issue 13007, 23 June 1904, Page 3

UNIVERSITY OF NEW ZEALAND

•CONFERRING Oi 1 DEGREES,

The meeting held in the Chora! Hall yesterday, afternoon for tho purpose of conferring degrees and presenting diplomas in ■connection with the Otago University district was, as usual, largely attended. The liall -was crowded, the gallery being principally patronised by undergraduates, who did not allow the fact of their pre'senco to escape unnoticed. Tho recipients of tho diplomas wcro. accommodated with seats in front of tho hall, and on the platform were Sir Robert Stout (Chancellor of tho Univer-sity-of New.Zealand, who presided), Prolessors Sale, Shand, Salmond, Black, Scott, Gilray, Uibbons, Benham, Park, and Marshall, the Mayor of Dunedin (Mr T. R. Christie), the Revs. , W. „ Hcwitson, A. Cameron (University Council), Rev. Dr iWaddell, tho acting-registrar (Mr Barclay Hector), and others. '

. Tho Chancellor, who was received with applause,' epoko as follows:—I have first to congratu'ate Otago University on the results of tho 1903 examinations. In the ordinary pass degrees nine have obtained tho B.A, degree; thrco the B.Sc. (including ono in metallurgical engineering), two Bach. Laws, and eight Bach, Medicine'.' Out of tho seven tenior scholarships awarded by the University,. Otago graduates obtained two. Thcro were 12 who obtained honours in Arts-four-first class honours, four second class honours, and four third class honours,— and Otago graduates obtained threo first class, two sccond class, nnd one third class. There were fivo students who obtained honours in.6ciencc—three' first class diplomas, and three havo been awarded second class. Two Otago students obtained two first class and one sccond class, Mr Andrew obtaining first class in physics and second class in geology! and Mr Thomson first class in Tho Exhibition scholarship was awarded to an Otago student, Mr A. R. Andrew ,the Homo examiners placing the two Otago students (Mr Andrew and Mr Thomson) equal, and an Otago graduato (Mr Thomson) has obtained the first Bhodcs scholarship—(Cheers.) In law only ono student Ims obtained honours, and he is a graduate of tho Otago .University. These records show that both teachers and students have done good work. It is to tho affiliated institutions—the teaching colleges —that the colony must look for the success of '-university work. Tho function of tho Ker,' Zcalaiud University is that of an exMniningand degreo and scholarship-granting body. ■ In prescribing tho subjects for degrees, scholarships, and honours'it controls to a great extent university work; but university work could bo carried 011 without •degrees or scholarships or tho awarding of honours. Indeed, somo educationalists think that no degrees should be granted for mere pass work, but should ho reserved for thoso who had added something to the fund of general knowledge by original or research work. Others say that a universiiy should be an institution for the dissemination of acquired knowledge only, and that research work should bo left to outside institutions or societies. To enable tho students to engage-in research work such as-takes placo in American, German, and English universities would require considerable sums of money to bo spent by 'tho colleges on laboratories, and tho Government of our colony has not yet', apparently, thought it necessary to efficiently equip, tho teaching colleges for the dissemination of even acquired knowledge. The New Zealand Universiiy has dono 6omething to oncourago research work, believing that this should bo the -aim of university education. It has made provision for granting its' doctorate for research work, and has provided honours, etc., for thoso who engago in research work. I doubt if it has done enough in this direction; and I hope the senate may see its way to grant a research scholarship every altornato year for two years to a student who has distinguished himself in research work, so that he may complete his studies fn some university iii the Old World. This Eoholarehip could alternate with tho Exhibition scholarship granted by the Exhibition Commissioners in England, and should he of the same value. I think we might well afford £150 a year for the purposo, and this would ensure to our graduates in science somo. encouragement to engage in original work. I think, considering the age of our institutions, and their scant endowments, that we have'a right to |io proud of their work. The reports—tho confidential reports, I may say—of the Homo examiners show that in some subjects our university teaching is equal to that of the best teaching'institutions in England. Let me give an illustration of what I' mean by reading to you the opinion of the examiner in English. . Ho says—

. As this -is my third year as examiner in English' to the University of Xew Zealand,- I feel that it is possible for mo to institute somo comparison between the work sent from New Zealand and that which ono is accustomed to receive from students in this country. The- general conclusion is that neither the colonial teacher nor student has much to learn from,us. ( It is quite clear from the character of both pass and honours papers that the study of English as a university, subject is, on the whole, undertaken in a more serious spirit in New Zealand than in England, where it has not become fully established as a necessary or constituent part of the academic curriculum. As in the United States, so.apparentlv in New. Zealaud, it seems to have taken its place quite naturally among subjects capable of scientific treatment.

