CANTERBURY COLLEGE.

Globe, Volume XX, Issue 1578, 11 March 1879, Page 4

CANTERBURY COLLEGE.

OPKNINO ADDBRSS OF PaOFBeSO COOK Professor Cook, the Proles- jr of Milliejnatica connected with the CVderOU'y College, delivered his open I .’ g bildre«s at the College last evening, in ibe elad&icul cl: ss room. There was a good attendance or students. The Professors present we-e —Professors Bickerton and Cook, Dr. P...we1l (Lecturer on Biology), and Mr Von, Tuozelman (Lecturer on Modern Languages), Professor bickerton occupied Un chair. Pxvfcssor Cook said :—Before I proceed to the subj cfc on which I info d princip liy to address you this evening, viz , “ Ihe St. .te of Higuer Education in New Zealand.” a. d too position of this Coliege i > regard to it, I cannot help congratulating the members of the College on the position winch it has ..cluevcd during its short existence of four years. Last year we had nineteen undergraduates of the University of Now Zialand in attendance

upon lectures, besides a very large number ot non-matriculuted students. Eor the first time the College was, if I may so use the term, properly housed, and I am sure everybody concerned felt the advantage of the change from the small close rooms which we had hitherto used to these spacious class-rooms. The new wing too, will shortly be completed, and when that is the case the whole of Ihe existing staff will be provided with suitable lecture room accommodation. At no distant date, too, the building at present occupied by the Girls’ High school will be available for our purposes, so that we shall then have, I trust, not merely good future rooms, but a common room for the students, and a hall in which we may place our small beginnings of a library, and which will also servo as an examination room. Some of this additional •pace will be required at once, for you are probably aware that the Board of Governors has decided to appoint an additional Professor. It has for some time been felt that a great void in our college curriculum was caused by the fact that no history has hitherto been taught here, except such portions of Ancient History as were necessary to illustrate and complete the classical lectures. At the same time, it was also evident that the (hmii- of Classics and English had more than a fair share of work attached to it. When the subject of a new Professor was first mooted, Professor Brown volunteered to undertake the chair of English and History, if the Board would secure the services of another gentleman to take charge of the Classics. Already the Board has seat to England for the new Classical Professor, and the gentleman ap-

pointed will enter upon his duties next year. All of us who are interested in the progress of the College must feel that the appointment of an additional permanent member of the staff will tend to improve and strengthen the position of the College by enabling it to extend the sphere of its usefulness. In reference to the new subject which will bo introduced into the curriculum, I think that it is of very great importance that we shall be able to provide for the systematic teaching of history. I am one of those who do not believe in history ns a school subject, but I am thoroughly aware of its claims on the attention of those who desire to be considered well educated men and women, and I am sure that, it is not possible to take nn intelligent interest in the movements of our own time without understanding the states of society, which have not merely preceded in point of time, but which have brought about that society in which wo live. As a subject which should be dealt with in a philosophical spirit, I think history is scarcely second in importance to any which usually find places in a course of liberal education. I deem it a matter of congratulation, therefore, that at this very early period of tho existence of our College the Board of Governors has been able to make adequate provision to supply lectures in this important branch of study. If wo consider the question of higher education in New Zealand, we shall see that it is beset with difficulties, which chit fly arise from the fact that the country has been colonised from several centres, and that therefore there is no natural capital to the country. In those Australian colonies where universities exist no question of this sort has arisen. It being an object to place the university within easy reach of the greatest possible number of people, it has naturally been placed in each instance in the capital eity of the colony. But with us no one city has pre-eminent claims on tho ground of population. Wellington is nominally the capital, but it has no greater number of inhabitants than Christchurch, and not so many as Dunedin. This fact, coupled with the strong local jealousies that have sprung from the divided nature of the population, preclude any attempt to establish a central university, such as those of Melbourne, Sydney, or Adelaide, The Senate of our University therefore decided to take advantage of such teaching power as already existed, or might bo brought into existence in any of the centres of population. It therefore affiliated most of tho grammar schools in the colony, as well as the truly collegiate institutions, Otago University and Canterbury College. Possibly the Senate took the only course that was at the time open to it, but it is abundantly evident that the result has not been an uu-

