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In the present session the lecture was to have been delivered by one to whom we havi-i often listened with pleasure, our lamented friend the late Judge Dunkin. The subject which he had selected was one most suitable to him and most interesting to us, — tiie early history of McGill College. Unfortunately, however, continued ill-health rendered it necessary for him to ask for a postponement from the usual time in November until January, and now we have to mourn his death ; and this, just when we had hoped that, relieved from public duties, he might in the evening of his days have devoted himself more fully to those educational interests which he loved 80 well. Some portion of what he would have told us, had he been spared to lecture, has already appeared in his elaborate Eeport on the Education of Canada, prepared for Lord Durham's CommisBion in 1839, one of the most important educational papers (11-) I 1 ever written in this country; but much more wo shall never bo privileged to read or hear. From the beginning of the move- ment for the rc-organization of this University in 1850, up to the end of last year, he was one of the most active workers and thinkers in connection with its affairs. For such services to the public he was admirably fitted by his thorough mental culture, his academical experience, his business capacity, and his know- ledge of public life; while his accurate habits of thought, his earnest Christian character and his genuine enthusiasm as an educationist, ensured that everything which he undertook should be done well and thoroughly. There is no man to whom the University and the cause of education in connection with it, owe more; and when the history of its early struggles and later pros- perity shall be written, though it may want some of the charm which his clear mind and accurate hand might have given, it will at least bear testimony to the great part which he played in the organization of the higher education in this province. In these circumstances, the duty of delivering this lecture has necessarily devolved on me, at short notice, and in the midst of other pressing engagements ; and having no hope of being able to do justice to the subject selected by our late lamented friend, I have chosen one which very frequently occupies my thoughts, and has thus the advantage of familiarity, while it also allows some scope for imagination. I have named it " The Future of the University ; " but I would have it understood that I shall be able to advert only to a few points relating to our future ; and these I shall regard as from the standpoint of one who can at least see something of the manner in which the lights and shadows of the present are projected into the coming time. Allow me first to present to you the idea that in this country an University is not a fabric rounded and complete in all its parts, but necessarily incomplete, and in many parts presenting merely the framework of what it is to be. You are familiar with the fact that young animals, and for that matter young men also, become developed in frame before they are filled in with flesh, and present an angular and raw-boned appearance which, how- ever unpleasing, may be a presage of future strength. Canada itself, with its vast uninhabited solitudes and new provinces marked out on maps, but not filled with people, is a gigantic example of this state ot things. To be a complete institution, "P a Canadian collogo must bo one of those which, limited by Home local oi' denominational restrictions, are not destined to any larger growth. Not only must the Canadian University bo thus incomplete, but it must bo somewhat unequal in its development; and it must present some structures not intended to be permanent, some scaffolding destined to bo removed. The new settler has to be content at first with a make-shift shanty, and with many other make-shift» which lie hopes to replace in time to come with bet- ter implements. The time is not long past when even in the principal streets of Montreal there were old and diminu- tive wooden buildings alternating with palatial structures of more modern times, and giving a most quaint and unfinished appearance to the whole. Much of what we now have and do may bear the same relation to the future, which the rude sheds and scaffolding of the builders bear to the great edifice they are now erecting on our grounds. Yet wise men will not despise these poor and unsightly things, but will see in them the presage of a better time to come. Young men more especially should regard them with forbearance, for are they not the symbols and appliances of that rude toil with which we, who are soon to pass away, are preparing better things for our successors. Let ua think for a moment of the application of these views to our present circumstances. Two courses were open to the origi- nal administrators of Mr. McGill's bequest. One was to limit their aims to that narrow range of scholastic studies which seemed indicated by theij* scanty means and the small educa- tional wants of the time. The other was to survey and mark out on the ground wide fields of operation which they might hope in the future to cultivate, and to occupy such portions here and there as seemed likely to yield an adequate return. Fortu- nately, their own foresight and the natural ambition of a new country pointed to the latter course, and the comparatively eariy development of our Medical Faculty indicated the pro- bable path of success. Hence it has come to pass that our coui'so of study in the Faculty of Arts has taken a wide scope, that we have Pac^ultios of Law, Medicine and Applied Science, six Affiliated Colleges and a Normal School, as well as connections more or less direct with nearly the whole of the active educa- tional work of the Dominion. It thus happens that with about I* . 