CAPPING DAY.

Dominion, Volume 3, Issue 857, 1 July 1910, Page 8

CAPPING DAY.

INTERESTING FUNCTION. LORD ISLINGTON ON EDUCATION. SPEECH BY SIR ROBERT STOUT STUDENT WITTICISMS. The annual ceremony of conferring tho degrees obtained by students of Victoria College during the past year was carried out in the Municipal Concert Chamber yesterday, afternoon., The occasion was rendered especially interesting by the .' presence of the new Governor of the Dominion (Lord Islington), who delivered an address on somo aspects of education. The Chancellor of the University (Sir Robert Stout, Chief Justice)' presided, and thoso with him on the platform included: Archbishop Redwood, Mr. Justice Cooper, members of the Legislature, members of Victoria College Council, professors of the college, Mr. J. W. Joyiit (Registrar of the New Zealand University), and Mr. G. Hogben (InspectorGeneral of Schools). The room was crowded in every part, many people being "unable to find seats. Capping ceremonies in tho past have been marked by ebullition; -jf youthful high spirits, sometimes to the annoyance of the speakers and of the older members of the audience, but yesterday's function was much quieter. There were interruptions; gome of them were funny, and others were meant to bo funny, but nono of the speakers had any difficulty in. obtaining a hearing, and the utmost good humour prevailed on all sides. JHE CHANCELLOR'S SPEECH UNIVERSITY REFORM. . SCIENCE, HISTORY, AND HUMANITY. Sir Robert Stout referred first. of all to the death of Professor Cook, of Christchurch, who, as a member of tho Senate, "was ever careful, and anxious to do. what could bs done for the promotion of our university, and who as a most successful teacher "showed great devotion ;to his profession, and a sincero regard for the welfare of those who camo under liis •tuition. Reference was also made to the -approaching departure of, Mr. J. W. Joynt, registrar, to take t'he position of Home agent of the university in London. The Chancellor congratulated Victoria College on the good work of the past year, and then spoko at length on university reform. This was a perennial subject in all universities, and therefore at' was not surprising that it had been ■discussed recently New Zealand. Carlyle's Herr Toufelsdrockh had said of his. old university that "out of England and Spain, ours was the worst of nil hitherto discovered universities." "The hungry young," said Teufelsdrockh, up to their spiritual nurses: and tor lood were bidden to eat the east Tina. Position in Europe. ti "I presume " said Sir . Robert Stout, ' that the- professors of Victoria College •havo kept in touch wit.h what has been •dono and is being done in university -ill Europe. I found in England .That there no complete satisfaction jrith their existing university instihiTionß, And discussions as to reform were Active." Some people in New Zealand /thought that tho University of Wales <Xas the final word in* university institutions. Many of the Welsh* people, • Ihowevtif, were not content with their system. No. one, he thought, could snv ■that the ideal un.iversitv had yet been founded amongst British people. Before they could discuss any they must mave in their mind some plan or ideal. (It would bo as hopeless to decide what creform' was to be, until thev had' this jplan formulated, as it would 'be to start ►building a.house without knowing what ®tlie building should be. He apprehended Wiat a university should aim at training men and women, and in imparting knowledge to them of many things and perhaps a full knowledge of one thing. .There ought, he thought, to bo sonitt guarantee that one who had been at; a ■university should havo some general culture. A graduate ought not to bo oneeyed. He should ho able to see mo.ro one ■ tiling. The university must •provide, not merely for training two or ■three specialists in one or two subjects, '■tout for giving a general culture to students. The great difficulty in university draining, considering the vas-t Dumber of subjects that now claimed attention, was ■to decide when to specialise ami .when ito allow students to select one or two subjects and ignore all' others. Until : they could get au agreement on' what the aim of a. university should be it was ihopeless to talk about reform, and he a-egretted to say that in the recent, discussions what a university should be ■seemed not to have been kept in view. Science and Industries. "I recognise that nowadays," said Sil Bobart Stout, "the most important subjects for consideration are classed under stho head of science. In New Zealand we ■ought ever to keeo in view the limitations of our colony, and the need of our young people being trained In science, so that the industrial. ol' this colony may 3>e fostered. 1 believe that a training in jscience can give as good a mental training as the classics, and that if science ■is soinetliing more than a mere "mechani•cal manipulation of matter" it would fit men for tho struggle in life tatter thmi any otiior subject they could study. 