■ I have been particularly struck by tho high level reached by the pass candidate, and impressed by the evidence of the intellectual value of the training in this subject-, when it is taught according to sound methods. Tho teaching is, in my -judgment, indisputably of the centre. l r or example, it is quite clear 'that the candidates havo been taught to appreciate tho doctrine of development, and not to think of each author as a mere lusus naturie. 'Ihey appear to have grasped the notion of English literature as an index to the political, moral, social, and artistic modes of the national mind, aiid to think of it as the most direct guide to the genera! features of national character. Nothing appears to me more fundamental than that students should be early taught to think of art and literature not as mere independent activities of tho mind, but as inseparable from the general History of tlie people by whom they were produced. Those interested in ihe subject, therefore, may, I think, feel assured that in snch essentia! points, of method the New Zealand student is at least as sincere as his Jeilon-s in England. The papers of some'of the echolarship candidates and some of the M.A. candidates were most creditable. One of this year's students, for.cxamplo, possesses a real literary gilt, and writes a style which would ensure a first class in the honour school of >ny English university. Exceptional candidates apart, the standard is stilP well sustained, and taking this year's class as a whole, I, can hardly say that there are any notably weak placcs in thsir armour. The worst that can be -said is that the Kew Zealand student leans rather heavily upon the support of lecture notes,,* and seems to fear adventuring upon original or critical thinking. Thero is somo tendency • to ' the conventional in his matter and a certain sobriety in hi 3 form. Ho ought to be encouraged to do moro independent reading, and to display greater confidence in his own judgment. it might have been expected that in that ' subject .wo woidd have been behind i the English teachers, aud I think the university colleges of tho colony have to bo congratulated oh the fact that such a distingu'ishe'd examiner as Professor ■ Dixon, of the University of Birmingham, that •we are fully abreast of tho best institutions of tho Mother Country. Another examiner has said that he has found amongst our stJdents in Latin brilliant men, who would have taken a distinguished position m tho Home universities; ajid in mathematics' we have tho same record. How our Btudonts havo fared in chemistry and in higher physic 3 is demonstrated by the success o f. those wo havo sent Home as exhibition scholars.' I need not mention their names nor their successes; they aro alike known to you. I think, therefore, that on tho .whole, considering the small means devoted to university purposes, the colony can be congratulated on its university education. The University is gradually becoming more .popular. The record of tho students who matrioulato is not a test of the popularity of the university education; the matriculation examination, as is well known, is used often as a sort of last school examination and as somo kind of test of the efficiency' of the teaching of our secondary schools.- But tlie number of thoso who ore obtaining pass degroos is increasing, and the number of matriculated students

