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CXI

"iidoru

SOME FURTHER FACTS

CONCERNING

FEDERATION

NATHANAEL BURWASH, S.T.D.,

Chancellor, Victoria CoUecfe.

[Keprinted from Methodint Magamu of February, 1890.]

1 «

Some Further Facts Concerning Federation.

BY NATHANAEL BURWASH, S.T.D.,

Chancellor, Victoria University.

1 Reprinted from Methodixt Magazine of February, IfOO.]

It affords me no little pleasure to accept the opening paragraph
of the Rev. J. Allen's "Facts concerning Federation." I quite
agree with Dr. Harris, whom he quotes, that "the first and
greatest need " of a university " is men." " Get strong, well
qualified, thoroughly competent men for professors, and you have
your university." I quite agree with him also in his commenda-
tion of the method pursued so largely in Victoria for obtaining
those men. But in making this statement, as the foundation of
what he professes to be a careful and trustworthy investigation
of what is required to build up a university quite adequate to
meet all the wants of the Methodist people of Ontario, he has con-
demned his own work. He tells us a great deal about the cost of
apparatus and of libraries, and he has visited a dozen universities,
and travelled a couple of thousand miles, to learn that we need to
expend less than twenty thousand dollars on these two supple-
mental requisites of a university ; and he has left us without the
first line of information as to what it will cost to equip a fairly
efficient Methodist University in this Province with the necessary
number of " strong, well qualified, thoroughly competent men."

The expense of this fundamental part of an independent uni-
versity will, of course, depend upon the salaries paid and the
number of men to be employed. As to the salaries, I take it for
granted that neither Mr, Allan, nor the alumni to whom he
speaks, nor the Methodist Church, expect to find " strong, well
qualified, thoroughly competent men " who will work for less than
a respectable living. And he surely cannot pretend that 12,000
a year is an extravagant salary in a town like Cobourg ; or that
$2,500 is beyond the mark in the city of Toronto. If he ques-
tions this, I can only refer him to those of Our present staff who
have families to support, and let him ask them if they can live on
less. He need not tra,vel a thousand miles from home to ascertain
that fact.

The second question. How many men must we employ ? involves
three considerations : (1) the number of students to be taught ; (2)
the nature and extent of the course or courses of study ; (3) the
character of the colleges with which we must compete.

1. I^ay take it for granted that we should make provision for

Sotnc Fid'ther Forts

two hundred students in Arts. I select this numliei' because we
enrol nearly that number now each year, and because it repre-
sents as large a number as can be efficiently provided for by a
single staff. A college Avith less than a hundred students can be
worked on a half staff, because with small numbers the classes
can be doubled; and more than half the colleges of the United
States come under this class, and are carried on with from five to
seven men ; they are really " one-horse " colleges, ploughing with
half a team.

(2) As to the nature of the course of study, I shall take for
granted that Mr. Allen and his friends do not propose to loAver the
standard either of matriculation, or of graduation, to the B. A.
degree. I shall, therefore, consider that three lectures a day in
liitcrature and Mathematics, and two, with the necessary labora-
tory preparation, in Science, represent full work for a professor.
If Mr. Allen had inquired, he would have found that this is from
fifty to a hundred per cent, heavier work than is performed by the
professors in most of the celebrated colleges he has visited. I shall
take it for granted that three hours a day represents a reasonable
amount of instruction for a pass student, and three and a half on
the average for an honour student. This is the almost universal
rule for pass-work in the United States, and has been our rule in
Victoria for many years.

As to the extent of the course or courses of study, the amount
of work done in each department, and also the number of depart-
ments admitted, the answer must depend upon the question of
options. On this question of options, Mr. Allen is pleased to in-
sinuate that I am just waking up to this modern question, and
accepting " fashions of the hour " " when the hour is past and the
fashions are old." If this means anything to Mr. Allen's purpose,
It means that w^e are going back again to the old fixed course,
l^othing but strange unacquaintance with the history of the uni-
versity movement of England and America for the last forty years
could make a man bold enough to venture such an assertion. Op-
tions and optional coui'ses have been abused, and those who have
been my associates in work know that I have been no advocate of
a " free-lunch system." But so long as the B. A. degiee continues
to be the common university degree, and represents the scholastic
training with which our best men enter upon their preparation
for their special calling or profession, that B. A. degree must
represent at least five or six optional courses. Your clergymen,
lawyers, and a part of the teaching profession will require Classics
or Philosophy. Your engineers, manufacturers, and medical men
will require Mathematics or Science. Your commercial men

Concerning Federation. 5

your journalists, and your politicians will require Modern
Languages and History, or History and Civil Polity, and your
teachers will require at least three out of the last four. Five
of these parallel optional courses are fully recognized by McGill,
(Queen's and Victoria to-day, as well as by Toronto ; and our whole
system of public education in Ontario is based upon their recog-
nition.

