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Chancbllok, Gbntlemen of Convocation, Ladibs and Gbntlkmkn, — The subject of this lecture has been selectei^ on account of its interest and importance at a time when the educational and professional privileges hitherto possessed by the English speaking minority in the Province of Quebec are threatened with curtailment or extinction ; but I shall treat of the subject in its more general aspects as well as with reference to the present crisis. The otiginal relation of the universities lo professional education is probably that whic*i depends on the fact that certain professions are and have been recognized as learned pro- fessions which require for their adequate prosecution not merely an apprenticeship to a master, but also a preliminary general ed- ucation and a particular education of a profet- sional character, carried on by specialists and rising above the possibilities ot a mere ap- prenticeship. It IS scarcely too much to say that but for the requirements of the four great professions of the Christian ministry, education, law and medicine, the older universi- ties would not have been organized or sustained, and in modern time^^ a variety of professions, depending for their prosecution on a training in scientific prin- ciples and processes have been added to these, for which the university must provide. This, let it be observed, is not in the interest of the university or of the professions as such, but of the public, which is served by the pro- fessions. It is in order that there shall be provided, for the benefit of the community, a succession of suitably educated and trained men to sustain the character and efficiency of those bii,'ber professions which must be efficiently provided for in every civilized community. THE PB0FK88I0N OP THB BDUCATOR. Let it not be forgot, that in this aspect of the matter, the educator is him -elf a pro- fessional man, and that this profession of edu- cation is the highest of all from a civil and social point of view, and must be maintained by the State in the highest pos- sible state of efficiency for the benefit of all the other professions to which it is subsi- diary. Nor is this a mere theory. It is sus- tained by the practice of all civiliztd nations. The profesbion of the educator has been sup- ported and regulated by the Government in a manner more careful and thorough than any other profession whatever, and the import- ance of this is daily more recognized in all the more advanced communities. In this re- spect the large sums given out of the public chest to support teachers, and the institution of special governmental departments lor their encouragement and supervision, testify to the fact that education if recognized as the fundamental profession. It is, I know, pretended by some persons in this country, (I eay pretended, for I believe it is a mere pretence, intended to influence the morn ignorant) that the care of the state should be limited to the support of merely elementary schools. But the ex- perience of all the more advanced countries shows that such limitation is not consistent with the welfare of the community, and least of all with that of the poorer portion of it: because if the higher education is left entirely to private enterprise it may become a luxury of the wealthy, so that the poorer maB not only loReH its benefirg, but the state loses the advantage that might accrue from the training of such high talents as God may bestow on the children of poor men. The higher education is sometimes com- pared to the apex of a pyramid or tn the ornamental capital of a column, but the comparison is only in part correct, for this kind of education furnishes the only adequnte means of strengthening and broadening the popular culture by the provision of skilled and educated teachers, and by that reflex in- fln«nce which an educated cluss necessarily exercises on the whole community. A more fitting and accurate analogy would be with the mutuni relations of the leaves and roots of a tree or that old apostolic one of the mut- ual relations of the bead and members of the body, all knit together by mutual interest and •ach contributing its part to the life and growth of the whole. The appreciation of this great principU is testified not only in the mother country but in all the colonies that she has sent forth. The foundation of the two great New Etig- land colleges of Harvard and Yale dates from the beginning of those colonies, at a time when they were passing through a hard and desperate struggle for existence The bequest of John Harvard, a minister of Charlestown, in 1638, is believed not to have exceeded eight hundred pounds, if it amounted to so much, with 260 volumes of books, and it could be supple- mented only by a smaller sum from the State, and by gifts, some so small as a few shillings, from the poor immigrants then al- most houseless and nearly penniless. Yet that was the beginning of the educational and scientific greatness of New England. All the later colonies in turn, and eminently those in the great island continents of the South which were unknown in the time of John Harvard, have emulated the example of Massachusetts, some of them on a magnifi- cent scale. Harvard, like the old colleges of Europe, began its life as an institution mainly theological, but like them it has steadily de- veloped in the dir£f(flion of professional and scientific training, and most of the newer colleges and universities have been profession- al as well as general schools from the first. THB KXPBRIBNCB OF ONTARIO. Our sister province of Ontario presents an ioterestiog and in some respects instructive example, the more so that it has fallen be- hind many other countries in so far as profes- siouul training is concerned, in some, at least, of its branches. My friend, Dr. Wilson, in a recei t presidential address at the convo- cation of University college, Toronto, notes with justifiable pride that "the loval pioneers