'But science so taught must be moro than ■mere laboratory work. You must try and get an idea of • the universe, and you must get a conception of the unit.,' ol knowledge. I further believe that a framing in science is most important to ;uake people truthful, and to make them cease to be 'gullible,' and that science, perhaps, of all knowledge will instil into the minds of her students 'an intense /iind self-sacrificing enthusiasm for truth.' But. alcug with science there roust go i<omc reterence to history, and some re- , ference to humanity, tor we must ever remember that we are not mere individuals, hut that v;o are members of a society having duties to tliat society, and >.we cannot perform our citizen duties pro- ' perly if the whole of onr attention is directed to any one branch of knowledge. We have to govern ourselves, and wo ■have to help to govern our country, and I do not think ivo can fitly do so without ' consideration of both history' and literature. It seems to me, therefore, that tho first step that university reformers should .take would be to lay down what should be tho scheme of the university studies. It may be that if we allow a person to specialise too soon in any ono subject, we may make him useless as a member of the community. One eminent man who was a scientist, as well as a philosopher, has said that to obtain a senior wranglersbip at Cambridge may liave to mean an irremediable waste of human strength useless to the man and useless to the community, and so may sntcnse specialisation in any one of the scionccs as Bain has pointed out iu his ■book on 'Education as u Science.' An Excellent Syllabus Fails. "Having defined what the aim and goal Df university reform is, lhe reformer should sea wherein the syllabus fails. I have compared our syllabus with thosfc of all the English, Scottish, and Irish universities, mil I confess that I do not think our syllabus is second to any of them. I have also spoken to university authorities in most of the English and Scottish universities, and from all that I > could gather, our syllabus is ono of •wliich we have every reason to bo proud. I beliovo it could bo_ made more logical. I think that the science degree should be more strictly a.science degree than it is now; but that we cannot get unless ■ ;we can obtain arts degrees that make neither mathematics nor Latin . compulsory. I do not know if tho professors are prepared to go to that length. 1 have urged such reform for many years. I also bolieve that the system of major studios which is in force in many American universities, and which is now . in

'force in a modified form in Edinburgh, might now ho adopted by us. But that will fail unless wo have our compulsory subjects moro limited than they now are. I do not intend, nor have I the time at present, to deal fully with this subject. 1 would- rather now deal very briefly with some of the statements that have been made by thoso who desire university reform. So far as I can gather, tiio main reform demanded is that the university professors should examine theil' own students, and if they certify that tho students aro fit for a degree, a degree should be granted by tho Now Zealand University. If this scheme be adopted, I do not sco the need of having a Now Zealand University at all. Each collego would have to grant degrees.' Now tins is not the tendency of university reform in linglajul at present. It is not how one of the most recent universities deals with the granting of degrees. Degrees in' Britain. "Let in# refer to tho University ol Wales. It has three university colleges, one at Aberystwith, one at Bangor, and ono at Cardiff, and the law in Wales is that each of the colleges can appoint an examiner in each subject. The university appoints an oxamner who is not a teacher at any of the colleges, who is termed an external examiner, and 110 degree can be granted unless the external examiner certifies that a degree should be granted. An article in the charter states that no examiner's report shall be received b.\ the court' unless the external examiners liavb concurred in the said report. I also find that it is quite inaccurate to say that in either Oxford or Cambridge tho teachers are tho examiners. I have gone carefully through the calendars of Oxford and Cambridge, and I find that there are scores of teachers who are not examiners in both of these universities; and that in all the colleges very few of tho teachers aro examiners. I take two colleges as an illustration of what exists. They are in what might be called tho middle place in Cambridge, and are Emmanuel College and Jesus College, and I find that in tho Triposes, piathomatfcal, classical, moral, natural • science, theological, law, historical, etc. —that is, out of eleven subjects examined on in Cambridge—Jesus College had only teachers in two of these subjects who were examiners, and in Emmanuel College ths same—only two subjects in which they had examiners. I find the same thing at Oxford. Take, for example, the examination in physics. I find that of the public examiners