This breadth of optional work will disappear only when the
B. A. degree disappears from our university, and the work now
represented by it is mostly relegated to the gymnasium or colle-
giate institute, as it is now in Germany, and then these prelimi-
nary courses may be reduced to two — a course principally literary,
with Science and Mathematics supplementary ; and a coui-se prin-
cipally scientittc and mathematical, with Languages and Litera-
ture supplementary. This is President Oilman's ideal. The col-
lege m Johns Hopkins is but a preparatory school. And his ideal
of the future before the denominational colleges of the United
States is that they should become such preparatory schools. The
United States has no such system of secondary education sup-
ported by Government as has grown up in Ontario ; and President
Gilman and others in the United States expect the entire mass of
denominational colleges to sink into a secondary position, or rather
to recognize the fact that they now occupy only a secondary posi-
tion ; and that in the university work of the future they must be
content to be feeders to half a dozen great national universities.
No one Avho is intimate with the history and resources of some of
these denominational colleges can expect such a result. A unifi-
cation of the higher education of the United States I do not expect
along this line. If ever it is reached it implies the extinction of
the denominational colleges as fountain heads of national thought.
They will become mere distributors of that which emanates from
the great centres.

But this is a question of the future, and of the future of the
United States and not of Canada. Our position differs from that
of the United States in this, that we have laid the foundations of
a national system complete in itself, from the Kindergarten to the
Univereity. We must either find a place for the denominational
colleges in that system (and federation offers them such a place
at the fountain head of intellectual and moral influence of the
whole system), or else they must be content to work their way in
solitary independence outside the common unity of the national
system. If any one else can solve the problem of their incorpora-
tion in some more satisfactory way, I shall be quite content to
step aside and permit him to make the attempt. The past history

Some Further Fact ft

of the question docs not seem to me to afford him very f^rcat en-
couragement. Tlie opponents of federation think this task is
accomplished, if they can prove that some moderately efficient
form of inde|)endence is possible. They forget that for the Meth-
odism of the future independence may not be a blessing if it
separates them from the common literary brotherhood of their
.fellow-citizens, and fosters a spirit of narrow suspicion toward
those with whom they must dwell in a common country. They
forget, too, that another independent university may be still less
of a blessing to the country at large, if it limits the free and full
growth of such a common university as our country is able to
8usta:n.

(3) But to return to our estimate of cost. The third considera-
tion in estimating the number of professors necessary is the com-
petition which we must meet. Now, that is a very different thing
to-day from what it was in the summer of 1886. At that date
Toronto University, including the School of Practical Science,
had a staff of nine professors, three tutors, and six lecturers —
eighteen in all. To-day, her staff embraces thirteen professors,
eight lecturers, and eight fellows, coverirfg fifteen distinct do
partments, to which are added five collateral sub-departments.

In 1886, Queen's was furnished with a staff of eight professors
and eight lecturers and tutors, covering ten departments. To-day,
she has twelve professors and eight lecturers and tutors, covering
thirteen departments. In 1886, Latin and Greek History and Eng-
lish Literature, French and German, and in one instance Mathema-
tics and Physics, were united in single departments, and in some
cases manned by a single lecturer or tutor. Now these are every-
where separated, in most cases with separate professors, or at least
with a strong lecturer in charge. The estimate which in 1886
would have placed us in advance of sister institutions, would be
entirely inadequate for that purpose to-day. The subdivision of
work, instead of being at the maximum in 1886, has advanced
by fully one-third in the last three years in Ontario at least, and
is scarcely at its maximum yet. The learned lecturer who has
travelled his thousands of miles to gather his facts in a foreign
land has been utterly blind to what is going on at his own doors.
And even in the foreign land where he discovered that options
have reached their maximum, he forgot to inquire, or at least
to tell us, what that maximum was, and how it compares with the
more conservative position of our Canadian universities.

The sum of all this is, that to maintain an independent univer-
sity to-day in our surroundings, we require the following staff:
A professor each in Latin, Greek, Orientals, English, French,

Concerning Federation. 7

German, Mathematics, Physics, Chemistry, Biology, Geology and
Mineralogy, Metaphysics, Moral Philosophy, and History and
Civil Polity, fourteen professors in arts, with two in Theology,
giving us a staff of sixteen in all.

