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Les diagrammes suivants illustrent la mdthode. 1 2 3 32X 1 2 3 4 5 6 ■•i wmmf mm -wnr ., s>:' i—^f^^^*****^*^^****^^^*^*^*<******^^*^% THE EXPERIENCE, PIIOSPECTS ANB PURPOSES . or KING'S COLLEGE, FREDERICTONs ORATION u DELIVERED AT THE ENCiENlA, JUNE 26, 1851, By EDWIN JACOB, D,D. PRINCIPAL. ,atf!k_ \ L ^tns aniinusquc virilid tlomiiiisisse cavet quod max iimtare laboict. Uo)\ dc Arlr: Vocl. . C. MILIR 5T0N J Is MOST EXCEL:,E.\r MAJjisTV. HALIFAX ••i.-*- ■ mn ^a/ ; I THE EXPEBIENCE, PROSPECTS AND PURPOSES OP KING'S COLLEGE, FREDERICTONs ORATION DELIVERED AT THE ENCAENIA., JUNE 26, 1851, By EDWIN JACOB, D.D. PRINCIPAL. iEtas animusque virilis CommiBisse cavet quod max mutare laboret. Hor. de Arte Poet. FREDERICTON J. SIMPSOP, PRIHTIR TO THB QUEBN'S MOST JXCMLIKT MAJESTT. 1851. Cfpf(-> Cfpf(-> to HIS BXCELLENCY THE LIEUTENANT GOVERNOE, HI8 hONOIt THE CHIBP JUSTICE, €f)!inttUov i THE RIGHT EBVEREND THE LORP BISHOP, THE GRADUATES, AND OTHER MEMBERS OF KING'S COLLEGE, FREDERICTON, TmS ORATION IS VERY EB8PBCTPULLY DEDICATED. Siol^^Z 1 call • Tw the sol< - tim bed fro ■ fail des , , mi th€ COl ■ • ch an im an foi ORATION. The occasion on which it becomes my duty to address you calls forth remembrances attended with peculiar emotions. Twenty one years have this day passed since I here delivered the first Encsenial Oration. That was a day of remarkable solemnity. We were standing as it were-so vvo felt at the time, and so it shortly proved in the event-beside the death- bed of the Sovereign (the Fourth of the House of Brunswick) from whom we l>ad received our Charter : and we could not fail to meditate, with more than usual interest, on the destinies of an institution intended, as far as circumstances might admit, to communicate to this Colony the knowledge, the sentiments, and the character which our venerable mother- country had learned to regard as the best inheritance of her children. And now that those years have run then course, and the College has attained (io speak after the manner of individual men) its majority, what has been our experience and our progress! and what are our prospects and purposes for the future? It will be my endeavour, although Orat'ons are often taken for little more than elaborate and ornamental compositions, to set forth in a few plain and honest words what I may have found to observe on each of these points. It would be needless to repeat what has been said on such occasions in former years ; and much of it said with a clear- ness of statement, a force of argument, and a happiness of illustration, to which I could not expect or desire to make any requisite addition. Well may we all be convinced of the credit due to our '* Founders and Benefactors" for a compe- tent " Endowment" secured by positive law ; a Charter empowering us to " confer Degrees in the liberal Arts and Sciences; as they are conferred by the Universities in Eng- land ;" and the respective measures from time to time adopted. in order to "ensure to those who might receive their instruction here lU the advantages which usually result from a Collegiate Ed' cation." I quote the language of the Act of the General Assembly of New Brunswick, which originally provided for the establishment of this College ; and which further enacted " That His Majesty should be vested with all the rights and powers belonging to the Founder ; and might, in and by Charter, nominate, constitute and appoint the Corporation, Patron and Visitor ; and put the establishment upon such a footing as to His said Majesty in his Royal Wisdom might seem meet." But it may be not unbecoming me to remind you of some things which have come under my own more particular obser- vation; and a reference to which must, I conceive, be necessary to a just estimate of the progress made, and the expectations to be entertained of the future. When there'bre I received from His Excellency Sir Howard Douglas, then in England on public business, my appointment to this College, I was .informed that accommodation had been provided in the building for twenty Students. The number was much less than I had previously anticipated ; but I was assured that more were not likely to apply for admission in the then existing state of the population of the Colony. On my arrival I found in fact but twelve actually assembled, to whom four were added during the first Term. The venerable gentleman, then as President administering the Government of the Pro/ince, congratulated however the General Assembly on this, as he was pleased to describe it, "auspicious" commencement ; and the two branches of the Legislature responded to his view. Some few accessions were subsequently made ; but the experience of our first seven years indubitably proved that, although the College was then without ths name or shadow of a rival, it had received its complement of ingenuous youth at that period requiring a collegiate education. E'er long indeed a change in the commercial relations of the Colony, together with the reduction of the support afforded I I i to the Clergy