in physics and mechanics two colleges only were represented, in the preliminary, and only one college in (lie final honour examination. It is truo that in the Scotch universities the professors and teaohers are examiners, but there are external examiners associated with the teacher*. The practice is the same in Manchester. Manchester, for example, has 69 external examiners. Position in New Zealand. "To say, therefore, that in the universities of the world the teachers are .always the examiners is absurd, and I would liks to know exactly what is wanted to be dono in New Zealand. Aro tho four professors, say, in Latin, to be examiners in Latin for New Zealand? Is the examination to be approved of by the majority or must'they all concur? It was incorrect to say that our professors did not act as examiners. They were the main examiners in the matriculation examination, and no ono could get a degree in the New Zealand University nmess ho had been passea by tilt, professors, for every student must obtain a certificate from his professor; before ho could bo examined l'or his degree he must keep terms. Turther. oral examinations were provided for under the presentj system. No one could pass in modern languagesFrench and German—unless he had previously passed an oral examination by his professor, and no one could pass in science, in physics, or in chemistry unless lie held a certificate for practical work from his professor. Ho did not think that if the whole of the examinations were left to the professors it would at present be satisfactory, or that New Zealand degrees would be more esteemed than they are now. What was the other subject in which it. was said that we needed reform? Ho had not yet been able to discover any subject in all the discussion that had taken placo. In fact, all tho discussion of reform seemed to have centered round the question of external examination. AVhcn New Zealand had a sufficient number of educated men lve should, be able to rely on ourselves for examiners, and that should notjbe long, but that did not mean having only tho professors as examiners. Too Many Examinations. It had been said by some that we had too many examinations. Perhaps that was so. He would like to know if the professors were content to j have no entrance examination at all, and no term or college examinations. He did not seo why the entrance examination, if somewhat extended, should not serve as 4 Junior Civil Servico Examination. Examinations for degrees were, in his opinion, necessary. Ho thought he migiit say that the ordinary pass student' in the' New Zealand University as a B.A. was just as well educated as the ordinary B.A. in the older universities of Britain. In fact, ho had hoard indirectly from two of tho examiners of the New Zealand University in Britain that in some- subjects New Zealand students were better prepared than students in Homo universities. "We could test tho value of our education by the success of students who left tho university and went to various institutions in Britain, and ho ventured to say that the, New Zealand graduates wero as well equipped as the ordinary pass student of any university anywhere. Our Rhodes scholars, considering their number, had dono better than tho German students. A Word to the Rich. "Of course," said tho chancellor, "we have not the advantages oi large institutions like those in America and Europo. We have not tho means, we have not the population, and our wealthy men havo not yet risen up to the conception of what their duty should bo in helping' the young community in giving the highest possible education to its citizens. Every year in America there are millions of pounds given for university purposes. The amount we have got for university purposes from our wealthy' men is very small. Tho only gentleman who left us anything large for Victoria College was the late Mr. Jacob Joseph—(applause)— and I hope his name will ever be revered. Ho sot an examplo which I had hoped many would have, followed. Tho only other large sum given for university purposes was, I think, that given by the late Arthur Beverly for the Otago University. There arc many wealthy men in our midst, and many wealthy citizens have passed away, but you will soarcli out university records in vain to find many benefactions for higher education. Where New Zealand is Behind, "If wo consider the private benefactions given yearly to' higher education in tho United States, wo will see how littlo wo havo dono to help university education. Taking tho three past years, I find that the benefactions were, in 11)07, £1,764,412; in 1008, .£3,087,694; in 1909, ,£3,709,817, but in 1909 there wero largo gifts bestowed, of which the returns had not been received by tho Commissioner of Education when the return for 1009 was prepared, and which are therefore not included in the amount put down for that year. Tho average you will seo for the lost three years is nearly four millions, namely .£3,853,974. If we j had given at tho same rate, according to our population, our average would I havo been over .