qualified success, and you are aware that recently a Royal Commission has been appointed to consider, among other things, the best form which should be given to the University, in order to adopt it to the circumstances of the country. There are some people who, if they do not openly favor the continuance of the affiliation of the Grammar Softools, yet really do so j these [institutions are, according to these gentlemen, to be encouraged and improved in such a way that a College may grow out of them. This idea has doubtless a charm to Englishmen, who do not like institutions, whether social, political, or educational, ready made for them; but I venture to think it will not bear serious examination, I have certainly been unable to discover any actual instance of such a development as that referred to, nor can I see how it can take place. The two kinds of institutions possess such differences that I do not see how they can he combined in one without serious disadvantage, and unless some beginning is made in the way of combination assuredly no development of school into College can arise. I think, moreover, it is highly probable that when a school has made any attempt to do College work, such work has been done at the expense of its efficiency as a school, for no school, in this colony at any rale, is rich enough to bo able to keep extra masters to devote their time to the teaching of two or three undergraduates. Bat it may be said that certain schools might bo aided with Government money, to enable them to increase their staff of masters to meet the demands of undergraduates. Then, however, comes the difficult and invidious task

of selecting the particular institutions which are to be subsidised. In certain places there may be only one school, or one so prominent that its claims could not be overlooked. But assuredly, in other parts of New Zealand, the very reverse is the case. There are rival schools in the same place, all affiliated to the University, and some of such excellence as to deserve to be bolstered up above its rivals. But, if this difficulty were overcome, and such selections had been made that no objection could be taken to the schools chosen, still, as they cannot expect to compete on equal terms with purely collegiate institutions, dissension in the University must result. As a matter of fact, unless the subsidies paid to the schools were excessively large, the undergraduates would continue to be taught mainly in the upper form of the school, so that unless the University standard for its degree is dragged down to the level of the school sixth forms, the subsidising of schools with a view to their development into colleges can do no other than perpetuate the discord which now prevails amongst the institutions which arc affiliated to the University of New Zealand. The result of that discord we see in the changes which are made at almost every session of the Senate of the University, and in the fluctuating standards of examination which these changes produce. A house divided against itself cannot but fall, and the University of Now Zealand cannot expect to be any exception to this rule, it can only succeed where its constituent members cordially co-operate with one another, and where the rivalry which exists between them is rather that of a

] heulthv emulation than a downright unta» nistn. I do not think that a Univers.'ry should ody be able to give us the chief I reason for its existence, that it is an examining machine for the high' st cl as es in grammar schools, end that therifo e its standards should be largely regulated by their capabilities. Ou the contrary, in my opinion, a most important function of a University in a colony like this should bo to elevate and give direction to the studies of the schools, and in this •wjiy its n fluence ought indirectly to affect a large number with whom it would not otherwho come in contact. But if instead of this the University allots its standards to he fixed f..r it by the capabilities of the tchools, it s effect w uld in uiy opinion be the reverse of beneficial to the education of the colony. I may perhaps be allowe 1 to put the objection which I feel to the alii i ition of sch mis in a slightly different way. By being encouraged to do''University work theyare very apt to increase in complexity of structure to a degree which appeara to mo to be highly inconvenient. Although my knowledge of the Grammar Schools, in this colony is not very intimate, yet I knew enough to be certain that, speaking of them as a whole, they already undertake too much, I allude to the fact that in addition

to the work which more properly belongs to them, they do that which ia of a merely elementary end preparatory nature. lam not concerned to deal Avhh the education just now any further than to remark thu fact, and to point out that, in my opinion, it seems perfectly absurd to suppose that in the same institution, and under the guidance of the same set of teachers, boys can bo taught the barest rudiments of a plain education, that others can receive a Grammar School education, and others at the top of the school put through a University course. Such institutions, complete in themselves, undertaking the charge of a youth’s education from his tenderest years to the time of hi# early manhood, seem to me to be apt to find themselves in the position of people who attempt too much, viz., that of doing nothing well. lam aware that it may be said that the University has in the past utilised the best material