of Upper Canada had scarcely effected their first settlement on the shores of the great lakes when they gave evidence of their intellectual sympathies and wise foresight by efforts to secure some adequate provision for the education ot their sons. T. this end, at a time when they were hewing out their first clearings in the forest, they "dedicated 500,000 acres of the uncleared wilderness to provide for the educational re- quirements of the infant state." Yet, al- though the infant university of Toronto, then King's college, had all necessary powers with reft^rence to l<"gal and medical education, and at first established faculties of law and medi- cine, these were afterwards abolished, and the teaching operations of the university confined to its faculty of arts. It is not too much to say that results of the rao-t injurious char- acter have followed to the professional educa- tion in Ontario from this unwise legislation ; and though various ef- forts, professional and educational, have been made to supply the want of the infiuencp of the provincial university, the professional education of Ontario has not risen to the level which it has attained in this province, even with all the disadvantages under which we labor with our division into distinct races and languages. Dr. Wilson expresses the "unbounded astonishment" with which he, as an Eiinburgh university man, witnessed the abolition of the medical faculty, regarded in his own university as one of its chief elements of strength. Recent legislation has, however, reversed all this, and the University of Toronto is again to have faculties of law and medicine, which, supported as they will be by the excellent pre- paratory education provided in the high schools, colleges and universities of Ontario, will no doubt soon redeem its character, and oblige us to strain our efforts to the utmost to keep in advance. PROPBBSIONAL FACULTIES OF M' GILL. McQill university has, I need not say, ad- hered to the traditional policy of the older universities. Its medical faculty took the lead, and, as the Montreal school of medicine, preceded the organization of the otner facul- ties. From the first its staff of professors and hospital facilities made it the principal school of medicine in Canada, and it has kept 3 ^p- this leading olace ever since. With us it was followed by tbe faculties of arts, law and applied science, and by tbe affiliation of four theological coUegeR, so that our faculty of arts or academic faculty proper, is now surrounded by tbe br stresses afforded by all these faculties and collegen, as well as by tbe admirable college for teachers, wbicb is furninhed by the McGill Normal school, and I think we are now tak- ing the lead of all Canadian colleges in pro- vision tor the independent higher education of women. The extent of our profosxional work is measured by the fact that our uni- versity lists include, without reckoning those removed by death, about 890 Doctors of Medicine, 376 Bachelors of Civil Law, 102 graduates in Applied Science, and no less than 1,196 ttachers. We have, perhaps, no right to include the graduutes of affiliated theological schools ; but I am informed that in the present session these have about 150 stu'^ents, so that a great work is being done by them in preparation for tbe Christian ministry and is materially aided by the univer- sity. In tbe present session, of nearly 600 students on our university lists at least 350 are profesNional students, while many others are preparing to enter on professional study. That we have been able to do all this almost without 8tate aid, and without any jiirring or conflict of the many and diverse interests involved is, I think, a source of justifiable congratulation. I do not say of pride, for I feel that while we have been enabled to do much, there is still much to be done, and that we still fall Hbort of adequate provision for the wants of our time and coun- try. My real feeliug is, and always has been, one of regret that our means ot instruction do not grow more rapidly and ure still so inade- quate. OUR POSITION IN THIS PROVINCE. Tbe question of profebsional training has recently assumed a new aspect in tbe prov- ince of Quebec From the first we have had the difficulty that tbe law of this province, unlike that of any other civilized country known to me, refused to recognize the de- gree in arts as an adequate guarantee of a lioeral education, and thereby took away from our young men one inducement to avail themselves of tbe higher education provided for tbem here by tbe endowments of our universities. But to compensate for this, the courses of professioaal svady were left untrammeled, and certain important privileges with reference to practice were conceded to the professional degrees. Since Confederation, the power of educa- tional legislation has been wholly in the bands of tbe provincial legislature, with only tbe restriction that it has no tinht to witbdiaw from (he English and Protestant minority such privileges as it possessed be- fote Confederation. F»r some years this guarantee was respected, and it has not been directly infringed. But recently ex- ce'isive and arbitrary powers have been given to some of the public bodies repre- sentiuK the several professions, whereby they may ex rcise complete control over the pro- fo sioual courses of the universities, and may, if 80 disposed, practically destroy tbe educa- tional inHtitutions of tbe miuori'y. It is also understood that similar powers are desired by other professional bodies I refer only to the minority, because as tbe great majority of the professional men have been educated in tbe Catholic colleges, these institutions and the professional education connected wjcb ihem may be considered comparatively safe from attack. In effect, the tendency of recent legislation in this province has been to destroy tbe guar- antees of the minority indirectly, by confer- ring powers not pottsessed by tbe Le^iflature itself oil irresponsible professional bodies tvbich, though they bear different names, we may designate as professional Boaids or Councils. I do no', propose to enter at length here into the discussion of these grievances, but desire emphatically to state my conviction: 1. That the system of education, general and professional, pursued by this university is that required for the interest of tbe Euglish Hud I'lotestaiit population of this province, though diffei'ent in many of its details from that in use among the majority of our people. 