of the Church of England, krA the abrogat.on of its Divinity Scholarships, involved a painful diminution; while the members of other co-nmunions proceeded to estab- hsh their separate places of education ; which, althougo disclaiming any thing like unfriendly competition, could scarcely fail to intercept some who might otherwise havo repaired to the Provincial University. Complaints were at the same time made, more especially by ministers and members of the Church of Scotland, (and they were in some measure founded in reason) that the ecclesiastical character impof^ed on the College by the Charter was too exclusively Er:^..h. The appointment of Professors from the sister Church, under the auspices of Sir Archibald Campbell and his succosHor bir John Harvey, simultaneously with the return of conu.ercial prosperity and the restitution of the English Scholarships, /on which Sir William Colebrooke had an early opportunity ot Congratulating the Convocation) so far operated favourably that the Students rose to thirty-the greatest number yet attending in any one Term; and that, I may remark, accovding to the statements published by the late much lamented Bishop of Nova Scotia, nearly double the average attendance at King 8 Colbge, Windsor, during thirty years of its existence, under L Loriship's zealous patronage, and the munificent support of tho British Parliament and the Society for the Propagation of the Gospel, as the sole University for that Province, together with New Brunswick and the adjoiniuK Colonies. Since that period the changes which have taken place can hardly be said as yet to have been followed by the anticipated sucel The Charter has received by Provincial Statute the "Amendment" which it was supposed to require ; iha Council, and certain offices of the institution, have been reconstructed; the "Statutes, Rules and Ordinances" have been revised ; the -Responsible Government" now acknowledged to prevail m academic halls, as in legislative chambers and civil depax tnients, unimpeded and uncontrouled, reforms and regulates all things. as it may deem best for the people whose interests and wishes it is understood to represent. The effect however to the ^*^" ??tf 8 present time is simply this :- -that the Students attending the College have barely exceeded the number contemplated at its foundation ; — a fourth part more indeed than were received in the year 1829, but less by a third than those whom I had the satisfaction of seeing assembled in 1842. Are we required to account for this defect of numbers? Surely the causes are self-evident in the facts of the case. In 1824, the year following that in which the General Assembly originally addressed the Crown for a Royal Charter, and pledged an endowment, the population of New Brunswick, according to the map then published in England by the Surveyor General, Mr. Lockwood, fell short of 75,000 sou?g. Twenty years later, partly in consequence of Irish immigration, it was somewhat more than double; and the subsequent increase, however subject to variation, has been perhaps on the whole proportionably progressive. But where has this population been found ? how composed ? and in what employ- ments engaged ? — Scattered over an area nearly co-extensive with Ireland or Scotland; hewing down the indigenous forest, to be laboriously exchanged for imported food and clothing; or struggling to extract a still harder livelihood from amidst the stumps and stones of the desolated wilderness ; with some exceptions—a few holders of public offices, now at least not very lucrative ; a certain proportion of professional gentlemen, with very scanty incomes for the greater part ; and here and there the more fortunate possessor of a peculiarly situated, improved, or accumulated property — destitute of the knowledge to appreciate a liberal education, of the means to enable their sons to obtain it, and of objects to induce and sustain the pursuit.— Surely the conditioner ? people, hitherto subjected to these disadvantages, — more especially when we add the severe re-^erses of late years sustained by the com- mercial part of the Colony, with ?he disastrous conflagrations repeatedly devastating the best inhabited districts,— must be admitted to furnish an adequate reason for that paucity of Students which has been sometimes made the subj' ot of reproach. now 9 But it has b^en maintained, and w. may expect to hear the assertion repeated, that our collegiate system is "unsuited" to the state of the country ; that classical and scientific culture is not the want of the people ; and that, if we would render our instructions generally useful, we must make them practica -teaching by example and employment, rath-- than by precept and in principle, the productive arts of lifie ; such as agricul- ture, manufactures, and I suppose the whole busmess of commerce and exchange. This however, I must be permitted to observe, is quite a «ew discovery among us. Whatever its merits, none of those -Founders or Benefactors," whom I am bound to commend to your grateful remembrance, appear to have contemplated