IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I iM 112.0 lU Itt u IL25 i 1.4 I 1.6 Hiotographic Sciences Corporation 33 WIST MAIN STRUT WEBSTIR.N.Y. 14SS0 (716) •72-4S03 V-^' CIHM/ICMH Microfiche Series. CIHIVI/ICMH Collection de m Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historiquas T«chnical and Bibliographic Notas/Notas tachniquas at bibliographiquas Tha Inatituta haa anamptad to obtain tha baat original copy availabia for filming. Faaturaa of thia copy which may ba bibliographically uniqua, which may altar any of tha imagaa in tha raproduction, or which may aignificantly changa tha uaual mathod of filming, ara chaclcad balow. n D D D D D Colourad covara/ Couvartura da coulaur r~n Covers damagad/ Couvartura andommagAa Covers restored and/or laminated/ Couverture restaur^ et/ou pelliculAe I I Cover title missing/ Le titre de couverture manque I I Coloured maps/ Cartes g6ographiques en couleur □ Coloured ink (I.e. other than blue or blacit)/ Encre de couleur (i.e. autre que bleue ou noire) |~n Coloured plates and/or illustrations/ Planches et/ou illustrations en couleur Bound with other material/ Relit avec d'autres documents Tight binding may cause shadows or distortion along interior margin/ La re liure serrde peut causer de I'ombre ou de la distortion le long de la marge intiriaura Blank leaves added during restoration may appear within the text. Whenever possible, these have been omitted from filming/ II se peut que certaines pages blanches ajouttes lore d'une restauration apparaissent dans le texte, mais, iorsque cela itait possible, ces pages n'ont pas ix6 filmAes. Additional comments:/ Commentaires suppltmentaires; L'Inatitut a microfilm^ la meilleur exemplaira qu'il lui a At* possible de se procurer. Les details da cat exemplaira qui sont paut-Atre uniques du point de vue bibliographique. qui peuvent modifier una image reproduite, ou qui peuvent exiger une modification dans la mAthoda normale de filmage sont indiquAs ci-dessous. I I Coloured pages/ D D This item is filmed at the reduction ratio checked below/ Ce document est filmA au taux de rAduction indiquA ci-dessous. Pages de couleur Pages damaged/ Pages endommagAas □ Pages restored and/or laminated/ Pages restaurAes et/ou pelliculAes \~y\ Pages discoloured, stained or foxed/ ■^ Pages dAcoiorAes, tachetAes ou piquAes □Pages detached/ Pages dAtachAes ~~7\ Showthrough/ -J Transparence I I Quality of print varies/ QualitA inAgale de I'impression Includes supplementary material/ Comprend du matAriel supplAmentaire Th to Th po of fill Or ba th< sio oti fin sio or Only edition available/ Seule Adition disponible Pages wholly or partially obscured by errata slips, tissues, etc., have been ref limed to ensure the best possible image/ Les pages totalement ou partiellement obscurcies par un feuillet d'errata, une pelure, etc., ont AtA filmAes A nouveau de fapon A obtenir la meilleure image possible. Thi shi Tir wh Mfl dif enl bej rigl req me 10X 14X 18X 22X 26X 30X y 12X 16X 20X 24X 28X 32X 11m copy fllmtd h«r« hm b««n raproducod thankt to tho gonorotity of: OouglM Library Quoon't Univmvity L'Momplairo filmA fut roproduit grico i la g4n4roaMda: Douglas Library Quaan's Univaraity Tha imagaa appaaring hara ara tha baat quality poaalbia considaring tha condition and lagibility of tha original copy and in kaaping with tha filming contract apacificationa. Original copiaa in printad papar covars ara filmad baginning with tha front covar and anding on tha last paga with a printad or illustratad impraa- sion, or tha back covar whan appropriata. All othar original coplas ara filmad baginning on tha first paga with a printad or illustratad impraa- sion. and anding on tha last paga with a printad or illustratad imprasslon. Laa imagas suivantaa ont 4t* raproduitaa avac la plus grand soln, compta tanu da la condition at da la nattatA da I'axamplaira film4, at an conformM avac las conditlona du contrat da flimaga. Laa axamplairas originaux dont la couvartura an paplar aat ImprimAa sont filmAs an comman^itnt par la pramiar plat at un tarminant soit par la darnlAra paga qui comporta una ampralnta d'impraaaion ou dlllustration. soit par la sacond plat, aalon la caa. Tous laa autras axamplairas originaux sont fllmte an commandant par la pramlAra paga qui comporta una amprainta d'impraaaion ou d'illuatration at an tarminant par la darnlAra paga qui comporta una talla amprainta. Tha last racordad frama on aach microficha shall contain tha symbol — ^ (moaning "CON- TINUED"), or tha symbol ▼ (moaning "END"), whichavar appllas. Un