£40,000 a year. "We have not only not got ,£40,000 each year, but wo havo not got .£40,000 altogether in the thirty-nine years since our lirst university was opened. I have not included in these benefactions tho sums granted in the United States of America to Normal Schnols, "Dental Colleges, and other educational institutions, nor grants to libraries, museums, etc., etc. "There is much need for the development of an enthusiasm for higher education in our midst, and it is to the students of tho university that we must look to call that enthusiasm into being. (Applause.) AN INCIDENT. BREVITY, THE SOUL OP WIT. The behaviour of tho undergraduates during tho chancellor's speech was very much better than on previous occasions; in fact, ho was allowed to proceed for tho first twelve minutes without any interruption. Then somebody gave a loud

imitation snore, but this was followed with a warning "sh—sh" from undoraiates. Notliiug worse than a little -clapping was heard during the next six minutes; but then camo the climax, lhe chancellor had been speaking exactly 18 minutes when a largo scroll was unrolled on the front of the gallery, bearing tho legend, "Au revoir. By special permission of our chancellor. Brevity is tho soul of wit." At tho same moment tho undergraduates of both sexes in the gallery began to riso and walk out. Tho chancellor paused in tho reading "of his speech, looked up at thri scroll, which was straight in front of him, and then resumed his reading, while the students continued to walk out. of the gallery. Ihey left it about half full. It soems that after last year's capping ceremony, when there was somo very noisy behaviour, the chancellor had expressed himself rather strongly on tho subject, uud had suggested that anyone who did not want to listen to the speeches should go out and leave the room quiet for thoso who did. The students resolved among themselves that they would allow the chancellor IS minutes for his speech, and if lie exceeded that limit they would take him at his word by walking out. lliey carried out this plan precisely, and when he had finished they quietly camo back. -Many of them found, on returning, that the seats they had left' wore occupied by other people, but they made the best of tho situation. THE DEGREES. A LENCtTHY LIST. The registrar {Mr. ,1. W. Joynt, M.A.j, then read th-o litt of graduates for the yc-ar, comprising nine masters of arts, two masters of science, IS bachelors of arts, two bachelors of' science, one bachelor of commerce, seven bachelors of laws, and three senior scholars. The diplomas were then presented by t.he chancellor, the names of the graduates being called by Professor H. B. Kirk (chairman of tho Professorial Beard). Following is tho list Masters of Arts. Thomas Andrew Gilbert (third class honours in Latin and English). William Patteson Pollock Gordon (second class in Mental Science). Elsie Millicent Johnston (first class m English and French, conferred at Auckland). ' Robert Kennedy (first class in Mental Science). Euphemda Ethel Law (first class in Latin and French). Harold. Wyafct Mona-ghan (second class in Mental Science). Isabel Neil son (second class in English and German). Clara Constance Herberg Rockel (second class in Latin and German). Cuthbert Hargreaves Taylor (second class in Political Science). Mary Ktishton Baujcas (second class in Organic Chemistry). Laura Christe.usen, Canterbury College (first class in Electricity and Magnetism). Bachelors of Arts. Robert Hedley Biggar; Frederick Columbus Bowler; Jessie Marion Butler; John George Thomas Castle; Florence Winifred Cooke; Olivo Vyse Haddrell; Ethel Margaret Baird Hall; James Henry Lynskey; George William Morico; James Ogg; Arthur John Paps; Piata, Heni PaTk; Eva Mary Pickering (conferred at Auckland); John Camngton Pope; Bertha. Isabel Langlej Uoeve; Charles Reilly; Joseph Snell; Stuart Tichboiirae Campbell Sprott; John Edward Thwaites. Bachelors- of Science. Theodore Rigg; Robert Edgar Rudman (conferred at Auckland). Bachelor of Commerce. Georgo William Reid. Bachelors of Laws. Francis Patrick Kelly; Robert Kennedy; Henry Greathead Rex Mason; Bernard Edward Murphy; Thomas Neavo (Otago University); George Stanley Prouse; David Stanley Smith; Frank Kingdon Turubull. Senior Scholars. Robert Hedley Biggar (in Latin). Stuart Tichlxntrne Campbell Sprott (in Greek). Bertha. Isabel Langley Reeve (in Mathematics). Each of the new graduates was greeted with hearty applause. As each of the lady graduates descended from the platform sho was met by a girl friend, who presented her with a bouquet. GOVERNOR'S SPEECH. TREND OF MODERN EDUCATION. SCIENTIFIC TRAINING AND INDUSTRIAL EFFICIENCY. His i Excellency tho Governor, on rising to speak, was received with prolonged applause, which was followed by three rousing cheers. "When these subsided the gravity of tho audience was completely destroyed by a loud inquiry from the gallery, "Governor, what do you think of our. girls?" His Excellency said that he was very pleased- at the opportunity g;iven him of being present and associating himself with their interesting and important ceremony. 