in llio classes at cur colleges this year is 710. I may give you the figures for tho past fivo years: In 1899 there, wore 491; in 1900, 532; in 1901, 571;. in 1902, 583; in 1903, 637; and'in 1904- there ore, as I have said, 710. Those figiiros show liiat more students are availing themselves of the opportunities, of: university teaching year by year. The university is founded not as a. mere professional 'school, nor as a. college for the teaching of technical science. Its aim is to train citizen's for the highest citizen life. The first question put in tho Shorter Catechism of the . Westminster divines moots us here: "What i 3 tlio chief end of man?" That question lias to be answered before wo can- attempt to solve the problems of philosophy or theology or social life, and it will be as_ wo, answer it that wo will be able to idovise schemes to fit man for -his surroundings. Do wo look forward to a time in which our social lifo will be on a 'higher platform than it is to-day't If so, wo must have men and women of trained intellects, who have specialised in the study of social' life, to guitlo us in the making of our laws and 111 the administering of our affairs. TIIO skilled hand is here required just as much as in the building of a .locomotive or in the navigating of a ship, Many of our people insist—and I think wisely insist—on apprenticeships—that is, on teaching being provided for young mechanics. A inai) is not allowed to call himself a tradesman unless ho can show that ho has undergone such a training. Is the making of a coat or the guiding of a steamer a harder task than the laying down of rules for human life? Have wo any 'right to expect that haphazard, perhaps unreasoned, laws will have a beneficial effect on our community? Tho old statement was that" if the blind lead tho blind tho ditch is the goal. Has that been changed? I do not know if our university education has sufficiently recognised tho need of giving some special training for citizens' duties. We'have our ordinary arts and science courses, They train the intellect, and men and-women with trained intellects are moro fit."than thoso untrained to deal with any problem, of human life. Thcro arc, 'it has been said, no watertight compartments in tho, human mind. 'Wo have, however, specialised. We havo a Medical School, Law Schools, an* Engineering School,'"a 'Mining School, an Agricultural School,:a School of Music. All those have been founded to give special training for professional studies. Aro there not two classes ■ in our: community that wo ought to have made some'spccial provision fpr training—namely, tho journalist and the politician? ..! think the training of journalists just as, important as the training of doctors and' lawyers. Wo liavo about 200 newspapers in this colony, and tint census of 1901 showed that .'wo lia<l nearly as many people connected with journalism as with medicine.. Tho figures woro: 438 doctors; 417 journalists and authors, and 17 reporters, or 434 literary men connected with', newspapers. Then thero aro thow who undertake for us the onerous duties of members of our two Houses of Parliament aitd of our many local bodies. Wo aro said to bo. a country whero social experiments arc> readily made. What moro necessary, then, than to'have thoso who aro devising and carrying out these spccial serial experiments thoroughly versed in the science andi art of human gOverninont, men find women who know what has been accomplished in tho past; and tho success or failure of liko .experiments. Benjamin Franklin said that .what was necessary for tho well-being of a community was the Bible, and a newspaper in every house'and a good scholar in overy district. Wo cannot afford havo our scholars so few. Wo havo, I think, a newspaper in every house, and the educational effect of tho journal who can adequately estimate? If cach graduate bocomes a centre to transmit tho .influence of university education in every direction, so that tjie influence of culture multiplies for oyer in geometric ratio,' what must bo the' influence of the cultured journalist? Tho journalist is tho modern prophet, and his message-is delivered to thousands that the prerfeher never reaches.- Wo have recently made provision in the. arts course for the subject of education, so that teachers may tako part of their professional work in conncction with tho arts degrees". Why should wo not make a similar provision for journalists? Tlie subject that I think they ought to know beyond all others is philosophy. It is the.key to litoratur'o and to history. If a man knows-tho history of ideas lie will understand tho history of humanity hotter than by being'acquainted with the rise and fall, of dynasties and States. _ Then he should kupw political science, iuclitding in that torm jurisprudence and political economy: Political ceonomy ought, 111 my opinion, to be taught from tho historical point of view, and not from tho deductivo only. Fortunately three of 'tho teaching colleges 'havo teachers of nielitalrscienee, and