4N 500 Btiidents nnrl an income a.' liave no doubt it would also doublo our number of students, und onablo us to curry education to a nuicli bi«j:ber point. In the Faculty of A])plied Science we aro Hutteriug fi'om defi- cient means of instruction in Mechanical Eiii^ineorini^, and from tbe want of a special building with proper appliances. The Faculty of Medicine has more than any other been independent and self-supporting, and the energy and enterprise of its profes- sors as well as their libei'al contributions of their own money, have enabled it to distance every similar school in this country ; but for this verv reason it deserves to have means given for its more full development, particularly in modern specialties. The Faculty of Law greatly needs endowments for one or two chairs to give it a more stable and progressive position. All these and other needs are sufficiently obvious to those acquainted with the inner working of the University; but for the present we must endeavour to counteract the resulting deticiences by any sacriticc, till means can be supplied to give us more freedom. Nor can we hope to surmount all such difficulties at once. In the nature of things they must be met and ci)nquered one by one. Of two or three equall}' necessitous demands it must constantly happen that one may l)e satisfied while the others must wait, and must feel even more keenly their destitution by contrast. Yet, we shall never succeed by refusing to accept one favour till we can secure another, or by simply waiting till something may turn up. We must constantly pre.ss foi'ward, however slowly and painfully; and successes apparentlj' sudden are usually connected with long antecedent preparatory sti'uggles. Aa a noteworthy instance of ibis, I may be excused for refer- ^■ -' to the magniticent donation of Mr. Peter Redpath, which iu- at a bound places our appliances for the teaching of Natai , ' Science on a level with any on this continent. In 1855, when it fell to me to deliver the first course of lec- tures on Natural History in the McGill College, there was absolutely no collection of specimens. I had, fortunately, brought somewhat extensive collections with me; and with the aid of the museums of the Natural History Society and the Geological Survey, secured sufficient material for my first course. But, un- happily, a large part of my private collection was destroyed by fire, without any insurance, in Burnside Hall, and the College wab quite unable to replace it. Within a short time, however, 6 the governors were nble to secure the collections of mineralH and plants of the lale Dr. HolmeH, and thoHo, wiih what remained of avuihiMo material in my cabinet, formed the nucleus of oar Museum. It was, however, very small, and without any funds to promote its inci-easo. Donations wore then solicited from scientific friends, and witli the duplicatOH of our collections and what could be procured in expeditions undertaken in the summer vacations, we wei'o able to organise a system of profitable exchanges. More important aids gradually came, in connection with the completion of our buihiing by Mr. William Molson and his donation for a museum fund, in the noble gil\ of the Carpen- ter collection of shells, and the I'oom provided to contain thisj until finally, almost without any expense to the general funds of the college, our collections have grown to such dimensions that they would justify the erection of the splendiu building now in pi'ogross. Other departments have entered upon and proceedeo, t'^j»t'iijjlly in iln <'uilicr ycjii>, and lienco itw l»oi'omoH rele|i;aiod lo ihv nplioie of opliiMial work taken at best by a few. It is alwo ditticult in a country ho practical an thiw to obtain endowments for work of thin kind ; and wifbout tboHO it i8 Hcaicely possiblo to Kccuro foi* uny except tbe most eswential Huitjoets uny adequate recognition IVonj a Collene Faculty. Our piencnt nioth(Kl of dciilin^ witb it \h to exact a certain amount of readinu; in ancient hintory from junior Htudcntn, and to render acccHHible to nenior Htudentn a shoi't course ir. some portion of modern liistory, UH an aid and inducement to faitbcr study after ^^ruduution. l'erlia]>H, it we could .supplement this by special courses of lectures, delivered, not by a re^^jular professor, but by some historian selected annually b}* the University, we should satisfy fully present wantH in this depaiijuent. Kndow- mentsfor temporary le(!turerships of this kind are not irdiequent in other univei'sitics, and they may be a means of doini;' much good, while less costly than the endowment of permanent chairs. Another important topic to which our attention has often been turned, is tlie higher education of women. Without referring at all to professional Iruin'ng, which is quite a distinct subject, I would hero speak only of general academical education. With reference to this, it is scarcely necessary to aigue for the desir- ableness of securing to women an education equal in quality and extent to that provided for men. This question has now been settled in all the more civilized nations. Two others ronain on which there may be ditferenco of opinion. One is as to whether the higher education of women should be precisely similar to that of men ; and the other, whether the two sexes should be educatetl together or separately. In answering these (questions it seems to me that if grounds of economy alone were to regulate our choice, wo should decide in favor of similar education and co-education. But if we reason on higher and broader grounds, wo should prefer a special education in separate colleges. My reasons for this are such as the following : — First, the regular curriculum in our colleges for men is hampered with survivals from past states of society, and with requirements for profes- sional pursuits, while a higher education for women should bo more modern in its scope and based on a higher ideal of esthetic, '. ■rf'*-*,' -r jJ ■»»— »A..