such an application of the faculties and means of the Cclkge. The Legislature in its Acts of Endowment and Amendment, the Government in its Charter, the Visitors, Chancellors, Councils, in fhe Statutes proposed, enacted, and approved, have aUke concurred in prescribing Mctualand moral culture for our pursuit and occupation. The Professors to be appointed were from the first declared to be such as have occupied th. Chair, in British UniversUies ^-teachers of Tcient and modern Literature and Science ; of natural and To :r Philosophv , of Theology, History, the Law of Na jons L of ^Nature ; of Chemistry and its associates ; m short, of ttse attainrle^ts of the improved and civilized ma., by t^ communication of which the nobler portion ^^ - J^^^^^^^^^ youth might be qualified in mind and manner for the Ingher Sons and mo I'e important occupations of a rising community. Men thus qualified, a^d therefore ^hus ediicated the co„. munity m.st have ; or the best interests of the whole, and of all its compon.^t parts, will suffer loss. Men of inferior education may, it is true, perform alter -^ ^^^J^^^^ practical work ; may not only till the g-^^^^^-f/^,^* ^^^^f, deserves the name of tillage, which scatters wild labour ovr indefinite space, and leaves the exhausted sod m a s.ate worse 10 than that which nature had presented ; may not only build houses— structures of combustible elements, to be swept away in an hour, whenever the spark may light upon them ; may not only make roads— to damage the horse's feet, while their accHvities and descents impair his lungs and sinews ;— such men, I say, may not only perform in their own way these manual and material workd ; but they may be found bold enough to undertake higher functions ;— to profess I know not what empirical attainments ; to practise surgery and physic ; administer or even make laws ,• preach — divinity ! " So fools rush on, where angels fear to tread." But what, I pray, must be the dangers, what the inevitable sufferings, of a people, whose health, whose properties and lives, whose souls— and hopes for time and etornitv, are com- mitted to such practitioners ? But were it advisable to instruct in the practical arts (and 1 not only think, but have urgently maintained, as my coadjutors have constantly shewn their desire and.endeavour, that all our instructions should receive a practical direction) how, I take leave to enquire, is the practice to be taught ? Is the College as some worthy and patriotic men have proposed, to have its farms, with a complete array of buildings, instruments, and appliances, on whic' our young farmers maj learn the various processes of cultivation and husbandry ? Is it, as might with equal appearance of reason be proposed, to have its mills tanneries, and workshops, where our young manufacturers and mechanics may learn the still greater variety of methods by wL J the products of the ground are adapted to our use and comfort ? Is it to have its dockyards and their numerous appendages, in which our young shipbuilders and sailors may learn all that relates to navigation ? Is it to have its stores and counting-houses, in which our young merchants and their clerks may learn the mysteries of trade ? Is it (you will excuse me for carrying out the principle) to have its courts and offices of justice, in which our young lawyers and magis- trates may lea-n to plead, examine, debate, and pronounce I I 11 iudc'ment?— its hospitals, theatres of anatomy, and officinal hall's, in which our young physicians, surgeons, and apothe- caries, may learn whatever appertains to the healing art ?— its parishes, churches, and schools, in which our young d: mes may learn to preach, pray, catechise, and solemnize sacred rites ; and so acquire a practical acquaintance with all the various schemes of an ecclesiastical polity ? The question might be urged niuch further ; but I presume it is already apparent that our College could scarcely be made a practical encyclopedia of arts. Such a place of education indeed would be, not a seminary or academy, not even a conventual establishment spreading out into a village or a town ; but a city, a state, a self-complete community. Al- thou'^h therefore some such an idea n-ay have presented itself to th^'e energetic intellect of Bacon, may have been adopted by the sublimer genious of Milton, revived by the benevolent in-enuity of Pestalozzi and Feilenberg, and now embraced by the lively and ardent zeal of some among ourselves ; it must I am persuaded be found impracticable and delusive. The line must be somewhere drawn, circumscribing the functions of the College; and distinguishing it from the colony, the nation, the society of mankind ; and I know not where this line can be drawn, unless,-as now here, as in the colleges of Britain and of Europe, as in every tried and approved institution bearin- the character of an university,— it be still regarded our peculiar province to teach the principles and apphcabihtios of Truth ; which our pupils may afterwards apply in fact to their several pursuits, occupations, and t'uties, in the school of life — the university of the woud. Should the question still be urged why we propose not, after some method of our own, to render our scheme of instruction more specifically comprehensive, the answer might be— becWTse experience appears not to have proved the pra icabihty of such a project. It has at least been tried in a far more promising situation, under the most favourable auspices, and 12 with ample command of instruments and means ; and it has failed of an accomplishment at all commensurate with the purposes and hopes of the projectors.