THE SOCIAL GATHERING.

Otago Witness, Issue 1024, 15 July 1871, Page 6

THE SOCIAL GATHERING.

In the evening a tea meeting was held in the University Hall, in honour of the inauguration of the University ; when almost a larger number of people were present than at the opening ceremony in the afternoon. Owing to the crowded state of the Hall, considerable difficulty was experienced at the outset in distributing the great variety of good things which loaded the tables in the adjoining rooms, but the cadets, assisted by a number of ladies and gentlemen, managed at last to supply the wants of the numerous guests. Between the different speeches the memhers of the Choral Society, as well as the Battalion Band, rendered some exquisite pieces of music. The Chancellor of the University occupied the chair. The hall was brilliantly lighted by gaß, consumed in two 40-light sun burners, with white enamelled glass shades, each oft. 6in. in diameter. In the centre of each shade, and suspended above the gas burners, iB a reflector so constructed as to nearly cut off from the view of one looking from the hall, the ventilator immediately above it, and which turns the light downwards. The class-rooms are lighted with shades constructed on the same pattern, but which are but 30in. in diameter, and have only twelve burners each. The Town Hall of Melbourne is, we understand, lighted up with similar shades, and on the same principle. The whole of the work for lighting the Hall artificially, including the enamelling of the glass, has been done by Messrs A. and T. Burt. The Chancellor read a letter from Bishop Nevill, apologising for his unavoidable absence, owing to his preparations for an early departure for England. In doing so, the Chancellor expressed hia deep regret at the absence of Bishop Nevill, who, of all others in Otago or in New Zealand, would have been most able to thoroughly enlighten them on the subject of physical science. Mr Justice Chapman then came forward and s«id : I think the founders of the O'aeo University ought to be very much gratified at the very respectable assemblage which has met here to-day to celebrate the inauguration of the University. I think we ought to feel ourselves highly honoured by the extent and character of this meeting ; but, at the same time, 1 mvst remind you that you not only do honour to the Council of the University , but you do honour to yourBelvea and to the province. Let roe remind

you that the province of Otago—part only of the colony of New Zealand — is not yet much more than 20 years old. If 1 recollect rightly it is only 23 years since this place was a wilderness, surrounded by swamps, untrodden by Europeans, save a few whalers. When I came to this colony in 1843 there were only 11,000 Europeans scattered all over the Northern ißland, with a very few in the Southern Island. All that we knew of Otago at that time was that there was a certain place (Jailed Waikouaiti, and that there was a Mr John Jones connected with Waikouaiti. That was the state of the colony when I came to it. What is it now ? We have a population of 260,000 or 260,000 Europeans scattered all over these Islands, many of them clustered in towns, consisting of persons of all classes and of all states of education, and this province at all eventß containing a population sufficiently intelligent to appreciate the advantages of a University. — (Hear, hear.) Let me not forget the debt of public gratitude we owe to the Provincial Government oE Otago.— {Hear, hear.) It has been owing to their forethought and to their liberality we owe this institution. I must oonfess to the fault which was very candidly confessed by my friend the Chancellor to-day — that when the suggestion of a University for Otago was first started a few years ago, I thought it was premature. I thought that, I taking into consideration our population, we should not have a sufficient number of youths educated at our best of schools to matriculate in the first instance, and become students at the University. But what is the fact? I find myself bound to do what the Chancellor did to-day— l find myself bound to confess that I was mißt&ken ; for no less than 31 students have already entered the University. — (Great applause.) Now, let us compare this with the Melbourne Uni v ersity . The Victorian Legisture was wise enough and foreseeing enough to commence a University almost against popular opinion when that colony was only 19 years old. The first year it opened there were only, if I recollect rightly, nine students, bo that if we judge by the number of young men who have entered the University, and who seem anxious to take advantage of the education we will be able to afford — I say Otago is much more advanced towards su cceßsf ully establishing a University than Melbourne was when I first arrived there. — (Applaiiße.) I think therefore that the fact that 31 young men have been found ready to enter is a sufficient answer to all those who now think, and who may have thought — as I confess I did onee — that the establishment of a University is premature. I say that we, the Council of the University — I speak how as only one of a Bmall number— and we> the public — and now I speak as a member of a large number— ought to be grateful to the Provincial Government and Council of Otago for havinor so liberally* and with so much forethought, established this University. — (Applauße.) And what is the use of a University 1 Is it to teach boys only Latin, Greek, and mathematics ? Supposing that was the only object of a University, would not that have its uses ? The mere training of the intellect in the knowledge of the classics and mathematics is in itself something. If I were to occupy you in pointing out all the advantages that emanate from the study of the classics, I would occupy perhaps the whole of tonight and part of to-morrow morning. Therefore, I can only touch on a few. First, what are the classical languages ? The classical languages are the languages ■which were spoken and cultivated by two great peoples, who were in the highest state of civilisation that their times permitted. The material and physical civilisation of modern dayß, the Greekß and Romans, of course, had not ; but ao far aB the cultivation of letters was concerned — so far as it was possible to cultivate the moral and political sciences — they were in the highest state of civilisation. And it has been well pointed out by Dr Arnold, a former head-master of Rugby School — the man who made Rugby School what it is — it was pointed out by him that the study of the history of Rome in the time of Cicero, and the study of the history of Greece i» the time of Pericles, was not the study of ancient history, but the Btudy of modern history. It was the study of a set of men who had brought up the human intellect to a state of cultivation which was more nearly akin to the English intellect of the present day than waß the English intellect of the time of the Tudora and the Plantagenets. What was the result of that high state of cultivation? There has been handed down to us a set of writings by poetß, philosophers, and writers on science — even upon gardening and agriculture— by historians, critics, and grammarians— that it ia well worth the trouble of learning to read and appreciate in the languages in which they wow written. Why not teach our youths