-4>* 'f '^''n It intellectual and moral culture. Secondly, there are important conBideratioiiB, both physiological and mental, which render it inexpedient that women should compete with men in the hard and rough struggle of college life as at present constituted, and experience shows that in the education of women the ruder and stronger stimuli applied to young men are not needed. Thirdly, there are practical inconveniences and dangers attending the education of young men and women in the same classes, espe- cially when they belong, as is inevitable in this country, to very different social grades. Fourthly, in the United States, where the condition of society is not very dissimilar from our own, both methods are being tried on a somewhat large scale, and the ver- dict of public opinion seems to be in favour of colleges where a special and distinct education is provided for women alone. While stating these reasons, I must admit that the only ex- periment in co-education which we have carried on, that of the McGill Normnl School, has for more than twenty years been conducted with entire success But here the conditions are peculiar. It is a professional school attended by pupils animated by an earnest desire to qualify themselves for a useful and honor- able vocation, and the women are largely in the majority, so that it is rather a question of the education of a few young men in a college for women. Jn one or other of these ways, however, the higher education of women is now provided for in most civilised countries. At the recent meeting of the Association of Protestant teachers of this Province, the Rev. Canon Norman directed attention to this, in an elaborate paper, and showed that in Ituly, Switzerland, Austria, Holland, Denmark and Sweden, women are admitted to the Universities. New Zealand, Austi-alia and India have, it seems, taken the lead of other dependencies of the British Empire in this matter. In England itself, Cambridge and Oxford have colleges and halls where women are trained for their examinji- tions. The University of London has opened its examinations to women, and they are admitted to the classes in University College and other colleges atfiliatcd to the University. Theie can be little doubt that in this branch of education Can- ada as yet lags somewhat behind, and it has, I confess, been a matter of humiliation to myself that wo have hitherto been able to do 80 little toward giving our country a higher place. In this ) » :i.i,[~ 1 . .Hi'/: / il»\ ^'tfjithildi jjX, ; ii . 1 ,:.:j stass -r ' 11 tJnivorHity our action has been limited to three agencies. We have aided and superintended the McGill Normal School, which .is in many important respects a college tor women. We have assisted the Ladies' Etiucational Association cf Montreal, which has been doing good educatiorjal work, and preparing the public mind for something more systematic. We have established higher examinations for women, leading to the title of Senior Associate in Arts, which is in some sense an academical degree. As to the future, if a college for ladies were established in Mont- real and affiliated with our ITniversity, there would be no diffi- culty in admitting its students to examinations and degrees, with- out any material additions to our present regulations. Substantial aid could also be given to such an institution in the use of our books, our apparatus and our collections ru natural history, as wcUl as in lectures by some, at least, of our professors. With increased facilities and means, we might take upon our own staff a large part of the educational work of such an insti- tution. As an example I may mention that the new Peter lledpath Museum is so planned that it will admit of separate classes for male and female students; and I think 1 may pledge myself that in it, after 1881, ladies can have quite as good opportunities for the study of Botany, Zoology and (Teology, as those enjo^'cd by our male students. Similar benefactions to that of Mr. Redpath, more especially if of such a nature as to permit the division of some of our present chairs, might enable us in like manner to open classes for women in Languages, Literature, Mathematics, Physical Science and Philosophy ; and this without any of the embarrassments incidental to teaching both sexes in the same classes. There are in Montreal two educational benefactions for the higher education of women, those of the late Donald Koss and of the late Ann Scott; but we are told that it is not unlikely that these must I'cmain unfruitful for more than twenty j'ears. Reckoning the college life of a young woman at four yeai-s, this represents five generations of lady students, I feel confident that this loss and waste will not be submitted to by such a city as this, and that, either such additions will be made to the Ross and Scott bequests as to bring them into earlier operation, and give them a sufficiently wide basis, or the means furnished to the University itself to take up the work, '. ' i r ". ! 