110 wished also to say how very gratified ho felt at the kindly cordiality' extended to him on this the first occasion "on which ho had had the privilege of being present in connection with tho college. (A voice: "It won't be the last.") "I am quite aware," said his Excellency, "of the warning that 1 have heard murmured in a very intelligible and audible voice from a gentleman at the back that he prefers short speeches to long. (Laughter.) I hope I shall be able to keep within the strict confines of that very proper interdict that has been placed upon us on tho platform here this afternoon. (A voice: How do you like that, Bobby? and loud laughter.) As Governor of New Zealand," said Lord Islington, "it is my duty, and, I may add, my pleasure, to associato myself, as I hopo I shall continue to do as long as I hold that high office, with all that has to do with the promotion of the welfare and prosperity of your loyal Dominion." His Excellency went on to say that in his judgment no branch of human activity presented such importance—he might add such indispensibility, as that which was responsible for tho efficiency and. vitality of tho administration, range, and scope of practical and scientific education. In the early days of liis sojourn here, ho could not be expected to have any real or intimate knowledge of tho working of the New Zealand University. In a comparatively new country, liko this, there must: bo difficulties of administration and working which might not bo felt so soverely in older countries. In England and other countries in Europo, but especially iu England, there were oldestablished universities with long ages of tradition behind them. Many of them possessed munificent endowments, an hereditary method of administration, and an | environment of learning and culture. Our Educational System. Thoso priceless advantages must, to a certain extent, be denied to a young country. "But that you havo energetically set yourselves to confront these difficulties," said his Excellency, "that you have determined to bring to tho very forefront of your national life an elfectivo and universal system of education is patent to mo, even during my short residence hero." It was evidenced by the freo and universal system of primary education, the rapidly-improving system of secondary education, uud by tho establishment of tho four university colleges. Lord Islington inferred to tho various specialities of Mm four colleges—at Wellington law and science, at Auckland mining and com--1 merce, at Chvistchurch engineering, and at Dimedin medicine and mining. To establish upon a permanent basis colleges, or us ho would term them universities, to moot the requirements of those who entered them, and, still moro, to satisfy the prejudices .if all who wero connected with them, was tin extremely difficult task — ("hear," "hear")—a task which was rendered the moro difficult in New Zealand on account of the rapidity of tho country's development during tho past few decades. He thought that all would agrco with tho desire that the scientific and practical training and education of the university should as far as possible keep pace with the development of tho Dominion, which had developed by 6uch

leaps and strides during the last twenty or thirty years in the directions of increase of population, extension, of cultivable land, and tho general commerce and welfare of tho country. Those worn extremely difficult and controversial questions which had been pointed out by tho chancellor, but they were to be found in more acuto and violent form in the Old Country. Oxford and Cambridge. Tho outcome of the controversy in England had undoubtedly been that incalculable benefit had boen .derived in connection with practical and scientific education of recent years. Within the University of Cambridge principles of tho most modern and practical scientific training wore now to bo found. Oxford was rather lagging behind, but would, he believed, under the inlluenco of a vigorous, if somewhat ruthless, chancellor, soon find its way to tho same level as Cambridge. The movement was, however, more marked in tho great universities which had been established of recent years in provincial towns, and especially in the great University of London. The University of London offered opportunities to students to specialise in almost every scientific and practical trade. Nothing could be more fruitful and satisfactory to one who loved his country than to. visit, as he had visited more than once, one of those great polytechnics, of which thcro were twelve or thirteen in tho metropolis, and which offered laboratories and workshops, and therefore opportunities, for all classes to apply their skill and ability and become proficient in their careers. The experience of tho changes that had been made in university education in England would bo of advantage to New Zealand when it was found necessary to make changes here. After all, the practical object of