if- thero, were 'added to" each college a professor of history and polilical economy thero would bo'adequate provision for the specialisation I havo referred to._ We havo, I hope; recognised that u university is as necessary for our developmeat and progress as tho primary school. Ihdced, if may 'bo said that it is more necessary, for tho primary school will take care of itself when tho university is often neglected. Tho people of Otago were tho first-' to recognise that the educational system was,not complete -until provision had been mado for higher education.'' And tho people' of. Otago have dono moro' for. university education by private donations than all the rest of tho colony put together. And they i will havo their reward, if .they have not already had it. Tho investment of money in a university is the best financial investment any community can make."'Emerson said: " A dollar in a university is worth moro than a dollar in a gaol." Who can estimate the value of university education? A cultured man or woman has a possession moro valuable than money. It-is wh.it money eauuofc buy. You may bo cheatod'of your investments, a dredging boom may burst and sweep away all your savings, your dreams of futuro affluence may'vanish liko castles in the air, but if yoil have ciiltpre 110 ono can deprive you of its consolation. Making money is not the highest object in life. Agassiz, the famous Amorican professor, said: "I have 110 time to make monoy." He was engaged in a, much moro important Work; he was exploring the dopiain of scienco, and leading otlier.? : in tho search for truth. What is the chief end of man? That is the question. Consider-it. What value is it to a community to see in tho Stamp Office returns that so-and-so died worth £50,000 or £100,000 or £200,000? It may be that wealthy men net, as it lias been said, as reservoirs, and that by their saving, habits mankind is benefited. They arc bettor, than mcro prodigals. But that • is. not tlio test; that is not tho answer to the quest-ion in tho cate- | chism. A man liko Agassi;?, ovothor teachers that could be named, who have helped to raiso humanity by directing many in the paVhs of knowledge and towards truth, has led a nobler life than if ho had spent his timo in accumulating: wealth." If wo view university education even from the standpoint of wealth we will find that in agriculture and ' manufactures university education plays tho most important pari. It is thoso countries that havo tho highest education that excel in both. When Prussia was laid low after Jena she started the University of Berlin, and laid down tho lines for tho educating of her people, with tho result that she succeeded at Sedan, and her King was crowned victor at "Versailles. Her victory was not confined to the battlofiokls of Austria- and- Franco. Sho has bccome a great manufacturing nation, and in all that concerns ohomieal manufactures she holds first plac'o, ■ And how is it that tho United States c(in ..compete with England? She in turning. out ■ more' educated men and women according to her population than tho United Kingdom. It is estimated that every year from 100,000 to 120,000 men and women lcavo her university colleges more or less cultured. ;'That is an army of which any nation might well bo proud, and the States do .not consider that they have dono yet, half enough for university institutions. Millions of dollars aro boing set apart every year for university purposes. In a letter I recoivod .last San Francisco mail from the foremost educationist in tho Uiiitcd States (Dr Jordan, the president of the Lcland Stanford University), 110 said: "Our Stato universities are now getting everything they ask," and a recent visitor to'the-United. States from Now Zealand tells us that there is an enthusiasm for education wo do not possess. Compared with what is being dono in other countries our record is a poor ono. X was reading lately of ono country—a poor country, with a .frozen winter in parts fivo months in duration,- and in ' other parts from that period to eight months—l alludo to Finland. That country has about 3,000,000 people. ' She is' oppressed by a cruel autocracy, and; sho has few natural advantages; yet she has a university with 138 professors and lecturers and ft Technical Science College. . Tho students of these institutions number 2795. Our total students number 710. Sho has about 9.3 per 10.000; we havo about 8 per-10,000.' Our wealth is more than five times that of Finland. We have all that Nature can confer-on any country, and yet our-people aro not go well educated at the Finns. I hope wo realise that the university must be one of the most potent safeguards of a Democracy. It, should not bo divorced from either our industrial or our political life. Tho idea that a university is the place for teaching only Latin or Greek and mathematics is, I hope, well nigh exploded. It should no doubt be an institution where the learning of tho ancients can be. acquired; but it must also bo tho home of thoso branches of higher