In estimating the amount which we now require for indepen-
dence, we must also take into account an increased debt, and a
reduced rate of interest, calling for a larger endowment than was
needed thice years ago.

Now about other estimates, I need not quarrel with Mr. Allen.
In 1886, 1 asked only $24,000 to repair the old buildings and make
proper additions to library and apparatus. I shall now gladly
accept his offer of $20,000 for apparatus and library. And as I, too,
have since travelled, and have seen something of the attention paid
in other colleges to physical health and comfort, I shall ask for
$50,000, a part of which I should propose to spend in finishing the
basement of Faraday Hall, building a wing absolutely needed for
a working laboraiory in Chemistry, and putting in lower ceilings
tc Make the comfortable and economical heating of the building
possible. With the other part I should add a chapel and some
additional commodious lecture rooms to the old building, put the
whole building in thorough repair, and furnish both buildings
with modern ventilation and heating throughout.

We are now prepared for a revised estimate of the present cost
of independence in Cobourg :

1. To cover debt, improvements to buildings, libraiy

and apparatus ^120,000

2. Required income, 10 professors $32,000

Library apparatus, care of buildings, la-
boratories, and incidentals $8,000

$40,000
Less fees and Educational Society 10,000

$30,000
At six per cent $500,000

$620,000
To this we have assets 146,000

Leaving to be raised $477,000

If I reckon endowment at five per cent, interest, we must add

$100,000 more.

Now, in all this I have followed Mr. Allen's figures wherever he
favours us with any. In all other things I have been governed
by the actual facts as they exist in neighbouring institutions in

8 Some Juirther Factn

our own country. These figures will be quite sutticient to expose
the utter fallacy of the last ten papres of Mr. Allen's pamphlet. The
estimate presented in 1886 is no guide in 1890. Had the friends
of independence come forward with .1300,000 in 1886, independ-
ence would have been fairly possible, though, like Queen's, we
should have been asking for another quarter of a million by this
time. But to say that what would do in 1886 will serve now, id
to reckon without the facts. Now let us turn to independence in
Toronto :

1. For debt, e(|uipment, and reinoval from Cobourg, siiy $100,000
For new buildings 250,(XKj

2. Add to annual exi)enditure 26 per cent. . .f60,(K)()
Less Educational Society and fees 10,000

$40,0(K)
Rocjuiring endowment at (> per cent 670,(X)0

$1,020,000
Less present assets 145,000

To be raised $865,000

Less Mr. Gooderham's beijuest 200, 0(X)

But some will be ready to say, does not the requirement for
federation also need revision ? It does, but very slightly. The
requirements of Mr, Gooderham's will may make our buildings
and equipment more costly, and our debt is larger, thanks in
part to the men who are putting us to the heavy expense of liti-
gation :

For debt and new buildings we may now estimate . . $350,000

Annual expenditure, 10 professors $25,000

Incidentals 5,000

$30,000
Less Educational Society and fees 10,000

$20,00(J
Recjuiring endowment at 6 per cent $340,000

— ■■ #

$690,000
Less present assets 145,000

$545,000
To which there is now subscribed and bequeathed . . 435,000

Leaving to be secured $110,000

Concerning Feilvration.

Now tlieae are the present facts :

We liavo yot to raifle for iiidepoiultince in Cobourg .... $477, (XK)

For indopondunce in Toronto (M}r>,()(K)

For federation 110,000

These in each case are net sums.

But all this, Mr. Allen insinuates, is based upon a perversion of
the system of options which the hijfher intellig-ence of the age is
just about to discard. And he callh our attention to the examples
of Johns Hopkins and Yale as the patterns of the conservative
type by which we should mend the perversity of our ways. Our
estimates are based upon the standard univereity curriculum of
this Province, now virtually in force in Toronto, Queen's and
Victoria. Has Mr. Allen taken the trouble to compare this currl
culum carefully with his two conservative types? I trow not.
Here, again, he might have learned something nearer home.