12 Another question which concerns our future, is that which rehites to tlie employment of native or imported teachers. Of course in a question of this kind extreme views are simply absurd. To determine that we shall never go beyond what our own country can produce, would be to doom ourselves to stagnation and perhaps to retrogression. To determine that we should employ only teachers from abroad would involve us in hojieloss difficulties. Wise men and wise nations will do all that they can to develope their own resources, but will seize every oppor- tunity to obtain from abroad that wliich may tend to progress and improvement. No educational institution can affoi-d, when it has vacancies to fill, to take anvthing less than the best met) it can obtain anywhei-e. Other things being equal, native learning and ability may claim a preference, and they have undoubtedly the best chances of success. Practically, however, it must be borne in mind, that in this country, few young men can be induced to devote themselves to education as a profession. The work of the merely general teacher has few attractions and holds forth no prizes. The positions requiring special teachers are few in number, and the pi'oparalion necessary for them is not within the roach of all, while the talents specially fitting foi* them are still more rare. It is not wonderl'ul, therefore, that few of our graduates in Arts enter on any special preparation for educational work. A larger number of professional graduates find opportunities for teaching in connection with the pursuit of their professions. On reference to actual facts, I find that in this University, twenty-six of our professors and lecturers are Canadians, and of these the greater part are graduates of our own. Besides these, I have reason to believe, that at least as many more of our graduates hold professorships anil other important teaching positions in other institutions. For a University which has been sending out graduates for only a little more than twenty-five years, this is no discreditable record. In the future I anticipate still greater progress in this direction, and none the loss that we may occasionally induce a man of learning from abroad to join our ranks and give to some of our subjects of study a new impetus. As a British American myself, 1 should deprecate as discreditable to my countjy any attempt to hinder the fair competition of men from abroad with ourselves, or to deprive this country of the benefits it may undoubtedly receive I ' ► 13 from the occasional introduction of ability and learning from without our bordern. No civilized nation indulges in Huch eccentricities, and in our time even China and Japan would put us to shame were we to impose juoliihiUjry ilulies on foreign brain8. In connection with this subject, however, I desii'e to point out ft fallacy or rather a gi-oup of fallacies, relating to collegiate work, more especially in the Faculty of Arts, and which I fancy does some mischief. Our course of study is often spoken of oh necessarily much more imperfect than that of institutions abroad, because the average Canadian student enters college less perfectly prepared than is the cfise in some other countries, because we have fewer professors an(i students than some colleges of greater age and resources, because we are supposed to have a lower standard of scholai'ship in some of the older subjects, and because our course of study is more varied than it should be. Without entering into the question how far these charges are well founded, and if you will, admitting them all as evils incident to our position, I still maintain that our system is specially suited to obviate their efl'ects and to produce the stylo of educated man needed in this country. In the tii'st ])lace we hsive a regular and definite course in the first two years, and eveiy student must pa^ss on equal terms in the Intermediate Examiiuition at the end of the second year. We thus endeavour to lay a good groutulwork of what may be termed elementary collegiate education, ami this with us includes eo much of modern literature and science as to enable the student at least to form some estimate of his own powers and tendencies relatively to such subjects. In the third and fourth years, the student may continue the regular course, and this may bo to his advaiktage with regard to some kinds of professional life. On the other hand, be may, if his tastes or gifts so indicate, devote himself to any one of several honour courses of a high class, and may graduate in honours. He will thus be fitted to enter at once into original work in soijie one department, or to pursue farther either here or elsewhere the speciality he may have chosen. Still further, aftei- graduation young men may pui'sue with us what in the United States are called post-graduate courses, by taking' for one or two years the honour work in one or more of the courses which they may not have pursued as undergi-aduates. u On the other hand, our honour graduate is in a position to con tinue his ntudieH Independently, or under the guidance of specialists in this and other countries. In many cases it will bo the best course for him to go abroad, as the highest special teaching in all subjects cannot be found in any one (country. Germany has for some time been a favourite resort of such special students; but as a matter of fact, quite as many resort thither from the Universities of Gi-eat Bi-itain and the United States as fiom those of Canada, and I know it to be the case that our men show themselves as well jireparcd to profit by the advan- tages to which they may have access, as those of any country. But in the majoi-ity of cases the (Canadian Bachelor of Arts employs the education ho has received as a means of entering at once on some professional pursuit in his own land, and he is generally successful. I have seen a far greater proportion of half educated men prove failures than of College graduates, and while it is not uncommon to find that