2. That no benefit can result to this province from tbe extirpation of the Eaglish system of educcttion. 3 That the measures recently pursued and tending to this result are con- trary to the guarantees given at the time of Confederation and unjust to a very important section of Her Majesty's subjects in this pro- vince If we turn now to the essential elements of tbe question before us, we shall find that these res'jive themselves into two portions • (1) The preparatory education required for en- trance into profe'^sional otudy, and which is not itself professiona', but general ; (2) the strictly professional courses of study which the aniversity provides, and the value to be attached to the pre fuHdioaal degrees bestowed by the university on examination at the close of its course of study. FRBPARATORT TBAININQ. With reference to preparatory education, the surest and best p;uarantee that can be ex- acted as to this is the possession of a degree Id arts. In mauy parts of the world the attain- ment of such a degree is rt quired as a neces- sary prelimina^'y qualification, and every- where except in the province of Quebec it is acknowledged to be sufficient. The reason of this is evident. A student, who after qualifying himself to matriculate in the faculty of arts, enters on a regular and sys- tematic course of study extending over three or four years, passing in the course of this time probably six or more rigid written ex- aminations, each of which marks a step in bis mental developmeut, and fiaal- ly graduating as Bachelor of Arts, possesses evidence of a good training which no examination of a profet^sioLal board, how- ever severe in appearance, can possibly secure. It may be said that the degree may be ob- tained in some quarters on easier teim'4 than in McGill, but I have no hesitation in main- taining, from my own personal knowledge, that the statement made above is true of every British and Canadian university, and that the degrees of all migtit be accepted with perfect safety. Nay more, the examination in the middle of the college course, aud which we call the "Intermediate" would aflVrd an ample guarantee for a liberal education, and Ou- tario goes so far as to accept even the examination for entrance into the faculty of arts, which in my judgment is equal to anything that any of our professional boards can obtain by their spe- cial examinations. The absurd and unwise policy of our professional councils in this one respect has, to my certain knowledge, tended to discourage liberal education, and to fill the professions with under-educated men, more than any other cause whatever, and it has op- posed a most serious obstacle, and one not existing elsewhere, to the development of our hiiiher academical course. It presented this aspect to me when I came to this country. 1 was then surprised to fiad such a discourage- ment to higher education in a British colony, and I find, on reference to our minutes, that I directed attention to it publicly thirty years ago. As a consequence of thin disability I find that in our own lists of nearly 900 medical doctors, only 65 have the arts degree ; of 376 bachelors of civil law, only 53 have the degree of B A, ; and of one hundred graduates in applied ^cience, only seven. All the rest have gone into their professions with lower grades of educational preparation, and this has been the work, not of the university, but of the pro- fessional councils acting in opposition to its Interests. In this matter of the validity of the degree of B A., not only are the graduates of McQiH and Bishop's college interested, but those of Laval as well ; and Laval is the more concerned, in that it has recently established an Arts course in Montreal as well as in Quebec. But while I hold that the degree of B. A. should be accepted, and thankfully accepted, as a qualification for professional study, I do not believe that this country has yet attained to a stage in which it can be made imperative. It is still probably neces- sary to take on examination candidates who have merely received the education of colleges and academies not having th<) power of giving degrees or of training up to the university standards. Here it may be useful to state a few distinction''. The edu- cation which can be given by a high school or collegiate institute is not that of specialists but of general teachers. It furnishes a good foundation for substqueat culture, but has not that finish and completeness which can be given only by study under men who are eminent specialists in their own departments. This is the particular sphere of the higher university work. Farther, if a degree were exacted as a necessary qualification this could inflict no iujury »n the preparatory schools. They are the only avenues of entiance into the university, and the greater the num- ber who go on to the faculty of arts, the bet- ter for them. It would be a suicidal policy on the part of high schools to cultivate the idea that no further education than their own is useful, since by doing so they would limit their own function and diminish the number of those who will take their full course. Yet for some mysterious reason it has been held by the friends of certain so-called colleges in this Province that it is an injury to their alumni to acknowledge th^. standing ">f men who have taken a higher and more complete course, aud this unreasonable jealousy has hitherto prevailed with the Legislature. Supposing, however, that