daa symbolas suivants apparattra sur la darnlAra imaga da chaqua microficha, salon la caa: la aymbola — »> signifia "A SUIVRE", la symbols y signifia "FIN". Maps, platas, charts, ate, may ba filmad at diffarant raduction ratios. Thoaa too larga to ba antiraly includad in ona axposura ara filmad baginning in tha uppar laft hand cornar, laft to right and top to bottom, aa many framaa aa raquirad. Tha following diagrams illuatrata tha mathod: Laa cartas, planchas, tablaaux, ate, pauvant Atra film*a A das taux da reduction diffArants. Lorsqua la documant ast trop grand pour Atra raproduit an un saul cilchA, 11 ast filmA A partir da I'angia supAriaur gaucha, da gaucha k droita, at da haut an baa, an pranant la nombra d'imagas nAcassalra. Las diagrammas suivants illuatrant la mAthoda. 1 2 3 32X 1 2 3 4 5 6 ©e^v. .aE^2£>^ THE OBJECTS OF THE UNIVERSITY CURRICULUM. AN ADDEESS J)ELIVERED AT THE OPENING OF QUEEN'S UNIVERSITY, 7th OCTOBER, 1874. J "A5Xl@ THE OBJECTS OF THB UNIVERSITY CURRICUmM. AN ADDRESS Delivered at the Opening of Queen's University, ■ 7th October, 1874. . KINGSTON : WUNTKD AX TUE DAILY KEiVS OFFICE, 18 T4. f/02& il ADDRJISS. He wbo engages in any worthy pnnmit without duly cunaidering its objects, and keeping them steadily in mind, is like a mariner without a chart, or compass, by which to lay his course aright to the haven which he seeks to reach. It is of the utmost conse* quence, therefore, for the student carefully to consider the aims which he ought to have in view in enoering upon, and prosecuting, his University curriculum, and the purpose of the observations which follow is to assist him in some measure in doing this, and to show how these aims may best be attained. Having these distinctly and habitually before him, he will pursue his studies with far more energy, success, and satisfaction, than if he were to have scarcely any object, or thought, beyond that of a mere routine of preparation, and repetition, of the daily work prencribed. In general, then, it may be observed, that wh'Je the lessons of the common Hchool, and tbd Academy are designed to enable the pupil to keep abreast of the intelligence of the great mass of the community, and to prepare him for advancing larther still, the student is here to fit him to keep well abreast, if not ahead, of others in wider, and higher spheres in after life, and take an intelligent part in the great literary, and philosophical questions of the da^. For the attainment of these ends, the objects towards 'which his efforts ought to be directed are mainly these two, first, an accu- rate and comprehensive knowledge of the ele- ments of linguistic and scientific learning, and, second, the practical application, ap far as pos- sible, of this knowledge to the more immediate Jtreparation for the special training required or professional and other important occupa- tions of maturer years. The former of these, or an acquaintance with the chief languages of ancient and mo- dern times and with the leading principles in the different departments of scientific enquiry, being necessary as the foundation for the lat- ter, /r^t calls for the attention of the student. He enters within the walls of the University IkT'OlB ♦) Vr.lW--W^jf»->. to Acquire » ^ater mMtery over certain inb' jecti on which he hai already exercised hia youthful powers, and with expanding intellect to achieve conquests in new fields of study, to traverse the wide and fruitful domains of literature and philospphy, and make himself familiar with the principal points in the whole circle of knowledge, not purely pro< lesaional. For the accomprlishment of these ends hii jprogress is secured and tested by the didly preparation and review of an appoint'dd >nto^nt of work in the different claftBes. Yotir professors will, by their comments abd ifliis- irations, endeavour to throw on tilings, it inMy Ira, dii^ly seen at first a greater li^ht, to clear away what may appear difficulties in! the path, .and show, how rugged and lofty ridses, that seem to bar the passage to the fertile plains beyond, may be surmounted bv a better ^ass, ,l^^d a more easy gradient. While this, however, will be the part of the professor, it wtll be tbe part of the genuine student to be diligent and thorough in the performance of his labou^, not fultilling thorn as a trotibleSome task, btit pleasantly and heartily, ready to fade, and overcome whatever diihculties ne inay Isncodn- ter, and unravel even what is at>parl3tl agination, judgment and reasoning will be in* Tigorated by practice, and