educated men cast upon our shores from other countries prove quite unlit for the conditions of life here, 1 have not seen many of the children of Canadian colleges reduced to beg theii* bread. Those interested in higher education in Canada have noticed, it may be with some concern, the ventilation in the press of pro- jects for a National Examining University to take all our colleges under its wing, and by securing niformity and a high standard of degrees to introduce a sort of educational millennium. Such schemes are captivating to enthusiastic minds not aware of the difficulties involved in them ; and they are stimulated by the evils which arise from that multiplication of small colleges with University powers which has been carried much to fiir in some parts of Caiuida. It may bo admitted that with reference to some departments of professional education we need a Dominion Ke- gistering Board, which would give a right to practise in any part of Canada, and which might also secure reciprocity in some pro- fessions with the Mother countiy. The Dominion Government should undoubtedly reclaim out of the hands of the several pro- vinces th3 power, now so much misused in some quarters, to de- termine professional qualifications to practise, and thus secure to every Canadian a truly national, and not merely a provincial career. This does not require a national university, but merely a Central Boai*d of Eegistration, having power to regulate to >^ a certain extent the standard of the several teaching and examin- ing bodies, on such broad general principles as those of the Medi- cal Council of Great Britain. Canada will fail to attain one of the most important advantages of union until this reform is effecteil. The establishment of a General University is, hDweverj a very different thing, and one involving very serious considerations. The examinations of a Genej-al Examining Board must either be fixed at the level attainted by the weaker colleges, or these must by legislative i|>rovlcn*on be raised to the standard of the stronger, or they must be crushed altogether. Any of these alternatives, or any attempt to adopt an intermediate coui-se, must be fraught with danger to education, and would probably lead to bitter and troublesome controversies. Another difficulty would result from the attempt to subject to identical examinations the students of Catholic and Protestant colleges, of those whose course of study is narrow and uniform, and of those which cultivate options and honour studies or have a wider general course. Either grave injustice must be done, or there could be no uniform standard for degrees. Again, in a national university every examination would require to be based on some established text-book or set of text-books. Thus all teachei's and their pupils would be thrown on a sort of procrustean bed, where the longer would certainly be cut short even if the shorter were not lengthened. In other words the pi'ogressive and original teachers in any subject would be discouraged, while the man of routine would carry the day. Hence such general examining boards are especially obnoxious to advanced educationists and to the advocates of scientific educa- tion. Another evil of a general system of this kind is that it tends to take the examinations out of the hands of the actual teachers and to give them to outside examiners, in my judgment a fatal mistake in any University system. As these evils are by no means so generally appreciated as they should be, I venture to quote here two opinions respecting them from English sources. One is from the report of the Royal Commissioners on the Scottish Universities, the other from a well-known scientific journal. The Commissionei'S say : — « The examination of the students of a University for their degrees by the ProfessoiB who havo taught them, is sometimes spoken of as an obvious mistake, if not abuse ; but thoBe who are practically acquainted with 16 Univerfiity work will probnMy agree witli ub that the converRe proposition is nearer the truth. In fiu-t, it is hard to conceive that an examination in any of the high((r and more extiiiRive departments of literature and Bcience caa be conducted with fairm sh to the student, unlesH the examiner« are guided hy thf.t intimate a('(|uintancc with the extent and method of the teaching to which the learner has liad acccHS, which is posHcsHcd only by the teachers themselves. The admirable influence which tlie Scotch Universities have hitherto exerted upon th *' 1 ' > t„ It produce the best effects. McGill University has so far been more successful than any other in Canada, in this aggregation of teaching bodies. We have not only our four Faculties and Normal school, but two affiliated colleges in the principal seats of Protestant population in this Province outside of Montreal, and four affiliated Theological Colleges. Thus we have in all eleven teaching institutions united in our University system — not by force from without, but voluntai-ily. In these circumstances we can realize the benefits of union of colleges and examiners, while ictaining our independence and avoiding the evils attendant on a single examining boai-d. Looking foi'wai-d to the future, our system seems much more likely to be successful than the crude and untried projects to which I have i-eferred. In the introduction to this lecture I have made some remarks regarding endowments, and have stated that the McGill endow- ment and the additions made to it may be considered as having reached the limit of their productiveness and utility, while the demands made on them are likely constantly to increase. We thus invite additional benefactions, whether by gift or bequest. That we shall receive these