thoee languages ■which will add to their ' delights and their happinesß when they arrive at man's estate 1 But that, after all, ia the smallest consideration. If you were to count all the words in the English language, you would find that there are really more words in it of the Latin language than of Anglo-Saxon ; because all the modern words of science have been introduced from the classical languages. Therefore, if for no other reason, it would be worth while to learn Latin for the purpose of appreciating our own language. Such being the case, is it not worth while, when a boy can do nothing else, to initiate him into the Latin language ? But that is not all. Many of you, no doubt, must have observed how very difficult it is to concentrate a child's mind upon any one subject for any length of time. This ia just one of the defects which a classical and. mathematical education is best calculated to remedy. It teaches the boy to concentrate his thoughts on one subject ; and that is a habit which he carries with him into every occupation of his life, until the end of his days. This is just the habit which the classical training of our public schools and colleges induces. It trains the intellect thoroughly ; and I venture to say you cannot train the intellect without paving the way to the training of the morah. That is the advantage of a classical and mathematical training such as we can get at the public Bchools of the colony. I am so strongly convinced of this that I will go the length of saying that if it were possible by some affection of the brain to forget every word of Latin we ever learned, there would still remain that power of concentration which I have mentioned. I hope we Bhall soon have more prizes to bestow than we have at present in connection with our University, because there is a fund voted by the General Assembly of New Zealand for that purpose which we shall be justly entitled to ask a share of. The consequence will be that we shall have a large number of competitors ; and the work done and the know* ledge acquired by the unsuccessful candidates will be a credit to them, , and an advantage to them in the improvement of the state of their minds, which will remain with them for the whole of their lives. And if there are any young people here who are now at the High School, or young men who are about to enter the University, let me give them a fe»f words of comfort, by describing some of my troubles when I was at school* There is a wide difference in the mode of teaching at that time and the mode adopted in the present day. Now-a-days the master and professor condescend to teach, whereas in mv time they only made us learn.— (Laughter and applause.) [After relating an amusing anecdote of his school-days, to illustrate the total want of assistance afforded by the schoolmaster to the pupil, His Honour went on to say t— ] Another advantage connected with the establishment of a University is that it will have a tendency to elevate the standard of education of all the schools in the colony. And perhaps in the colonies this is more especially the case than in England, where the population is very dense, and where every part of the country iB less under a general system than here. Now, we begin very humbly. We do not require any matriculation examination ; and 1 think we are adopting the ri»ht course. I have had miscivings from the beginning on that point, but I think it right for the first year to open the University to all comers. The reason is simply this, the public schools are unprepared, as it were, for the institution of the University, and therefore it would be unjust to young men who mi<iht be very well trained, but not trained for the matriculation which might be required by the Professorß. This course has been adopted most succeßßf ully by the Melbourne University. In future, we shall have matriculation examinations, when the public schools will have had at least six months' notice, and will be able to prepare their boys for any examination likely to be instituted by the Professors. The object aimed at by the Professors of the Melbourne University has been to gradually push up their standard of education from year to year. I apprehend that will be the course the Professors will adopt here ; and that they will from year to year elevate the standard of their examinations. And they will be justided in doing this ; because as they are elevating their standard, the public schools will be following them. As you are aware, we have been fully impressed with the importance of not confining our training to mere classics and mathematics. We have a Professor of Physical Science and of Moral and Mental Science. In one of his works John Stuart Mill says that if he were called upon to state what above all others was the peculiar function of a University, it would be to keep alive philosophy. So it will be seen that our new institution will be fulfilling that function. Very fortunately, *mong our profeisors hare one who,