ifc had 5 but I am not dealing with the question of the past now, I merely say that it is highly inexpedient that such a state of things should be perpetuated in the future. It is said, however, that the expense of institutions solely devoted to university work is greater than the country can afford, and elaborate calculations are made as to how; much each undergraduate at such institutions costs the country, It is perfectly true that in their beginning such institutions must be costly in proportion to the results which they achieve ; but if the work they do cannot—ns I think it cannot—bo adequately done by institutions of other kinds, then the question is whether the country is prepared to do without them altogether, whether it is prepared to deny to those of our population woo are able to take advantage of it tbe benefits of a high class education altogether, or to tell theta they must go to other countries to seek it as well as the means of preparing themselves for the various professions which they may be desirous of entering. No country which possesses a popular constitution can afford to remain without the means of higher education ; when the people are their own rulers it is imperatively necessary that those who are endowed by nature with a capacity to take a prominent part in the politics of their country should have every opportunity of qualifying theuiselvss by a suitable education to do so. It does not appear to me that this is the only, or the highest, ground on which the existence of such institutions can bo defended, but when we are told that the country cannot afford them, it is as well to point out the political advantages which result from them. If instances be desired in support of the assertion that democratic countries must in their own self-interest support higher edu-

cation, I may point to the fact that in the United States of America colleges and universities are rapidly multiplying all over the country, that in the larger Australian colonies universities have been endowed out of the public revenue, and that the Australian public appears to be so satisfied with the results which have been obtained that both in Sydney and Melbourne the endowments are likely to bo very largely increased. Indeed, in the case of the latter University, an influential and radical member of Parliament has, in his capacity as commissioner, recommended an increase of thesumpaidtotheUniveraity from £9OOO to £32,000 per annum. I have alluded to the fact that one part of the business of a University or College is to prepare young men for entry into professions. Not much has hitherto been done to bring the University into close relationship with professional education, but it appears to me that ere long steps will be taken in that direction. The question has, as you are aware, been mooted of the establishment of a medical school or schools in connection with the University of Now Zealand. It can hardly be supposed that such classes of men as lawyers and civil engineers will ho long loft to pick up the sub-stratum of their professional education as best they may. As the University developes here, it will either directly or by moans of institutions allied to it, become able to impart the necessary education, and I hope then that nobody will be allowed to enter on the practice of either one profession or the other without going through a certain preliminary course of University instruction. Both of these professions are, I am aware, eminently practical, and I should not bo in favor of relaxing any of the conditions by which practical knowledge is secured on the part of those who practise them. At the same time, I think it exceedingly desirable that a man should acquire a much more thoroughly scientific knowledge of his profession than he is ever likely to obtain if he merely serves a certain number of years as an articled pupil

in an office. In the case of the scholastic profession a beginning has already been made. Many of you are doubtless aware that, according to the regulations recently issued by the Minister of Education, the classification of teachers in the primary schools is made to depend upon their passing the University examination or examinations of a character identical with those of the University. But if in these colonies young men are to be put through a course of training such as I have above described, before they enter into the active business of life, it is quite plain that that University training must be entered upon at a comparatively early age. To determine the lowest limit of age at which students should be admitted to the University seems to me not to be at all an easy thing. If they are not admitted young, only a comparatively small number will ever enter at all; whilst if they are encouraged to enter too soon not ordy are the schools unduly interfered with, but there is considerable danger that the kind of teaching which is usually given at a university institution will bo of such a character that their immature students will be unable to duly profit by it. Where teaching is done mainly by lectures, and where students are to a very large extent their own masters, it seems clear that they are likely to make good and successful students only when they have attained such an age as to be capable of