possibly in a won- derful degree, just as we see surprising powers of stren^h .'md ability developed in the athlete by proper training, and exercise of the body. In so far the education of the University curriculum is eminently calculated to add to the attainments, and promote the mental growth, and the future usefulness and honour* able reputation of the faithful student. The object, however, to which we have just re* ferred is not all Which it contemplates. Its tectmd, and main, object is the practical appli- cation of the knowledge which it imparts to tnore immediate preparation, as far as possible, for the special training required for the profes- sional, and other business of a riper age. It is thus distinguished from the education of the ichool, which is necessarily almost wholly con- fined to the important task of laying the groundwork of instruction in the elements. In the University course, however, the doctrinal and the practical, the abstract and the concrete, the science and the art, are to be combined, and elementary instruction is to be regarded rather as the means towards this great end. Ko doubt the rudiments of learning, and science must be fully mastered during the first years of his attendance at College, before the student can advance far into their applications to actual and palpable use, but even from the first these appllicationa are never to be lost sight of. As he advances step by step, his education, while it is of a higher, must be of a more practical kind, and more directly adapted to meet ti^ wants of an active life. It must be such as will enlarge his views, encourage independent thought, cultivate his taste, and contirm his moral principles, and contribute to make him one whose familiarity with the extensive walks of literature and philosophy, and whose noble Mpirations will adorn whatever profession or punoit h« may hereafter follow, whether it be 6 diTioity, or medicine, or the b»r, or oommeroe, or ■oieooe, theoretic*! or applied. A mere »c< quaintanoe with the conatruiug of dead and living languagea, and with the leading laws and faota, of > cienoe, however exact and com- prehensive, if this be all which is acquired at College, will fall far short of what is requisite to bnng about such a result. In each divisioB of the course, the principles are not only to be learnt, but applied to those real and beneficial purposes which they are more peculiarly de- signed to servo. A familiarity, for example, with the languages of Greece and liome, and the chief among those of the present day, no doubt possesses an in- trinsic importance, especially in philological and ethnological questions, and our intercourse with our felluwrnou, but its principal value lies in its being the means of introducing us to the works of some of the master spirits of the world, the key which unlocks the treasures of ancient anci modern times, their hi8tory,poetry, oratory,and philusophy,ft)r the information and enlargement of the mind, and refinement of the taste. A man may know many languages, but if he know little of their literature, he will have far less intluonce over the minds of others than he who can from his ready stores enliven his speeches or writing by an apt quot- ation from an ancient or modern poet, or a striking historical illustration. Any beautiful sentiment, therefore, any weighty saying, or interesting fact in the classical authors with which he meets, the careful student will note, and his memory will not willingly let die. The study of mathematics, also, has from its very nature advantages apart from its special applications. It accustoms to that steadiness of attention, which is the first and most essential condition of proficiency in every branch of knowledge, to precision of thought, and accuracy in reasoning. Valuable, how- ever, as are its advantages in these respects, it is of still greater consequence from its more direct objects, with which it ought ever to be associated in the mind of the learner, as the basis of the measurement of planes, and solids, of the classification and determination of the forms of crystals, of the art of perspective, and the drawing of plans, the art of naviga- tion, the surveying of estates and dominions, and the calculations of physical science. In order, therefore, that the student may more fully appreciate and reap its benefits, he ought habitually to have an eye to its practical utility, and excrciie liimielf, m f»r m poMib1«, M he proceeds, in ita employment for suub purposet M these. In Natural rbiloauphy, in like