although his principal function will be to train the youths of the University in the knowledge of the classics, has himself paid considerable attention to the structure of our own modern tongue. And, inasmuch as the English language is to be systematically, philosophically, and historically taught in our University, I hope we shall be in a condition at an early date to establish a professorship of AngloSaxon, and cultivate that old, dead, classical language of ours.— (Loud applause. ) The Rev. W. Will referred to the stepß which had been taken to establish the University which had that day been inaugurated, to the opinions which he had himself held as to locality, to the objections urged by some to the effect that in attempting to establish such an institution they were acting prematurely, and to the probability that although, as urged by some gentlemen, students might obtain a better education in England or Scotland, they might also gain a knowledge of things which were more calculated to blight than cheer their future prospectß. He then proceeded to argue that even supposing only a small number benefited for a time by the establishment of such an institution, others would indirectly do so ; that the institution would benefit the poor equally with the rich ; and said he hoped that in the distribution of the L3OOO voted on behalf of the New Zealand University, the claims of Otago would not be ignored. It was intended, he said, to make the University an institution such as would be looked upon with a favourable eye not only throughout New Zealand, but throughout the whole of the Australasian colonies. They had got a good start, and the Professors would not be worth their salt if they did not kepp it. — (Applause.) Professor Sale said : Mr Chancellor, ladies, and gentlemen — My first and most pleasing duty, on behalf of myself and brother Professors, is to tender to you our most heartfelt and sincere thanks for the very kind and cordial welcome which you have here accorded to us this evening. 1 think it is totally impossible that any men could have come to a new country under more pleasant circumstances, or that greater kindness could have been shown, not only by you and other pentlemen connected with the University, by His Honour the Superintendent and members of the Government, but by every class of persons with whom we have ' come into contact. Therefore, I think the least I can do is to return you the most sincere and heartfelt thanks, t may say that for my own part I have special reasons for being gratified at finding myself occupying the position in which I have been placed, because I have come to look upon myself aB a New Zealander. I have already spent eight years, and more than eight years, in this colony. I have looked upon it as my home, and therefore, in returning to it, I return to it as my home. — (Applause.) For years previously, however, I looked forward with very great intereat to the time when an institution like this should be inaugurated, and fervently hoped that I might be permitted to take an active part in what might lead to itß ultimate success. Consequently, I have ample reason for being pleased with the position which I now occupy — a position which, I trust, will be useful to the colony and honourable to myself. — (Applause.) I believe it is the custom both of Professors and Schoolmasters to speak rather didactically, or with a tone of authority, as though the persons to whom they addresß themselves were under tuition. If, how ever, I ever contracted that habit, I am thankful to say that a residence of eijjht yearß in New Zealand ha 3 effectually cured me of it ; for I have frequently come into contact with men who were my Buperiora both in intellect and acquirements, men who had had no University/ training. That lam inclined to regard as another reason why I should refrain from speaking didactically, or with a tone of authority, in this or any other assembly in New Zealand. Moreover, I shall probably be obliged to speak somewhat didactically in my claa3-room, and therefore I must be held excused if I do not do so to-night. An important, if not the moat important question, which we have to consider is : what is the object of this University ? The conferring of degrees I look upon as a secondary consideration. — (Hear, hear. ) At the present time, in England, they are deluged with degrees ; they are distributed all over the country, and learning ia pursued, not for its own sake, but to enable students to display that which they have attained. It is quite right that a man should have an opportunity of showing to the world what he has learned, but thia should not be the main object in attending Universities. The great object in establishing a Univorsity should be to provide a place where men can study with advantage. The only difference between schools and Universities is this : students lat a University, unlike pupils at school,