— Twenty five years since some of the first men in England proposed to establish an University of London. They stated their objects to be .— m the first place, to bring home to the doors of the inhabitants of that vast metropolis the means of a complete education, at the simple cost of the instruction ; secondly, to afford the opportunity of an university education to the various classes of society in England; and finally, the establishment of extended and syuematic courses of education for professional pursuits;— for the faculties namely, (for from the very beginning of the attempt to carry the project into practical effect, some limitation of their views was felt to be necessary while Theology was deemed inadmissible among the instruc- tions provided for all denominations,) of Laws and Medicine, and for Cml Engineering. The proposal was well received; within a few months the requisite funds had been raised ; and before the end of the year 1828 a suitable edifice had been erected; books, apparatus, and other necessary appliances, nad been collected ; and courses of instruction, in the tl ree faculties of Arts, Laws and Medicine, were commenced. So comprehensive was the design, and so competent the appoint- ments for its thorough execution, that for these courses were provided Professors of Latin, Greek, English, French, Italian, Hebrew, Arabic, Persian, Hindostani, Sanscrit, Chinese, Com- parative Grammar, History, Political Economy, Mental Phi- losophy Logic, Jurisprudence, English Law, Mathematics, Natural Pliilosophy, Astronomy, Architecture, Civil Engineer- ing, Chemistry, Zoology, Botany, Geology, Anatomy, Physi- ology, Pathology, Comparative Anatomy, Medicine, Clinical Meaicine, Surgery, Clinical Surgery, Midwifery, Materia Medica, and Medical Jurisprudence. The College had also Its Elementary School, established within its walls in 1832, and placed under the Professors of Latin and Greek, for the appropriate preparation of Students. Moreover in 1834 a Hospital was erected on its ground for the purpose of affording 13 clinical instruction under the superintendence of the proper Professors. The most strenuous advocates of such an insiituiion were, as might have been expected, the leading members of the liberal party in politics, with the very eminent Lord Brougham at their head. It was supported by the most enlightened classes of dissenters ; but the list of contributors comprJ=ied members of the peerage, and others of many various parties ; and a considerable proportion of those who subscribed most largely were men of rank and members of the Church of England ; whose names and well known opinions were regarded as sufficient evidence that the aims of the founders were of a catholic and not sectarian character. The shareholders amounted to 1100, and their subscriptions exceeded £160,000. Now what was the resuU of this truly magnificent project? The number of Students who entered the classes during the first year was 557 ; of whom 269 were stated to have entered for <'eneral education, 123 attended the Law classes exclusively, and" 169 were Medical Students. In the second year the number of Students rose to 596, but the proportions were found to have varied ; the entries for the Law classes had diminished, while those of the Medical school had risen to 256. In the year 1836 this institution was partially united with another, denominated King's College, and admitting the Theology of the Church of England, in the University of London ; but during the previous years of its existence its courses of instruction are said to have been steadily main- tained, and the classes in the several faculties to have arrived at the points at which, with unimportant variations, they subsequently remained ; so that, after the acceptance of the Charter, no material alteration took place in the academical arrangements, or in the numbers attending the classes. And what have those numbers been ? During the seven years terminating in 1842, the average number of Students had been— in Medicine 430 ; in Arts 145 ; in Law, who were also included in the latter number, sixteen ! The most essential :li 14 classes varied during the seven years;— in Mathematics, between 54 and 91 j in Natural Philosophy, between 29 and 58 ; in Latin, between 44 and 77 ; in Greek, 46 and 70 ; while in the Medical faculty the lowest number of Students in any one year was 338, and the highest 497.