education ibat have a direct bearing 011 our industrial life —on our agriculture, our mining, and our manufactures. We cannot expect to keep pace with other countries in industrial production unless our people jiavo the highest possible scientific training, and we canunt. look for a higher! political or social lifo unless wo have men nf culture and wisdom as our leaders. 111 all getting we must get wisdom, or our outlook is poor indeed. And to you, graduates, wo must look to de»=eminato culture, and to prove that your university life. has not been in vain. Go forth into tho world and show your follows what culture and wisdom can do for a man and a woman. ■ If you become centres of sweetness and light and captains of industry, the.university will not in' vain ask for further: financial assistance. Tho community will appreciate and appraise university studies at their true value, and where-pounds hitliorto have been given for university, endowment we, shall ,iu the future get hundreds, so that we may. have more men and women with cultured minds and trained intellects. On you rests a great responsibility, and I havo.llo doubt that, you will discharge it. i Tho success of not only our higher education, but also of our social and political institutions, rests with you. I hope you will never forgot, your mission.— (Loud cheers.) Professor Benliam, who' was the next speaker, said: Mr Chancellor, Ladies, and Gentlemen,—As tho spokesman of tho teaching staff of tho University of Otago, I beg to offor to those ladies and gentlemen who arc about to tako (or have taken) their degrees this afternoon our hearty congratulations, and an extra congratulation to those senior scholars and thoso who havo taken honours. We, the staff, recognise tho industry arid ability which each of you graduates lias displayed during the course of your collcgo life hero in preparation for your degree, and wo wish you, cach and all, every success in your futuro career, whatever that may be. Wo ask you, however, to bear in mind that the fact of having obtained a degree should not bo considered by you a 9 tho whole aim of your course of study. It .is, certainly, a hall-mark of your worth, but it should be regarded as an inducement to continue, so far as is possible, thoso studies- in which you have specialised. Your education is not finished; you arc, indeed, only just now in a position to appreciate tho valuo ,of education, and ill every branch of literature and of scienco thero is opportunity for progress; not merely for your own enjoyment and improvement, but for the gathering of now knowledge for tho benefit'of mankind in general. Wo say to you graduates: " Make use of the knowledge you have acquired; pursuo it; add to it; let others benefit by it. Even if opportunity docs not occur by which you may add to tiro sum total - of human' knowledge by research in scienco or literature or by publishing your thoughts 011 current topics or on already worked mines of knowledge, yet most of you will havo tho opportunity of influencing others by personal intercourse, and thus may instil a love of learning for its own sake in thoso who possibly may not have the advantage of pursuing a systematic courso of study. And wc ask those of you who aro leaving tho University to keep green in your memory your Almo Mater, and to add to tho reputation which sho is already acquiring. • 'It may be that somo of you will enter the House of Representatives, following in ; the footsteps of some of our former graduates: wo hope you will always, in season and out of season, push the claims and needs of the Otago University. Wc meet, for tho first tiino under tho presidency of Sir Robert Stout, who. was elected Chancellor of tho New Zealand University by tho now Senato as reconstituted under tho act of 1902; and wc, the Otago University, would congratulate the Now Zealand University on this excellent appointment. With regard to our own University of Otago, it is with satisfaction that we learn from our registrar that, during the current session, the, number of students attending our classes isi the highest during at anyrate the last 13 yiars, and it is probably tho absolute highest wo have had—namely, 286. There has been a steady increase during tho last 11 years, when, in 1894, tho numbers were 211. Thero have been, it is true, tips and downs, for there w<Sro 269 in 1898, the number dropped t0.235 in 1902, and rose again'to its present number. A part of the great increase 011 last year's number (246) is due' to the considerable addition in the number of women students, which totals 88, tho previous highest having been 63 in the year 1902. On