a large amount of independent eifort and work. I can easily conceive that a boy of excellent powers might fail as a University student by entering on University studies too soon. He may be sufficiently well prepared to pass a really difficult matriculation examination, and yet not bo manly enough to exchange with advantage the discipline of a school for the freer life of a University. The limit of ago prescribed in our case is fifteen years, and in this respect we have followed the examples of the Australian Universities, but I am inclined to think that the regulation which fixes this ago as the minimum for matriculated students will, at an early date, require revision. My own opinion is that the limit of age should be raised to sixteen. It ought, however, to be remembered, in connection with this subject, that it would be absurd to put the lowest limit of age very high ; a hona fide matriculation examination will, in the case of the vast majority of boys, bo a security against their very early admission. The subject is, as I before remarked, not by any means free from difficulty, and none of our colonial Universities has a sufficiently lengthy history to give to its experience any very great value. In E r gland it is a very uncommon thing for a student to enter before ho is eighteen years of age. The great body of undergraduates enter at the age of nine*

teen. In Scotland there are no limits as to »ge established either by law or by custom Before entering upon tb-ir University course, properly so called, most of t'ne Scotch students spend a year in what sire called the junior classes ; by so doing they acquire (he right of entering the senior classes without passing a preliminary examination. And I believe that this examination, which must be passed by all who have not attended the senior classes, is usually made sufficiently difficult to severely try boys who go up straight from school with the intention of spending only throe years at the University, and doing only the strictly University work. There are obvious and serious objections to this practice; it so drains the secondary schools of boys as most, seriously to reduce the numbers in the higher terms ; inae-d it

crippled secondary education in Scotland altogether. In addition to this, it compels 1 the Professors to do a lot of elementary work which in no other country falls to their share, and for which it is evident they must in most cases bo quite unfitted. A recent Eoyal Commission which inquired into and reported on the Scotch Universities, has recommended that everybody should pass a matriculation examination before entering on his University course properly so called, but that failure or inability to pass that examination should not exclude from attendance oUlectures, such preliminary attendance however not being reckoned as part of the three years’course for the degree, ibis is in fact exactly the course which is pursued here, our lectures are absolutely open to anybody who chooses to pay the small fee charged for admission. At the same time those who are studying for a University degree must pass a matriculation examination before their attendance on lectures begins as it were to count. By following this course we avoid on the one hand the error of offering positive oncoouragemont to unprepared candidates to attend the lectures, and in particular we do not entice boys away from school at too early an ago. At the same time we do not shut our class room doors in the faces of those who may be unable to pass the matriculation examination, and yet too old to go to school, or who may be quite able to attend with profit to themselves and without detriment to their fellow students lectures in certain subjects which

they are desirous of further studying. I am not going to urge upon you the advantage which it will be to you to prosecute the studies on which you are entering for another year. In his address last year, Professor Brown dwelt at considerable length on the benefits and pleasures of the pursuit of knowledge for its own sake, and I do not purpose laving any groat stress on the commercial value of the knowledge which you acquire. I think the whole of the teachers at this College, both professors and lecturers, have reason to bo satisfied with the attention and diligence which have on the whole, been shown by the students, particularly when they boar in mind that many of those students have only a limited amount of time at their disposal for their own work. And I am glad to think that the mistake is gradually being corrected into which it was no uncommon thing for those attending these lectures two or throe years ago to fall. I mean the mistake of attempting too much, of trying to attend too many lectures. It is of no use to attend lectures on a subject unless you are able properly to prepare for those lectures, and to supplement the knowledge which you acquire there by careful private study and thought. Perhaps it may uot be altogether out of place, however, if I venture to point out to some of

the more anxious among you that you may defeat your own object by working too hard. Remember that, if from any cause you are not able to work with your whole attention fixed on the subject on which you are engaged, the work which you may flatter yourselves you are doing is of little value, and that you are indeed wasting time which you had far better spend in rest or recreation than in deceiving yourself by appearing to work. In this particular as well as in others, I can only impress upon you to be honest with yourselves in your work, and then I have little fear but that your progress will bo satisfactory. Above all, remember that however much information you acquire your studies are a failure if they are not_ perpetually pursued in a spirit of enquiry, if you do not learn to think and judge for yourselves. To quote the advice of Bacon — “ Read not to contradict and confute, nor to believe and take for granted, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” [Cheers.] Professor Bickcrton said that the classes under Professor Brown would meet on Monday next; all the other classes would now take up their regular work for the term. The proceedings then terminated.