1. He has learned that Johns Hopkins provides seven parallel
courses, allowing the student his choice among the seven. He
does not seem to have learned that in each of these so-called fixed
courses there are subordinate options, extending in some cases to
one-third the course. Now let us compare this with che present
course of Toronto University, Avhich virtually governs our pro-
vincial curriculum, and is the bete noir of Mr. Allen and his friends
in view of federation. Toronto now offers seven distinct honour
courses, in each of which there is far less optional matter than is
found in any of the seven courses of Johns Hopkins. Our Cana-
dian curriculum for honour students is quite as conservative as
that of Johns Hopkins. For pass students it is far more rigid,
especially in Toronto. Victoria and Queen's allow a little more
latitude, but in no case do they equal the liberty allowed by the
seven courses of Johns Hopkins. The Canadian pass course is
virtually twofold ; a classical course, with Latin, Greek and He-
brew ; and a modern course, with Latin, French and German. The
variations from this are not greater than are allowed in some of
the seven fixed courses of the Johns Hopkins. Next, let us com-
pare our Canadian curriculum with that of Yale. In Yale, during
the firet two years, Latin, Greek, Mathematics, English for one
year are fixed subjects. French and German are optional, and
there is no Hebrew or Science. In Toronto, and Ontario generally,
Latin, Greek, Mathematics, Science and one year's English are
fixed; Greek and Hebrew, French and German are optional,

In Yale, during the third year. Physics, Astronomy, Logic and
Psychology are fixed. In the senior year. Psychology, Ethics and

Some Further Facts

Theism are fixed subjects. For the balance of his work during
these two years each student has an option among ninety-five
subjects.

To sum up : In Yale, out of the sixty hours a week of the four
years' pass course, twenty-five are optional. The five hours in the
first two yeara are defined options. The twenty hours in the
last two year*- as ^adefinite as in the "free-lunch" system of
Harvard, and embrace selections from the lectures of thirty-three
different professors. In Toronto, of the sixty hours a week of the
four years' pass course, options are allowed to the same extent of
twenty-five hours a week. These options are all strictly defined.
Twenty hours out of the twenty-five consist in a choice between
two Ancient and two Modem Languages ; two hours of a choice
between three Sciences, and the balance of an option between
Metaphysics and Mathematics. Our provincial course then, so far
as pass men are concerned, is on the whole more conservative than
that of Yale, and Yale is the most conservative of the leading
American universities.

Let us now compare the Yale course with our own on the point
of specialism. Specialization is a matter quite distinct from
options. Options, as allowed it some of the American colleges,
may completely destroy the character and defeat the end of a
university coui'se, and yet may not make a man a specialist.
In the ordinary course, about one-half the time of the student is
devoted to Languages and Literature, and by this course he is
brought into contact with the best models of thought and ex-
pression, ancient and modern, and his style of thought and
expression is moulded accordingly. The other half is devoted to
the close, deductive reiisoning of Mathematics, to the inductive
study of Science, and to the broad generalizations and first princi-
ples of Philosophy. And the object of this balanced course is the
development of the full intellectual manhood. It is the higher, or
rather the highest, education. If options are carefully guarded,
they need not interfere with this. For instance, considerable
freedom of option may be allowed as between various languages
and literature, though some think that the Greek literature with
its philosophy and its deep human sympathies is a sine qua non.
A choice may be allowed between four or five fundamental
branches of science which press for recognition ; and in both
Mathematics and Philosophy th3 field has now become so broad,
that a choice must be made either by the university or by the
student. This we conceive to be the rational basis and the proper
limit of options ; and within these limits, and on this ba^^'s, may be
safely used to suit the tastes or prospective wants of the student.

Concerning Federation.

The entire scheme of university, or perhaps, I should rather call
it college, outfit which I have estimated in this paper, provides for
nothing beyond this reasonable limit. It provides for the six most
important languages (three ancient and three modern languages),
absolutely needed under our present circumstances. It provides
a limited course in Mathematics and Physics, and iii three impor-
tant branches of Science ; and it affords instruction in the two
great branches of Philosophy, and in History and Civil Polity.
There are no (fainties in this bill of fare, but simply the substantial
necessaries, with such variety as is absolutely demanded by our
present wants. But specialism looks in quite another direction
from that which we have been considering. Its object is not cul-
ture or intellectual development, but learning. A man desires
such a perfect knowledge of some one department as will enable
him to turn it to practical account as a teacher, or in some other
line of practical life.