education was tho same here as at Home. They had to arrive at a common agreement as to what might bo deemed a sound general education. This could bo begun in the primary schools and carried on in the secondary schools, and no specialised training would be of real permanent use unless it wa6 the superstructure on a sound general education. Then came the difficult problem of what a specialised training actually was, because it was of no use to specialise upon one subject'alone; thore must always bo auxiliary subjects, without which the main subject would be of very little use. (Applause ' on tlie platform * and elsewhere.) New Zealand's Great Industry. Ho know ho was addressing a community whoso future prosperity and welfare would depend to a largo extent on its industrial efficiency, which in its turn must be based upon a sound foundation of scientific training. Tho students had opportunities to specialise in many most important subjects, and ho was particularly pleased to know that agricultural training was given in connection with Canterbury College. Agriculture was tlio chief industry in New Zealand to-day, and it would be so in the future. The country was naturally endowed to an extraordinary degree in connection both with its climate and its soil, but if there was to bo a large increase in the value of its agricultural exports that could only be assured through those exports being of the very highest standard of excellence. Agriculture was the foundation of all trade. He could lay stress on. the value- of science in agriculture, because he had seen so much of tho disadvantages of unscientific agriculture in. the Old Country, though this was now being remedied. He had also scon in other parts of the Empire undoubted advantages of scientific training in this connection. He alluded to the agricultural college at Montreal, which had caused the standard of agriculture throughout Canada to be raised, and tho Imperial Agricultural College, which had had a similar effect ou the products of the West Indies. New Zealand had a great agricultural future, and he would impress upon all who were interested in that great industry which was so inseparably bound up with the future of this Dominion, the necessity of conducting it upon scientific lines. Advice to the Students. Proceeding, his Excellency said ho was going to take the risk of being called a tiresome Governor who came there to lecture young students. Ho felt that ho was in the position of addressing a groat audicnce, including many young students who wore not in tho position of being congratulated—though he was very glad to congratulate those who had been honoured and who had won their honours— and he wished to say, as one who had travelled and seen a good deal of tho world, and was older than they, that thoy should leave no stone unturned to acquire all tho knowledge they could. They had a splendid opportunity to further their own future interests, and now was the time to do so. They should cram in all tho knowledge they could. Students: "Oh, oh!" "We're told not to cram." His Excellency, continuing, said they need not do without amusements, but they were at a time of life when their minds were more flexible and better able to acquire and retain knowledge than they would be at any subsequent time in their lives. They were upon the threshold of their various careers, and they needed to start upon those careers with a thoroughly sonnd general education, and upon that a specialised education. "You have got the opportunity," His Excellency concluded, "and I advise you to use it. You may bo certain that every well-educated student who leaves your college is adding to the strength and solidarity of the Dominion of New Zealand, and not only that, but, with your loyalty to the British connection, the stronger you make New Zealand, the stronger you will mako tho British Empire." (Loud and prolonged applause.) OTHER SPEAKERS, THE PROFESSORS' POINT OF VIEW. "THE AEROPLANE OP REFORM." Professor Laby said he wished to extend, on behalf of tho Professorial Board and the students, a welcome to his Excellency, who had come to us on behalf of our new King, George V. Tho newKing had taken great interest in scholarship and science. Ho had as Prince of Wales been chairman of the body which was an outcome of tho Great Exhibition of 1851, and which had promoted science and Imperiul unity by means of travelling scholarships. It was one of those scholarships that had enabled a Now Zealander, Professor Rutherford, to begin a career which had won the admiration of tho entire scientific world. Lord Islington himself, like mauy public men at Home, was a member of one of the older universities, and he had shown Hint afternoon a sympnthy and concern for university education which was so urgently needed—he might say so desperately needed in New Zealand at the present time. A voice: Good point, Thomas! Professor Laby went on to announce that Mr. Robert Turnbull had during the past year given .