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The idea of a university is to supply the highest wants of a nation in every direction, not in one. "Discite vitæ non scola." If the best scientific teaching is to be represented at the universities, and if technical education in its most advanced stage is to obtain it, why not at the university?

It is a gratifying fact to me, as rector of the St. Andrews University, to be able to recall the fact that in the organization of that university, after the Reformation, one of the three colleges was to devote itself to teaching dialects, mathematics, including arithmetic and geometry, cosmography, astronomy, and natural philosophy. After attending this course for three years and passing a successful examination, the student "shall be laureat and graduate in philosophy."

I do not forget that a university is not merely a place for professional training, but for high research. I prefer the German system, where both objects are united, to the system which has obtained in France, where the College de France and l'Institut Pratique des Hautes Études overshadow all the universities, from which they are separated, though, we must recollect, the two professional schools, l'Ecole Normale et l'Ecole Polytechnique, have given to France its most eminent savants.

This question is a question of division of labor. Huxley and Ray Lankester will not grudge lecturing to those who are capable of benefiting by their teaching. The important element in university training is that those who attend the lectures should be quite fit, by previous training, to follow the lectures; that the lectures should be given by the most learned men, and should have a stimulating influence on those who attend them. Any pupil of Jowett's will agree to this proposition. You will, of course, have to graduate your lectures for those who intend to give up their lives to study and for those who wish to enter on a profession, but the best teaching will be at the disposal as well of the one class as of the other. The object is not to burden the men who are the highest representatives of learning, but to increase the number of those who come under their influence to make the influence of the university felt in a wide circle. That is, I know, the object of the best men at our universities; and I may, perhaps, couple the name of Professor Stuart with these efforts.

EXAMINATIONS ILLUSORY AS TESTS OF LEARNING.

What you want is to reduce the necessity of artificial intermittent examinations by increasing that unremitting self-examination which is the natural result of constant attendance at the best teaching. An examination can never become a corrective of indifferent teaching, and I had rather not answer the question whether it is an unerring test of the results of good teaching. I can only say that I was glad lately to be told confidentially by one of the most eminent men engaged in the higher educacation of France that he held very heretical views on the subject of examinations.

THE TRIPLE TASK OF THE UNIVERSITY.

The task of the universities is to collect as great a number of eminent men as they can find. The triple task of these men will be, firstly, to fill every profession and every walk of life with men who will be able to grapple with the problems they have to face, because they have been taught what is implied by scientific method; secondly, also to reproduce, as it were, themselves by training new leaders of future generations; and, thirdly, to add to our intellectual capital by research. I am opposed to the professors at universities degenerating into what M. Renan has stigmatised as "amuseurs publics," who give entertaining and brilliant lectures. The class-room of a professor should only be filled with the flower of the youth of a country, but that flower should be recruited from all classes of the community. The luxury of idleness alone ought not to be tolerated at a university; every other luxury, in the way of bursaries and scholarships, should be granted; every variety of excellence should at once be absorbed. I say this in London, where we have this variety, but where we keenly feel the want of the "Alma Mater" which will gather these wandering orphan lectures. Let us hope that the next conference will be welcomed by the chancellor of a teaching university for London.

I do not wish the universities to stand in solitary grandeur, remote from the life of the people. An eminent Radical statesman said to a professor who was putting in a good word for the existence of other agencies than the mere impulse of the multitude, "it is the like of you who are worse than Peers." The remark was sufficient. The French aristocracy is destroyed. The French university retains its ancient lustre.

SCIENCE FORMS THE BASIS OF MATERIAL PROSPERITY.

Science is never sensational, but from its very nature progressive, because always constructive, and using, not wasting, the materials of the past, to build the future on a solid foundation. A cynical plutocracy and an uneducated democracy both are in

clined to be wasteful and destructive; both are inclined to set up shams. Science cannot set up shams, but invariably destroy them. The patient, the cautious attitude of true science, in dealing with obstacles to progress, will not always suit the impatient and often generous impulses of democracy. One of the great dangers of the future is a collision between these two forces. How can we prevent it? Only by giving the democracy confidence in the aristocracy of science, an aristocracy which is self-made, and can only perish with science itself. It is an independent aristocracy, because the moment science becomes servile it loses its raison d'etre. Its labors are the main cause of the prosperity which is enjoyed by the people, and of the greater prosperity which is in store for them if they listen to the voice of wisdom. The notion of equal comforts for all, le régime des appetites, has nothing but a ruinous collapse of civilization to commend it.

THE VALUE OF EDUCATION.

The antidote to these poisonous precepts is to be found in the extension of university teaching. Its administration should be on a large scale. Emerson was not far wrong when he wrote: "We shall one day learn to supersede politics by education."

Those who are painfully aware, by the fulness of their knowledge, of the greatness of their ignorance, will have to inculcate that greatest of all lessons to those whose ignorance draws pictures of a future paradise in which a priori theories will secure universal happiness. In such an earthly paradise, I am afraid, the tree of knowledge would be sought in vain.

The doctrine of human fallibility is not impugned by scientific progress, but rather the reverse, when we think of the darkness from which we are only just emerging. Faraday gave expression to this conviction when he said: "Society is not only ignorant as respects education of the judgment, but it is also ignorant of its ignorance." Such a complex machinery as modern society, with its manifold wants, makes the organization of education more complex every day. Not by centralization, not by programme, not by circulars, not by examination papers, not even by lavish expenditure alone will success be attained.