the, other hand, the number of men is fower this year than in some of the previous .sessions, for in 1898 thero were 218 men, and this decrease in the number of men is to bo deplored, if it means, as I am given to understand it docs mean, that the supply of malo teachers at primary schools is -declining, and that fower take' a university course. It'is' most desirable in the interests of the future of the colony that tho teachers at our schools should havo had a university education. And we. hope that the people of Otago generally will tako fuller advantage of their opportunities in,, this respect-.' Wo havo recently been privileged above 'the .other'affiliated colleges in having our candidate selected to represent New Zealand at Oxford, under conditions familiar to most of you. Wo take this opportunity of offering our most- sincere and hearty congratulations to Mr James Allan Thomson on his selection as tho first Rhodes scholar from this colony. Allan Thomson comcs of a talented stock": his father, Mr George 11. Thomson, is well known to the younger generations of Diinedinitcs as the accomplished teacher of scienco for many years at the High Schools, and, has a wider reputation amongst those British and foroign zoologists who are interested in certain groups of animals. Another son is an activo member of our college life: an M.A. with honours in zoology. Thoso scholarships ero established by tho lato South African statesman Cecil Rhodes for the furtherance of his idea of binding together the British Empire; ho drew up r, careful scheme for the selection of candidates with four grounds of— (1) Hxeellonco in scholarship; (2) the exhibition of manly virtues, such as courage, force of character, and so on; (3) success- in manly games; (4) tho power to influence others for good. Tho Board of Selectors was satisfied that Mr Thomson exhibited, each of these qualities in the desired' degreo; and wo feel assured that he will uphold the character of this young colony, and of this young university, when he reaches the ancient university in ths Mother Land. We know that ho will pursue his geological studios with avidity, livery alternate 'year there is awaulcd a scholarship in science out of the funds of the celebrated Universal Exhibition held in London in 1851—the first of that series of great exhibitions of which the present Exposition at St, Louis is the latest. Two names of exhibition scholars stand out conspicuously as having brought high honour to New Zealand—Dr Mellor, a formeistudent of Otago, lias done excellent and notable work in physical chemistry since his election in 1898; while I'rofcesor Rutherford, formerly of Canterbury College and now professor at Montreal, has become famous throughout the civilised world within tho last year or two for his brilliant refearches into the propertiesof radium, or radio-activity; This year the holder of this scholarship is Mr A. R. Andrew, of this University, with whom Mr Thomson tied. Mr Andrew goes to London shortly to continue his researches in geology, and wo shall watch the carcers of these two men with tho kc-enost interest, for wo expect to hear of their work in the near future. This reference to honours in science gained by these two gentlemen—both of whom attained 1 to tho standard of senior scholar in geology last year—affords mo an opportunity of pointing out the disadvantage under which "natural fcicnce" suffers in regard to tl.is scholarship, for whereas every other subject in tho B.A. course has, annually, a senior seholarship available, yet in the caso of natural science three ■ distinct subjectsgeology, botany, and zoology—are grouped togcthir, and tliere is only one senior scholarship available for the gronp. This is manifestly unfair: unfair to students, unfair | fo teachers, to college, aud to examiners. For tho Board of Examiners in. London, which has to award the scholarship in natural scienco, has to make a choice between, porliaps, three equally good men— 0110 in oaolt of tliroo distinct subjects,—so that ft zoologist may bo pitted against a geologist, and the board has to decido whethor tho candidate in zoology is bettor a? a zoologist that is tho candidate in geology 11s a- geologist—which must be nn oxtromely difficult task. It would, it seems to mo, bo quite as reasonable to award ono scholarship to classical languages, instead of, as is done now, ono to Greek and ono to Latin, Those of us who aro interested 111 natural scionce hope that, somo alteration will be made by the Senato of tho Now Zealand University; and if it-is impossible to award threo scholarships yearly, thon it may be worth considering whether it would