£IOO to the college, the Government had added an equal amount, and tho total sum had been assigned to tho purchase of electrical apparatus. The donor had showed by his action his approval of the work of the college, and this was very pleasing to those connected with it. The college had also received a Icgacy from the late Mr. P. Duller for the purchase of biological books. Thero was, however, still an urgent need for private help. The college, which had been in existence about ten years, and had some 500 students, had nhvays had an inadequate income. During the corning year a deficiency of .£SOO was estimated on an income of .£lo,ooo—and that in spite of economies that were reducing such efficiency as the collego had. A Need For Inquiry. AVi til regard to university reform, tho professors were unanimously \of opinion that thcro was a need for inquiry into our university system. The chancellor had said that the Now Zealand University curriculum compared favourably with university curricula in tho rest' of tho world. Eor his own piunt ho would say that the curriculum iu his oim subjectphysics—was the most thoroughly unsound that he was acquainted with, from tho point of view of education or modem physics. (Voices: Oh! oh!) A student emild pass through tho course, havin" satisfied tho requirements of the uni" versity without being acquainted with t.ho law of gravity. The chancellor had also said that at Cambridge the teachers were not also examiners. Now there wero some 200 teachers of mathematics a.t Cam- [ bridge, and obviously they could not all

examine, but «<i'.ie of I hem did at different times. iio himself held a Oam- ■ bridge degree without having sat for an I examination. Voices: "Got any more?" "Gaol him, t Bobby." Tlie professor added that tho tendency at Cambridge was to reduce t.ho importance attached to examinations in university work. (Applause.) Reform of Parents Needed. Mr. H. P. Von Haast, speaking as a member of tho Victoria Collego Council, also thanked tho Governor for his attendance, and the interest shown by him in t.he univerfjjfcy. He also mentioned tho honour_ conferred upon tho vice-chancel-lor, Sir Charles Bowen. (Applause.) Speaking of the university reform movement—(amid considerable interruptions)— Mr. Von Haast said the members of tliq council were not pi eventing the aeroplane of reform from soaring into tho ethereal regions. A voice: What a flight of oratory! (Laughter and applause.) It was not tho professors nor the council, continued Mr. Von Haast, who required reforming, so much as the parents. It was only in New Zealand that parents chc-rished the delusion that a good university education could be obtained by studying at the fag-end of a day's work. A voice: Bobby doesn't let us smoko. Mr. Von Haast went on to point out that tho result of this mistake on the part of. the parents was a loss of educational efficiency. The student naturally' sought tho shortest cut over the examination mountains to "the plains of his profession beyond. (Cries of "Oh," and whistling.) The professors had to become a sort of mincing machiucs, and take out all tho bone and gristle from knowledge. Students (in chorus): "Why is Von Haast like the collego carpenter? Because he's always soaring (sawing)/ 4 Mr. Von Haast, who did not appear to be at all perturbed by tho interruptions, concluded by urging the need of many of tho students for more time in order that they might obtain n broader education. (Applause.) Speech by a Student. The chancellor then rose to close the proceedings. lie thanked the students for their attention, and obviously alluding to an incident that occurred during his own speech (as recorded above), he specially thanked "the young ladies who wore good enough to retire, so that those who were standing could get seats." Cries arose for a speech by a student, and the chancellor said he had not been informed that any student had consented to address tho gathering. If there was one who was prepared to do so, ho would gladly welcomc him to the platform. Mr. D. S. Smith, LL.B., president of tho Students' Association, then mounted the platform, and in a well-expressed and well-delivered speech extended the welcome of the students to Lord Islington. What they had read of his actions on tho field of battle, his public life, and bis work for social reform had given him a high place in their esteem even before he landed here, and his speech that afternoon showed that he would take the same interest in university education that had been taken by his distinguished predecessor, Lord Plunket. The students wished to suggest that future Rhodes scholars should bo sent Home at an earlier age, say, 20, instead of 22 or 23, which was the average, so that they would not be handicapped by making a late start in their careers. After referring to the cordiality of the relations between the professors and the students, he pointed to the deficiencies of the college library. The students would liko to feel that they occupied a larger place in the regard of the public than tlfey appeared to do at present. (Applause.) •Tho National Anthem was then played.