a large number (if candidates for professional training cannot or will not sutjact themselves to the discip- line of a regular university course, and that an examination should be provided for 1 >31 them, this ebould at least be fair, and connected with the general edu- cational Hyatem. The professions are not themHelves educators. They depend f(ir prelimiuary training on the different and equally elevated profession of the teacher ; and the teacher works under a system care- fully planned and admiristered under the public edux;ational authorities. But in this province both the functions of the teacher and the DopartnaeHt of Education have been usurped by professional councils under im- provident and reckless legihlation. Eveiy profession settles for itself the subjects of ith exHminatious independently of other profes- fessions and of the programme of education fixed by law. Thus the teacher, instead of be- ing able to pursue a definite and proper sys- tem under the regulations imposed on him, is made the sport of every candidate for thlc or that examination, has his time frittered away and finds himself obliged to become a mere crammer for different examinations in- stead of being truly an educator. This is an intolerable evil at present inflicted by the professional bodies upon the young men and the teachers of this province, and through them on the community as a whole; and if in defiance of common sense, sound policy and the public interest, they continue to demand such powers for the purpose of protecting them against the competition of better edu- cated men, a special tax should be levied on them to pay for the costly protection which they claim ; but even this could not compen- sate the public for the injury inflicted on ed- ucation. But another element of injustice is in- troduced into this monstrous abuse by the fact that the educational system of the French majority is favored by the prolessional boards, and that of the English minority unduly dis- countenanced The evils of this may be briefly stated as follows . — ]. fne Protestant population possesses, under legislative sanction and under the control of the Protestant committee of the Uouncil of Public Instruction and of the De- partment of Education, a complete course of study, extendii g from the Elementary schools to the universities. In this course, defiuite and rigorous examinations are conducted in every grade by the best examiners the pro- vince can afford, and it is btlieved that this system provides an education equal to that exacted in any country for entrance into the study of the learned professions The cer tificates and degrees based on this course of study and its examinatioDS are now accepted for the above purpose in the other provinces of the Dominion, and also in the medical and law schools of Great Britain and Ireland. The fact that they are invalid within this province is a discouragement to good educa- tion, an injustice to young men endeavoring to prepare for professional study and a most unmerited disparagement of our educational institutions. 2. It is held that the councils of the several professions should content themselves with fixing the stage in the general eduontion pro- vided under the educational law, which may be necessary for entrance into professional Htudy, and should allow the attainment of this to be at^certained by examiners under the two committees (R iman Catholic and Protestant) of the (Jouncil of Public Instruc- tion. Should the professional bodies desiro any amendment in the course of study, this can best be attained by application to the educational authorities charged by the law ot the province with this duty. In other words, the work of general education belongs to the authorities specially charged with it by law, and any modifications desired by the professional bodies should be obtained through these authorities. 3. Special injastice is inflicted on the Pro- testant population, when only one prelimin- ary examination exists, and this based prin- cipally on the educational methods of the majority, which are in many respects ois- similar from those of the Protestant schools, even when the names designating the subjects are the same. This is aggravated by a scale of marking attaching great C(>lnB hII other amendments, has con- descended to say that a smaller number of marks in " pbilo.sophie " shall be exacted of tbe Protestant candidate. Superior schools. TTnder tbe circumstances it seems only right and reasonable to demand, on the part of these institutions, that these difliculties be removid, either first by provid- ing two separate examinations based upon tbe courses of study followed in tbe Roman Catholic and Protestant instiutions respect- ively, or, second, by having one examination so far as the courses of study are in common, and allowing optii^ns when the iwo courses diverge " I may here close the case of tbe English and Protestant professor and teacher against tbo tyranny (ncellor of McGill univer- sity, ihe Hon. Jurtge Day, and the Hon. Judge Dunkin. Both of these gentlemen gave much time and thought to the regula- tions of the new faculiy, which consisted at first of the Hon. Judge Bidglev, the Hon. &xr. Abbott and the late Hon. Judge Torrance, but has since been enlarged, until at present it has seven professors and a lecturer, while its course of study, originally planned by the eminent men above named has, like those in our other faculties, been greatly extended and impioved, and tbis to such an extent that the number of lectures dtlivereil since 1872 has been double that in the earlier sessions of the faculty. Even since 1885 the course has been still furtuer enlarged and re-arranged. It might almost be inferred, from some statements which have been circulated, tbat students can enter into the classes of the fac- ulty without any Matriculation examination. Ou the contrary, every student must pass an examination before entering into the first year. As stated in tbe calendar, in which its details are annually advertised, this includes Latin, Euglish and French, mathematics, history, and even a certain amount of rhetoric, logic and ethics, which take the place of the '* philosophy," re»>pecting which so much has been said. Graduates in arts are, of course, received without examination. Tbe coarse . 