— In other words, as I believe the conclusion may be incontrovertibly stated, London, England, the most enlightened, liberal, and energetic men of the country and the age, have signallv failed to realize the project of a polytechnic university ; and, with their a most infinite command of means, have produced little more than a respectable school of Medicine. Possibly however it may be suggested that the scheme of such a College, although incapable of coping with the ancient and venerated Universities of England, might find a fairer field m this newly-peopled region ; and in support of this view reference may be made to the numbers attending some of the Colleges in the United States.-The fact, I believe, would be tound to be, that the most esteemed of these Colleges are those which most nearly resemble the old establishments in the British Isles, while the attendance of Students bears a general proportion to the population and wealth of the respec- tive States. The most successful are undoubtedly such as add to the general departments of literature and science, usually comprised under the faculty of Arts, the professional faculties of Law, Medicine and Theology ;-as for instance, the most ancient in the Union, Harvard College, constituting the Univer- sity of Cambridge in Massachusetts, which, says Mr. Wyse in Iks valuable work entitled America, its realities and it's resources, " stands pre-eminent, and at the head of every collegiate institution in the United States-was founded so far back as the year 1638 ; and with Yale College in Con- necticut, founded in 1700, sustains the highest literary reputa- tion of any of the Universities."-And in proportion to the omission of any of these, as for instance Theology under the excessively liberal catholicity of Jefferson in Virginia, the institution appears to sustain a deficiency of numbers, by no ^ means compensated by an increase of general repute. t 15 The inference which on the whole I am compelled to draw is, I must acknowledge, none other than this :— that in a thinly peopled and comparatively uncultivated country no Means which could be employed would have the effect of filling the College with agricultural, manufacturing, mechanical or com- mercial Students ; but that, unless additional inducements be provided for those who might adopt the professional pursuits more especially denominated learned, we must be content to await the gr^.dual progress of the population in number, in wealth, and in the wants and demands of an opulent and civilized people. To contribute to that progress, and to accelerate it, belongs to us in common with all the improving, diligent, and enterprising, institutions and inhabitants of the Province. To anticipate it by premature and violert efforts could be produf iive of no better effect than miserable, dis- heartening, self-destructive disappointment. But here I will take the opportunity of quoting from one of the most popular productions of the English Press— the Cyclo- pjedia published by the Society for promoting Useful Know- ledge, some observations which may, I trust, be borne in mind by all who desire the improvement of our scholastic system in general : — " The true Theory of Education can only be developed by considering what the being is, on whom it is designed to operate. Education is, according to its etymology, the leading out or unfolding of the human powers. It is obviously there- fore a means for a certain purpose. To learn what that purpose is, we must refer to experience, and we must investi- gate the capacity of the human being. These being ascer- tained, it follows that education is, in any particular case, an instrument for developing them. Now we know that man has not only physical and intellectual, but also moral and spiritual faculties, all of which Education ought to take under its care. That education is incomplete which neglects any one of these faculties ; and that education discharges its functions imper- fectly which does not cultivate the faculties in such degree, 18 that their action may be well adjusted, and their g^eneral working harinonious. But if there appear to be any one of the faculties, apart from whose influence the rest work indifferent'' , or produce baneful results ; and which is found, when in healthful vigour, to strengthen, refine, and control the whole nature, this power ought to receive primary and chief attention. The work then of education is to foster, strengthen and raise the physical, intellectuul, moral, and spiritual capa- bilities of man. Education ought to be universal, both in relation to each individual, and to the community at large; for it ought to be co-extensive with the capabilities on which it is intended to act. It is contrary to the constitution of man, and to the designs of God, for any one of our capacities to remain undeveloped. They err who neglect to educate the body, and they also who neglect to educate the mind. These errors represent two different classes of men. A certain school of philosophy at ieast makes light of religious education ; physical educati' i has been lamentably neglected by the recognized teachers of religion. The latter error. is now disappearing, but the former has been gaining