1v» desirable to awc.rd ono scholarship,. in rotation, .to each nf ihe tlirce subjects. Humours of iiiipoiicliiifr changes in the scope m" tJic work rijirieil oil by .tlio Otago University. both in liio dirccSion of decrease and enlargement, havo I WPn i' l l' lo , a ' r during tho last- few months: hut as those change* iivo still under consideration it is inadvisable (o .'('far mora particularly to them. But it is well to remind you, and tho citizens of Dunedin in general', that the Medical School established in.your midst is still lacking in suitable accommodation for carrying on.in a suitable manner nil tho branches of tiio work—in spite of the grand response to the appeal issued lo the public a year-or two ago. As one outcome of that appeal a sum of £2000 lias, you arc aware, been promised by a member of the community towards the establishment of a professorship of physiology. This necessitates tho erection of a now laboratory, and if others of our richer ciiiwus were to make similar generous donations—even on a .smaller scale —tliiff most - desirable addition to tlie ftfedieal School would lie established in tlio near future. But. it is not. Mio Medbal ■School alone that requires additional laboratory accommodation in ohler to keep pace with tho needs for an efficient training in the various departments of tho subject, although this department appeals to the public on account of ilj direct utility. All the laboratories need extension and improved equipment—tho chemical, the physical, the biological, tho geological departments are, to a greater or less degree, behind tho times in respect of Iho spaoo available for their work and in rospect of instruments and apparatus necessary for carrying out that work, and especially the work of original research. A university 111 tho modern sense of the .word is not merely nil advanced school where old knowledge is to bo supplied to tho student; by lecturo and his capacity of absorption tested by written examinations; this is only one,part of tho function of a modern.university, which must provide for and oncotirago advanced workoriginal research work; it must arrange for tho discovery of new knowledge and the student's ability tested by the power of getting this new knowledge.,, In this dircolion it is, of courao, chiefly iii seionc^—in pure science and applied, science—that now knowledge is obtainable. A most striking instance of what education, in tho best and modern sense of tha ward, can do for an entire nation is afforded to-day by tho development of Japan. Less than half n s cur.tury ago sho was- steeped in Oriental ignoiMnco; but during tho last 35 years— when she awoke from hor sleep of '25 centuries—sho has made astonishing advan:cs in the entire organisation of her system of education. Not only has sho established a university and technical schools at Tokio, equipped in tho most approved hiodern manner, but tho seliemo of primary education is equally up-to-date; so that in her army to-day there are. not more than 5 per cent, of tho soldiers who aro unable to read and write, whereas in the Russian army as many as 95 por cent, nro illiterate. Moreover, Japan is- contributing aunuaily a very largo amount of original work in all departments of science. It, is to her thorough system of education that her power of organisation in naval and military affairs is primarily due. It behoves New Zealand, and, indeed, Iho British. universities generally, -to wake, up and see to it that tlioy aro not left behind in the race. Wo in Otago must improve our laboratory equipment, as well as the library, if we aro to progress. It is true that wo liavo turned out some first-class men in various departments of study, but this has been duo to their conspicuous ability and in spite of our poorly equipped library and laboratories. Dr Snlmond spoke at considerable length 011 proposals to come before tho Senate. This aunual ceremony, ho said, was tbo only opportunity they bad of bringing beforo the public tho .work of the New Zealand University, ft. was not desirable that tho University should bo a secret chamber.—(Applause.) Ho would util.st the time at his disposal by making somo reference to tho work of tho University, and tile work it proposed to do. The amended act of Parliament- under which tho University worked came into force this year. TIIO first effect of that had been ,a very sorious reconstruction of tho membership of the Senate. Ho did not mean any disrcspcct to the old Fellows of the Senate, but the change of membership was beginning to , wake things up. Parliament was now being inundated with resolutions bearing on education, some of them important, and somo of a distinctly revolutionary character. He then proceeded to deal at length with some of . tllo more important proposals. The first waa the proposal to place Latin, Greek, Trench, and IJerman on equality for matriculation and junior scholarships. .Tho effect. of this would be to compictoly upset 'tlio whole system,' and would extend to the gcnoval work. It also gavo immense value to tho modern' languages and modern literature. Many wero of opinion this was a'deeirable thing, and many wero bf opinion that it was' not. The Senate would have to give its decision next meeting, and those having opinions should rouse themselves. Tho'i second proposal was to expedite the period in which certjiin students could obtain their degrees. Tho present .arrangement was, of course, that it was threo years before the B.A. degree and four years before the MA. degree could be obtained. It was now proposed' that the 'students who took the junior scholarship and others should proceed at once to tho B.A. or B.Se. degrees; almost leaping over the heads of the college as it wore from tho school to tho portion of graduates. Tho argument in favour was, of course, that if tlicso young men possessed tho qualifications for the B.A. degree why should they not havo it? On tho other liancl, there was a most important value attaching to more residenco and protracted residence. Apart altogether from tho moro acquisition of knowledge. This protracted residence carried certain advantages that could, not bo obtained in any other way. If this proposal were carried wo might dispose of our, university colleges altogether, and merely havo examining boards, and the want of the residence would be a sorious loss. The other proposals referred to. change in conditions of the tenure of scholarships, allowing holders to use them for technical purposes, to making English a compulsory subject for the B.A. degree, and to extending the period after the taking of the degree in- which students could prepare for honours. With regard to the latter, the speaker pointed out that the argument in favour was that the work was very arduous, and would be arduous even if the .students could devote their wholo tinio to it instead of having to go out aiid work for their living in the meantime as most of them had to do. On the other hand, it was argued that just because it was for honours tlio work should bo arduous, and it was only by making it arduous that the chaff could be separated from the wheat.