manner, the •ame method is tu ho pursued, as it is in text- books on physics, where the important appli* oations of each section of the subject are dwelt upon, after the statement of the principles on wnich they are founded. It is not an uncom- mon thins for one to have a superticial appre- hension 0? its elementary truths, and yet be icnorant of thinf^s most essentialfto be known. Its facts and laws, therefore, havinu ono« been fully ascertained are to be applied by the student, as far as time will permit, to such objects as the acauisition of the knowledge of the structure and use of the instrument! of physical research, of the telegraph, machinery m its various forms, the general rules to be ob- served in the works of construction of the oivil engineer, and withal the fre(|uent solution of problems at each stage of his progress, which, while they will form the arena in which to try his powers and attainmeuts, will impress the points most necessary to be remembered more permanently on his mind. With respect to the remaining departments of the course in Arts, my remarks as to what ought to be the practical nature of the earnest student's aims must be very brief, and are in- troduced here merely in continuation of the views which I have already endeavoured to bring before you with reference to the main object of a University Education. Suffice it to say, that, in Natural History, besides training au acquaintance with the clas- sification and other elementary principles, he ought to aim at acquiring the ability to deter- mine the family and species of plants and min- erals in the museum, and in the field, to ascer- tain for himself the geological formations most accessible to his iuvustigation, and to distin- euiah between the members of the fauna of dif- lerent regions, more particularly those of our own Dominion, and give some accc^nt of their peculiarities and habitb. In. Logic, again, he IS to learn, from its fundamental rules, to de- tect sophistry and error in the reasonings of others, and fallacies in hia own, while those of Rhetoric are to be p-idulously observed to give method, clearness, and elegance to his style of essays, and, let me add, even to his answers to his examination papers, and his conversation. In Chemistry, he will endeavour to make him- self acquaiuted not only with the elementary ■ubitftnoM and their oomponndSibut with their manifold applioations to medicine, and the de- tection of poiaons, to agriculture, and number* len useful arts and manufactures. In Meta< Ehysios, and Mental and Moral science, while e traverses the wild fields of psychology, and ethics, and systems and schools of philosophy, he will learn, from the stud^ of the facultien of . the mind, the means of the improvement of his own, and, from that of the moral sense, mo« tivee for following after whatsoever things,are jnst and pure, and true, and ruh* for the oon* dnot of his own life. Such are the objects never to be dissociated from each other which the student in arts haa to pursue. It may seem, that I have placed the standard of a^ainment too high, but these are lihe aims which he ou(;ht to set before him- self, altho' they may be far from being ever completely reached. The combination of the assiduous study of the elements of literature attd science with that of their various and in- terestmg applications will greatly promote hiia Sleasure and success in his labours. The rjmess of grammatical and technical details, and abstract reasoning, will be relieved of their irksomeness by the consideration of their profitable adaptations, while the application of fundamental principles to practical cases will tend to make his knowledge of them less super* ficial, to penetrate and imbue his mind more deeply, and fit him for engaging to far greater advantage in the future studies, and work of his profession. It only remains, in conclusion, to express the pleasure which the Professors feel in meet- ing with you, gentlemen, former and intend- ing Students, on this occasion, and to the pro- spect of our intercourse with you during the ensuing session, and the hope that such inter- course will be as agreeable as ir former years. 3e assured, that it will be our anxious endea- vour, with God's blessing, to render your at- tend&^oe at the University profitaole and pleasant to you all, and by all the means in> our power to prepare you for that usefulness and eminence in after life, which will reflect credit on your Alma Mater, and be our highest* reward for our exertions to attain bo desirable a result.