ground ; and this error is the more to be deplored, because its consequences must be serious and lasting. If any one, certainly the reli- gious faculty may be considered as the m6ving power of the human being. Religion indeed, rightly understood, is the central science, round which all other branches of knowledge, and all other pure influences are' grouped /'tr/ayds which they gravitate, and from which they receive thiir light, their heat, and their highest value. But for the peculiar political circumstances of England, ariy system of popular education which omitted direct religious culture would probably have been considered by thinking men as defective. The difficulties which stand in the way of an adjustment of conflicting claims may be numerous and great, and they may account for the diffusion of the mistake in question ; but no difficultiei can excuse, much less justify, a departure from truth. Principles must be steadily asserted, under adverse as well as favourable circumstances ; and the result will al last prove far more I i!# 17 satisfactory tha» any thing which can ensue from expediency. Religion in education is all-important and indispensable ; nor must the friends of a progressive civilization be deterred from proclaiming the fact, by any apprehension that it may in some respects be turned to a bad account." " There is indeed no other way than that which is afforded by a religious training, for forming such a character, as the trials and duties of life require, both among the rich and the poor. The mere communication of knowledge, and even habits of reflection^ can do very little towards real happiness. What the people want is true wisdom and moral power, without which life is a scene of conflict and misery ; but wisdom ana moral power are the peculiar gifts of religion." "Morality therefore should be taught in the schools in connection with the sanctions of religion. Apart from reli- gious influence, morality may direct but cannot control. Morality may enlighten, and it may enjoin ; but of itself it is powerless to govern ; it is preceptive, not impulsive ; pointing out our path, but not urging us to pursue it. Now it is power rather than knowledge, that man wants; and all genuine power for moral purposes has its source in religion. It may be well to remember that these distinctions of morality and religion are factitious and arbitrary ; they are not recognized in the records of the Christian revelation; they find no authority in the human mind. Religion includes morality ; or rather is morality, as well as religion ; comprising in itself whatever is necessary for man to know, do, and be, whether in this state or the next, in order to fulfil the Divine will, to perfect his character, and work out his highest good. Conse- quently, he that is well trained in the knowledge and practice of the Christian religion, has received both a moral and religious education, and is fitly prepared for the duties of life." "From this (however) it will be seen that the religious education hero demanded is not of a dogmatical, much less a sectarian kind ; but such instruction a. may enlighten the mindofthechi.\dand the adult, as to their capacities, their 3 J.. 18 duties, and their hopes ; and such a discipline, aa may work the instruction into the character. For the culture which conies from education is in itself an end, if indeed it is not the primary and great end of education—Education can have no iHgher object than the creation of happiness by means of It has been mth almost unspeakable satisfaction that I found myself enabled to quote from an advanced part of the work which embodies tlie conclusions of the most enlightened mil of th™' " "' l'" commonwealth of letters^n the midst of the nineteenth century, sentiments so entirely accordant with the principles of this our College ;-with the Charter as originally granted, and the Statutes enacted and appeintn ents made in conformity with that declaration of the Royal will and pleasure ; with the Act of Amendment and the revised Statutes, expressing the maturer views of the ProZ cial Legislature and Government-whatever may be thought of certain subsequent proceedings ; a ^d with the course from tt: cr^tdf;"' ^"^^'^^'^ ' ''^'^ '- '^ p--^^' -^^^- There are indeed men, and some for whom I am bound to thTdiffilt t'T'- "'^P^^^'^^ in maintaining, not on y he difficulty, but the impossibility, of effectually command eating religious instruction, except in dogmatic and sectarian forms, and hence infer that our system ought eUhe"to be rendered determinately ecclesiastic, or to^e en L^^^ secu larized-us (by the legislative measures respec ve v adopted) that of the University of Toronto; of the C "« I Will no! :ndraret^re™L"''''¥h'^''''^"""""^''''-' which I have glanced miXT^ u «'cumstances at have rendered success If "^ ^^ '"' "*"'"''">' "''"■""'d to 21 it I n.ay add, the majority of any class at any time or place, which can be reasonably expected to attain to distinguished excellence. In the mean time however I may venture to observe that the College has not been unprodactiv