in increasing amount I have no doubt, and the experience even of the past year testifies to this. I could wish, however, that in this matter those of our friends who could aftbi-d to do so, would become their own executors, and thus enjoy the pleasure of seeing the effects of their liberality. This is especially desirable when benefactors are interested in any special object, since in the case of bequests, circumstances may so change before they become operative, as to deprive them of much of their value, unless they arc devoted merely to the general uses of the College and not to particular objects. There is no doubt a sad and tragic responsibility attached to the gifts of the dead, which always weighs heavily on my own mind, and which I hope will ever be felt by those who have the manage- ment of the affairs of this University. In this connection I think it right to refer to two recent benefactions, that of Ann Scott to the Ross Institute, and that of her sister to this University. These two maiden ladies, bereaved of their near relatives, and alone in the world, of the injustice of which they supposed they had no small reason to complain, withdrawing them- selves from society, and falling into those little eccentric ways which are natural to the aged and solitaiy, but of which only the 18 silly and hard-hearted can make a jo»t, occupied their thoughts with the dinposal of their modest patrimony, so that when thoy Hhould ceaHe to need it, some good might ho done to others. The picture is one to he studied hy those who heap up or recklessly expend wealth for selfish enjoyment and display, and also to be taken to heart by those who are called on to administer such bequests, and who should feel that it were foul sacrilege to misapply to any merely selfish end the smallest portion of money so given. A project for the future, to which I hud wished to direct your attention, is that of a lodging-house for students. This, I believe, will soon be most desirable if not necessary. It must not bo a prison or a monastery, but a home, not a makeshift but thorough and sufficient. If students are to be confined in small unventi- latod dormitories, serving both for study and repose, and to be herded together like prisoners under compulsory rules, I perceive no advantage that may not be secured in private lodgings, and I see danger both to health and morals. But if I could see, as 1 have seen in some of the noble college foundations of the United States, halls in which each student might have a separate bed- room and study-room, largo, well lighted and well ventilated, and looking out on a pleasant prospect, I should then appreciate the facilities afforded for comfort, work and good conduct. Should the means be given to erect such a building, the plans for its construction and management can easily be matured. In our present circumstances a dining hall alone would be a great con- venience, and it might, as in Harvard, bo combined with a Uni- versity theatre suitable for our public meetings and exercises. Perhaps rooms, dining hall, and theatre might economically be united in one large building. I am glad to learn that one of our citizens designs to erect such a building for the Presbyterian Theological College, and I could wish that similar benefactions could be secured for the other theological colleges and for the University itself. . If at the end of this, I fear somewhat dry, discourse, I were to give you a text on which to hang its disunited parts, I might, though in a humbler sphere, adopt that of the great Christian apostle, wherein he says that, *' forgetting the things that are behind," in so far of course as they were evil and imperfect, he " reaches on to those which are before. " This, at least, might 19 serve aw ft good motto for a Canadian educationist in our time. But the thingH that are before are boundleHS, and but a very few can posssibly be fultilled in the time of those of us who are becoming aged. We must leave them as an inh<'ritance to our successors ; and here I may mention that in my college office will be found a somewhat bulky package of papers labelled " unfin. ished and abortive schemes, " of which enough remain to provide the material for several such lectures as the present, should any one desire to follow up the subject. In closing, allow me to say one word to students, some of whom may perhaps think that too little of the University beloDgs to the present, too much to the future. I would say to you, gentlemen, do not be discouraged by the fact that so much remains to be done. Rather congratulate yourselves on the privileges you enjoy beyond those of your predecessors, and resolve that 3-ou will do your part in carrying on the work they have begun. Under a rational and truly living system of collegiate training, like that which prevails here, though it may be imperfect in some of its details, you are sure to find more than with your best eftbrts you can fully master. Your ultimate success depends mainly on yourselves, and you may rest assured that the habits of mental application, of continuous study, of ready and accurate expression, which the diligent student is sure to acquire, and the insight into and love of the intellectual labour of the great men who have gone before you, constitute acquisitions so great for the pract ■;al uses of life, that you need not envy those who may succeed you within these walls, even in the brighter days which we may anticipate in the future. Nor if you avail yourselves of the advantages within your reach here, will you find any reason when ^ oa go ai)road to be ashamed of your alma mater, or of the plain though wholesome fare with which she nourished your growing mental powers. MMI