do not require to be supplied with motives for study. Boyß attending schools must be rewarded for good conduct and punished for neglect ; but students at Universities ought not to require any such motives. From what I have already seen I am convinced that the young men who intend to study at this University have made up their minds to work hard. They know the value of education, and I think that they will find that the Professors will do all they can to help them. The education to be supplied at a University is of two sorts. In the first place there is no doubt that the education supplied must be a useful education. Profeßßor Huxley, in his Lay Sermons, says that an Englishman's paradise is to get on. If it is a paradise to an Englishman, I have no doubt it is equally co to a Scotchman. In the first place, therefore, the education supplied at a University must be suitable to those persons whose object it is to get on ; and I observe that His Honour the Superintendent and the Council of the University have recognised this distinction. The Superintendent has alluded particularly to chemistry as applied to agriculture, and to mineralogy as applied to the atudy of mining. But, there is something better than this. A useful education must undoubtedly be supplied, but something must be supplied that iB even more than useful. We don't want to make men more keen in business merely, to strive more strenuously to gain wealth and distinction ; that, no doubt, in many cases, is an honourable ambition. But that is not all. Education to be worthy of the name should confer something more. It should be I such an education as will not only assist a ! man in his profession, but induce him to think about other things, and make him a man of refinement and cultivation. That is to my roind the first object which the promoters of any University should have. In connection with this subject I may refer to a passage in an essay written by an eminent Englishman^ th© author of Ecce Homo, upon the elementary principles of art, and it is something like this : "A town without picture galleries or theatres ; a town where no one writes verses, or reads them ; a town where no one cares to talk about literature, must be something worse than a dismaL place to live in. There may not be more crimes committed than ia other places of the same sire ; but morality must be at & low ebb ; virtue must be stagnant and non-progressive." I must say that I was startled when I saw this, for I thought the writer was referring to the colonial towns. If there is a felt want, it is the want of some refining and improving pursuit which we may follow after the hours of business. The pursuit of making meney has been for many years the. bane of a great part of New Zealand. 1 am astonidhed, however, with the great improvements made in Ihinedin, alter an absence from it of about seven years. I am somewhat astonished to find nftyself speaking to you in a building like this, where there is a school of design, and where music is studied, and where other branches .of education are taught. Bunedin in this respect has set a noble example. Assuming, then, that a liberal education is the main thing which an attempt should be made to supply, the next question which presents itself is — of what is this liberal education io consist ? Years ago, when I was s, boy, there was only onoidea. It was Latin grammar, Greek prammar, and mathematics ; and on going to the University you found that the same idea prevailed. Now I think that however valuable these studies may bo, ant 3 His Honour Mr .Justice Chapman has done them full justice, I think a mai>. is not merely an ill-educated person, but that his facilities are in a measure destroyed, if he learns merely Greek, Latin, gjaiatuar, and mathematics. I look back to the time with amazement — to the time when I was a boy — to the time when boys' eyes were posifivefy closed. It was absolutely impossible to study nature in any form. Our English literature was a closed book to ns. A great change, however, has taken place in England since that period. 2n all the principal schools in England, and in the Universities also, physical science Has. taken the place which waß not allotted to it when I was at school. It haa heen found that the study of physical science, instead of unfitting a person for thestudy of other things, is of assistance to him ; and moreover, the study of physical science is one which a ioan carries with; him wherever he goes> and which be improves wherever he ib placed.. Books are valuable enough ; I do not, depreciate them.? but there is one book of more value than the others— it is the book of nature.— (Applause. > I hope it will never be a closed book here oven to the youngest boy that goes to school, far less to him who attends the University. But there is one thing, mistaken as T believe this one-aided education was ; there is a phrase ua«d by an old, Greek which fately