The Chancellor liore mentioned that ho had received a letter o( apology for ateenuo Irom Bishop Xovill, and also from Mr .lames Mills. ; Apologies for absonco from the ceremony wcro also received from .Air D. A. M'Nieoll and Mr Keith Ramsay.

Tlio Chancellor then presented the diplomßs as follows:—

HONOURS w. SCIENCE,. Arthur Robert ■ Andrew, first-class honours in physics (electricity and magnetism) ; also second-class honours in geology (Exhibition science scholar). '•

James Allen Thomson, first-class honours in geology '(Rhodes scholar).

■Masters of Ants. Alice Mary Build, first-class honours iu languages and literature, English and French,

Ida Mary Crump, first-class honours in languages and literature, English and German. William George Grave, ' Frederick Joseph Heatley, second-class honours in mental science.

John Murray, second-class honours in mental science.

Arthur Talbot, third-class honours in mental science.

Arthur Charles Weymouth Stallage, firstclass honours in mental science. g

Francis Tubman. , Bachelors op Arts.

' Leah Elizabeth Bulleid. Thomas Bennett Hamilton. Annie Inkstcr. William Henry Johnston. Phccbe Jessie Jonas. John Gladstone Paterson, senior scholar in mental science. Jessie Begg Reid. James Watson Shaw, senior scholar in English and French. 1 Jumes Ernest Strachan. Lily Sullivan. Bachelors'of Science. Charles Jforlon Boult. Thomas Alexander Hunter. Bachelor of Science in Metallurgicai.

Engineering, David Mitchell Tomlinson.

Bachelors of Laws. John Lang, 31. A.George Hamilton Thomson. Bachelors of Medicine and Bachelors of

■ Surgery. Agatha, Helena Jauo Adams. AVinifrede Ismay Bathgate. Peter Henry Buck (Te Rangi Hiroa). • Alexander KinderGilbert Hcy.vocd Mirams. Emily Helena Viofetta Nees (nee Ridley). John Frew Itoberison. ■James Herbert Graham Robertson. The Mayor (Mr T. R, Christie), in addressing' those present, said: I need hardly say Hint it- is with great pleasnre I greet you to-day upon the occasion of the annual conferring of degrees and diplomas; and in standing before you I cannot but

fee! regret that- T myself am not a graduate | of the University, and also to receive a diploma at the hands of the Chancellor. — (Laughter and applause.) Wliotl we look back some 50 years, and picture" Dunedin as it was then, when your fathers wero carving out homes in this new country—those pionpcrs of this fair morning land,—we cannot but congratulate ourselves on the foresight and pluck of those early settlers. One of the "greatest legacies they have left us is tho splendid educational system we have in this country, and I venture to say that in 110 other part of the British dominions have, the people the benefits of a so diversified and general an educational system.—(Applause.) The University of Otago is an institution that has made a name for itself beyond the borders of this province, and you, , ladies and gentlemen, who have received degrees and diplomas today, have every reason' to feel proud of your University, and, I may say, also of tho highly skilled and trained professors on the stuff of the University.—(Continued applause.) The medical, law, and arts faculties, as well as the mining section of the University of Otago, have • sent out graduates, who have proved a credit to their facilities, their college, and the colony, and the success that has attended our medical and mining students throughout the world is ample demonstration of this, and the mining students aro now to be found occupying some of. llie highest positions in mining engineering throughout Australasia, South Africa, and South America.— (Renewed applause.) They have, wjth the New Zealanders' indomitablo pluck, gone out into the far places of the world, and, what is more, havo been a conspicuous success. You, their acadeinio brethren, have ovcry reason to feel proud of them, of your college, of your country, and, I believe, this city lias reason to be proud of you. As tlio Mayor of this city (which, by the way, I venture to hope will yet- bo raised to a position of importance second to none in this colony •by the tremendous natural resources of tlio province of Otago), I congratulate tho graduates I see before me, and I hope and trust that they will, when they go out into various walks in life, give evidence of that grand old public spirit which actuated their fathers, in tho same measuro as I know they will ever retain a noble lovo and veneration for their university.— (Applause.) The ceremony was brought to a conclusion by tho Chancellor thanking those present I for their .attendance.

— Thero is 110 part of the world which has "such a sinister rccord for wrecks as the Black Sea. The number in some years lias averaged more than ono a day, the greatest number of wrecks recorded in one year being 425, and the smallest 13+. About 50 per cent, of these vessels became total wrecks, all the crews being lost.