9 I of Btady extends over three years, and pro- yid(.8 for a very wide range of legal acquire- ment, the details of which are stated in the university calendar. It has been said that the lectures are not actually delivered, but this is quite incorrect. The session is divid- ed into two te ms, each professor delivering a daily lecture during one of these terms, su that four of the professors lecture in the hrsi term and three in the second. I do not ad- mit, however, that the value of our course in law is to be estimatt d merely by the number of lectures. Quite as much depends on the nature of the lectures and on their tendency to aid and stimulate reading, study and inde- pendent thought on the part ot the student. Much also depends on the judicious division of the subjects between the different years It is thus quite conceivable that, under favor- able circumstances, four or hve hundred lec- tures may be n^ore valuable to a student than the one thousand or more which it would seem from published regulations the Council of the Bar duuires. It its also to be observed that law students are usually under appren- ticeship, aad are obliged to devote the greater part of their time to office work. In this r»'spect the faculty of law diflFers essentially from that of medicine. In the former the courts and the office of a patron replace the clinical and laboratory ^ork, and thus in any law school the work of the pro feasor is comparatively limited, and it is not claimed that the degree should of it>' If en- title to practise, but only that it should short- en the term of apprenticeship. Th<3 students in law are required to attend regularly and punctually, and examinations are held at the end of each term, with a final examination for the degree, so that each stu- dent has to pass six examinations conducted by written papers, in addition to the matricu- lation examination, and has also to prepare a thesis befort. graduation. That occasional inte'ruptions should occur In some seHHions in certain courses of lectures delivered by professors engagtd in active practK^e, is in- evitable, but Bucn blanks have been ..upplied as far as p )ssibrt. All this can and will be done quite independently of the Council of the Bar, and without any legal compulsion on the part of that body. I may add that while I object on every principle of sound education and of civil right to place the curricula and examin- ations of our Protestant education in the hands of the professional councils, I feel con- fident that their interference in the manner indicated in the recent regulations of the Council of the Bar, will degrade and not elevate the legal profession. The results of the system which this uni- versity has pursued are apparent in its list of (graduates. We have at present nearly 400 bachelors of civil law, of whom some have settled in other provinces of the Dominion or in the Uuited States, but the greater number are actively and creditably purxuiug their profession in this province. In glancing '>ver tbe names on our list, I observe that at least forty represent men who are, or havo recently been, members of the D jminion or Local Qovurnmeuts or Legislatures, or who ^re occupying judicial or other im- portant public positions, and several of these are graduates in arts as well as in law. This is an evidence that here, as in the mother country, the university training tells in the higher walks of professional and public life, and that the particular torn of such training represented by our Protestant educational system is nighly tffiuieut in this respect. The large number of French names on our list of graduates reminds me that we have been woiking in this department for both sections of our people, and thai no dis- tinctions of creed are known in our profes- sional classes. The university has a right to 10 expect tbat in the present crisis all its grada- ates, ot whatever race or creed, will remem- ber the beuehts they have received from it aud will actively defeud its educaciuoal rights. I feel cuDhdeDl that I can appeal to all ol them, as men who are cunsciuus that they have rtceved important beuefits from the course of tins uuiversity, eveu although some of tbem may hold that under more tuvurable circumstances more advaniage migiit have been derived ; and ii so, they are uouud by an oidiuary sense of justice, au well as by their graduation declaiation to aid and sup- port their Alma Mater. Yet thu Council of the Bar which is supposed to represent these men has at its last meeting absolutely retused to grant the fair demands ot the uuiversity fur its educational auton- omy, aud for the fulfilment ot the guar- antees solemnly given by the whole Domin- ion at the time of Ooutederatiou, and hat- even passed a resolution pledging it to resist all legislation in vindication ot the educa- tional rights infringed by its own acts. APPLIBD SOIBNCB. I do not propose to say much of our Fac- ulty of Applied Science. It has experienced some hiudrauces from the Board of Exami- ners f'lr Laud Surveying, aud au engineeiint? department in a certain High school in this ciiy has been legally endowed with tht power of giving higb sounding titles fai beyond those which tne modesty ot any university permits to be granted to itb alumni, and wuich are supposed to give to lis pupils a legal standing in this province superior to that of our graduates. Fortunate- ly, nowever, the opening maue by tne Do- minion L^tids act, and tne tact tnat the em- ployers of civil engineers, mining engineerti, mechanical engineers aud practical chemistb can usually appreciate the value of tbeii money, witti reference to the 4ualilicat