represents what a man ought to be. He apeaks of him as a man four-square, without flaw. That is to say, a man, complete. I think that a man or a boy educated in the way some of us were, instead of being a man four-square, ivould be like what Touchstone says : a roasted egg all on one side. But there is a thing I must give our old Universities credit for : they did teach a man a most valuable lesson ; they taueht him to know what knowledge waa. Although his knowledge of Greek and Latin might be a poor compensation for the loss of what other knowledge he might have acquired, still that knowledge was most thorough. I know there was no veneering, and I hope there will be no veneering in connection with this University. — (Hear, hear.) There is another matter in respect of which I desire to make a few remarks. I was glad to hear it stated as the opinion of the ladies of Danedin that the three Professors were very plain-looking men. — (Laughter.) I was highly delighted with that phrase. Ladies and gentlemen, I Bincerely hope that they will turn out to be as plain as they look, and if they only carry out that one grand lesson taught in my time, they will do more good than if they were perfect encyclopaedias of knowledge, and taught all the sciences in the world. There is only one difficulty in teaching physical science. I speak of it in connection with this superficial knowledge. It is difficult to test whether the knowledge of the pupil iB superficial or not. This waß strongly felt at Cambridge when I was there. I remember one eminent example. A friend of mine went into the study of natural science and came out first in botany. But that young man had no more knowledge of botany than myself, except what he had derived from the reading of books. Huxley says that if the facts of physical science are not taught by an actual knowledge of the realities of the world, it would be better not to teach it at all ; but being taught as realities they are more valuable than anything else that can be taught a young man. He (Profesßor Sale) then referred to the kind of lectureß he proposed to give. He proposed to take any well-known standard books. Chaucer, for instance, Spencer, or Shakespeare ; to study carefully and well every single word ; to go through the study most thoroughly with a class, and as soon as they had completely mastered the details, to repeat the whole as a whole, and j?et something like a proper idea of the poet's meaning and spirit. That was the course he proposed, along with the study of the Words and sentences of the author. The speaker then proceeded to refer to other branches of study, intimating that after all the principal work must be done by fcne students themselves. A great want felt here was the want of a nationality which the University would tend to establish. He hoped and believed that the connection which might exist between the Professors^ and the students would result in a lasting friendship, and tend to improve both the instructors and instructed. — (Applause.) Addresses were afterwards delivered by the Hon. John M'Lean and the Rev. t)r Copland. MrCARoiLL, M.P.C., proposed a vote of thanks to the Chancellor for his conduct in the Chair, and for the able addreßß which he delivered during an earlier period of the day, to the other gentlemen who had delivered addresses, to those ladies and gentlemen who by their musical efforts had done so much to enliven the proceedings, and also to the ladies who presided at the tables. The motion was carried by acclamation, and after the national anthem had been Bung, the company separated.

We »re requested to publish the letter addressed by Bishop Nevill to the Vice-Chan-cellor of the University, explaining tho reason of big absence from the social gathering. It is as follows ;— " D-medra, July sth, 1871. Dear Mr Stusrt-I iind at the last moment that it will be out of my power to attend the social gathering in connection with the inauguration of the University this evening. I shall therefore be unable to fulfil my promise of the other day to address those Who may be there assembled. I regret thin, inasmuch as there are many points in which I take a deep interest, and upon which I should hare expressed myself. Perhaps, as | the only person holding an honorary certifi. bate under the South Kensington Department, I might without presumption have had & word to say upon the teaching of the physical sciences, to which I have given some attention. It i», however, impossible forme to make all the arrangements necessary for my departure on Friday next, unless I reluctantly forego this engagement. — I am, &c, I g T.-< DfrNEDiN.— The Rev. the Vice-Chan-cellor." • I The Oamaru Times is informed that a slate quarry has been discovered in the Hampden district. The slate is Baid to be of the kind used for roofing purposes, of excellent quality, and splits readily. The precise locality ie known only to the dis. coverer, who has taken specimens to Bun-