Now, it is very easy to say that a college should pay no atten-
tion to specialties in its undergraduate course, but that these, as
professional in their character, should be entirely relegated to a
post-graduate course. This would certainly be desirable. And
some would consider it desirable that this post-graduate course
should always be taken in the Old World. But practically neither
the one nor the other is always or even frequently possible. Nor
is that latter necessary, nor perhaps even desirable. It is not
necessary, because if we wisely economize our forces we can do the
work at home. It is not desirable, because such a course, like the
importation of all our manufactures from abroad, would prevent
our ever reaching the full development of our own national man-
hood. Now, in attempting to make this provision for specialism in
our Ontario universities, we have so far been forced to attempt to
provide for it in the B. A. course. We have limited specialism to
honour men. And, as in the options of the pass course, these
honour courees are each carefully defined, and the attempt is
made to secure the breadth of true univerrity culture with the
special learning in some one d ^artment which will fit a man to
be a teacher or a practical worker in that department. Even
Yale, with its large resources, has not passed altogether beyond
this method of specialism. It also offera special honours in seven
departments at graduation, and students seeking these honours
are specially provided for in the ninety-five optional courees
already referred to. The practical result of this system is quite
in the line of our Ontario system. But no educator can regard this
system as sufficient in itself to provide for the special learning
required by the country. In so far as it does so it unduly limits

Some Further Facta

the general culture. Or if the general culture is maintained, the
special training is too limited. Hence the necessity for the post-
graduate courses pi'ovided for by Yale.

But the moment we mention post-graduate courses, we are told
that our country is too young for post-graduate courses, and that
a full generation must pass by before we are in a position to do
anything on that line. And yet Yale, Mr. Allen's type of conser-
vative perfection in method of university work, has had her post-
graduate courses for a quarter of a century. They%ire, of couree,
not the post-graduate courses of (Germany, nor are they such imi-
tations of Germany as are g'ven in Johns Hopkins. But they
serve the American teacher and the practical American scientist
quite as well as either. There are seven of these courses, each
extending over three years : the first year being chiefly the honour
work in Yale of the corresponding department in the senior year,
but required of all students Avho have not taken that honour work
or its equivalent. The course results in the degree of Ph.D., and
the student who has done it justice is fairly well equipped to
teach his department in any intcmediate school or in the ordi-
nary college.

Now this is the post-graduate course which the advocates of
federation have before their minds for Ontario, not a mere system
of examination with paper degrees; but first, a remodelling of the
honour course, broadening and strengthening its fixed elements,
and reducing its special line of study in proportion ; and then add-
ing two years of work under able professors, for the special benefit
of teachers and others who require special learning in one particu-
lar branch of knowledge. I do not say that this is an ultimatum,
and that the day will not come when Ontario may furnish to her
own sons, and to the sons of the other younger provinces, all that
Germany now offers. But the full advantages for post-graduate
special study now offered at Yale might be furnished in Toronto
under federation within five years. Such provision would at
once add to the efficiency of our High Schools and Collegiate
Institutes; it would give higher power to our whole educational
system ; and it would furnish the Province with trained scientists
for the better development of our rich natural resources.

The great difficulty which has prevented such provision in the
past has been our divisions and sectional jealousies. But now
that the Province is thoroughly alive to the importance of this
matter, such provision will be made, and those who stand outside
and refuse to accept their natural share in these provisions, must
be content to occupy a secondary position in the intellectual life
of our country ; some such position as President Gilman designates

Concerning Federation-

as the appropriate sphere of the denominational colleges ; or, as
another eminent educational authority recently pointed out, as
the sphere of the countrij colleges. Such a position the Christian
Church cannot afford to occupy. Such a position I am persuaded
the Methodist Church of this country will not consent to occupy.
Christianity must make its influence fully felt at the very foun-
tain head of our higher intellectual life. And, unless I um mis-
taken, Methodism is determined to do her full share in this great
work.

It has been one of the standing complaints of the opponents of
federation that it will reduce the field of work open to us. The
whole tenor of Mr. Allen's argument is to show how little is
needed for independence. All that we need is a little cheap
apparatus and a few cheap books (and he would not, I am sure,
think of adding a few .cheap professors), and we can have an
independent university. We can dispense with all our options
and limit ourselves to two courses, a literary and a scientific.
That is true. We can do that. But if we do it, our graduates
will be excluded from the teaching profession, we will lose our
students, and our position will be very speedily reduced to that
of a "mere theological school," and that in a little rural town.
No. Wherever we do our work, and under whatever policy, we
must provide for our sons all that can be had elsewhere. We
must furnish them with no cheap mediocrity, but the very best
that the land can afford. And it is the chief advantage of federa-
tion that it will enable us to do this more efficiently, more econo-
mically, and with a wider influence for good, both to our country
and to ourselves, than any other scheme.