The Evening Star THURSDAY, JULY 6, 1871.

Evening Star, Volume IX, Issue 2616, 6 July 1871, Page 2

The Evening Star THURSDAY, JULY 6, 1871.

The proceedings of yesterday must be gratifying to every one who has the welfare of the Province and the Colony at heart. It was the consummation of the efforts that have been made in past years to complete a system of means for giving a thorough mental training to every one who chooses to take advantage of it. Interesting as were the proceedings in the afternoon, when the Chancellor delivered his inaugural address, the evening gathering presented greater attractions to a thoughtful mind. In the afternoon the Chancellor reviewed the mode of settlement of the colonists of Otago, detailed the efforts put forth in devising and constructing an educational system, described the principles on which it is based, and gave his own ideas theological, psychological, and social of its end and design. In the evening there were gathered together many fathers and mothers who had been co-workers with him, who had seconded the efforts put forth by cordially contributing liberally in support of the system devised ; and with them were children nurtured, trained, and taught under it, prepared to receive that higher education necessary to complete what has already been effected. On the platform were some whose grey hairs told of approaching old age. In telling of the past, they were able to compare the teaching of their early days with the more effective methods adopted now. His Honor Judge Chapman’s experience of a student’s difficulties fifty years ago, so well and graphically desscribed, is that of every one whose lot it was to bo taught in those days. Professors and schoolmasters, as he truly said, “ condescend to teach now : “ at that time they only made us “ learn,” He might have gone further and pointed out that education in those days was claimed as the monoply of the rich: and County members, and representatives of rural districts, not a few clergy, and even most men in large cities, held it as an incontrovertible truth that the people must be kept in ignorance if they were to be expected to submit to law. Taught amid such influences, only men of kindly hearts and vigorous and original minds could have broken through the mental trammels of the prejudices and errors of the day. They, therefore, appeared on the platform last evening, not merely as men who had achieved what they had planned years before, and which, on account of the rapid development of wealth, has been accomplished earlier than they themselves anticipated. Much more honor should be accorded them than that. The victory they have gained is over a system of exclusiveness which they have had the daring to condemn and the wisdom to aid in overthrowing. The Colonies of South Australia, Victoria, and New Zealand, owe much to the energy and unselfishness of the first settlers. Unlike the early colonists of the American States, they Avere not driven from their native laud by persecution, but drawn aAvay by pi'ospects of advantage to themselves. Yet in spite of this apparently selfish motive, one common impulse of conferring mutual aid seems to have animated them. The rich have aided the less Avealthy—the learned have taught the ignorant. They are bound together by a common tie—they have throAvn off the jealousies of caste, and have adopted one common watchword applicable alike to the mental and material—progress. These pioneers of intellectual and moral freedom must have felt more gratification last night than they dared to express, when they gazed upon the throng of interested people in the University Hall. They must have felt that they had their reward. The swamps and flax desserts that covered the site of the City some tAventy years ago, have given place to the habitations of Avell-to-do citizens, avlio had met them there to celebrate the inauguration of means for higher triumphs in time to come. And on the platform were those Avhose trained voices told that the cultivation of art had not been neglected in the struggle their parents had had in the battle of life. We do not coincide in all the Chancellor expressed in his address. Much as he has done—and he has done much for education —he still hangs to the last rags of religious iutoler

ance althoughin suchan attenuated form that but for offending the consciences of weak brethren, it might well be left to time to shake them off. His address, however, may be looked upon as his platform in the discussion of the Colonial scheme of education that must engage the consideration of the Assembly. Of this we shall soon have enough. Through the joint efforts ot the Chancellor and many who were present, but who did not publicly claim the honor due to them, Otago lias taken the leading educational position in the Colony, and in the common interest manifested in the success of our University we see a guarantee that it will be maintained in time to come.