What is wanted is that public spirit, that strong conviction in every man, woman, and child that education is a privilege; that the more education a man has the more he is to be respected. Does it exist? Yes; you will find it among the scattered population of the Highland glens of Scotland and of Switzerland, along the canals of the Netherlands, in the forests of Germany. It is a precious heritage. To increase it is our object.

The great chancellor of the German Empire once compared the struggle for gold between the central banks of Europe to a struggle among individuals for a blanket of insufficient size. The same process is at present going on in the various States of Europe with reference to education. We are all struggling for golden wisdom, with this great difference, that the gold we bring to the surface at once becomes the property of all. The discoveries of the biological marine station at Naples can be tested at St. Andrews, and the scientific work done at Strasburg can be utilised in Edinburgh.

Science cannot render men equal. The princes of science constitute a separate order, and when we enjoy the pleasure of contemplating or reading the works of genius we cannot help admitting our own inequality. A nation ceasing to reverence its great men is on the decline. Inequality is a law of nature; but so is liberty, and liberty is incompatible with equality. But if education alone makes liberty possible, by learning its uses and preventing its abuses, it also teaches us to be generous. The best educated man will also have the widest sympathies. The best educated people will also be the people which cements peace and good will among nations. [Loud cheers.]

MR. LOWELL'S WO DS.

Mr. J. RUSSELL LOWELL, the United States minister, proposed a vote of thanks to the Lord Reay for the address that had just been delivered. Like all present he had been much interested in his eloquent address.

He had been in the habit of advising young men to apply themselves to the study of German, for German he had found was a key that opened more doors and a greater variety of knowledge than any other that he knew. Although the study of Greek and Latin had always been cultivated at the university to which he belonged, the initiative had been taken in affording a wider liberty of choice. A young man at Harvard College could now obtain a knowledge of the modern as well as of the classical languages.

The question between ancient languages and science was rather a question of words than of things, as most questions of the kind were. It was a question which kind of knowledge gave the greatest advantages.

The desire to ascertain what subjects were the most important in education brought us back to the question whether literature was the most important element in civilization; but there were other elements which, if not of equal, were of first rate importance.

It was once possible to be an encyclopædic scholar. Dante, six hundred years ago, was a master of all the knowledge of his time. Nobody now would be so mad as to attempt to accomplish so much, yet Dante was absolutely ignorant of Greek.

The object of education in these days was to give a man a certain start; to give him, if possible, some hunger for knowledge.

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He once knew a teacher of drawing, of whom he asked the question: How many can you teach to draw? "Anybody." It is to me you speak; how many can you teach in a hundred? "Well, fifty." But how many can you teach well? Perhaps twenty." But how many to draw what you would call well? "Well, perhaps, in two or three years, one." [Laughter.]

One defect of modern teaching was, perhaps, that they tried to teach too much. As there were certain whimsicalities of appetite, so he presumed there were differences in the appetite for knowledge, which might be met by the establishment of such a university as that which Lord Reay had described. They would get solid and instructed scholars, instead of superficial attainments. [Cheers.]

MR. MUNDELLA SPEAKS.

Mr. MUNDELLA said: I think I shall be wise in coufining myself to seconding the vote of thanks to Lord Reay for his suggestive—I had almost said exhaustive-address.

During the week the lord president and myself will attend this conference rather as learners than in any other capacity. We must all thank Lord Reay very heartily for his very excellent address; there seems to be scarcely a subject on the programme which he has omitted to touch. And though I cannot agree with all he says-though, in fact, I strongly dissent from some of his views-yet, on the whole, we must thank him for the expression of that noble sentiment in favour of education, which, as was truly said, finds so much favor in Scotland and in Germany; the sentiment of a desire for public spirit, and for the dissemination of education among the people; the determination that it should be imparted to every member of the community, fitting him for the proper discharge of his duties as a citizen.

THE VALUE OF DRAWING.

His excellency, the American minister, has supplemented in his own admirable fashion the excellent address of Lord Reay, and I hope that you will allow me to dissent from him also on one point [langhter], viz, in thinking that although only one in a hundred show artistic skill in drawing, nevertheless it is good for all to be taught drawing. [Mr. Lowell expressed his assent to this opinion.] Then I see that we are agreed that it will benefit even the humblest worker to be able to use his pencil in connection with the work in which he is engaged. By exercising that faculty you have made him a much more competent workman than if he had never been taught drawing. I beg to express my obligations to the noble lord for his address; he is well fitted to address an international conference, for we may say of him as was said of Cobden, that he is an "international" man. [Laughter.] We also thank him for his valuable services in connection with this conference, and for bringing together to the great advantage of the English people so many worthy representatives of education from various parts of the world. [Applause.]

The vote was put and carried by acclamation.

Lord Reay in response said he was very grateful for the patience of the audience. He had not attempted to cover all the points in the programme; in fact he had been rather uncomplimentary to the ladies in omitting all reference to female education. Knowing that strong and conflicting opinions were held on this subject he thought it prudent to abstain. [Laughter and applause.] Another reason for his omission was the fact that the subject had recently been most ably and exhaustively treated by a gentleman whom he still hoped to see in that conference, viz., M. Brial, Inspector of French Schools.

In regard to any points of difference that might arise he hoped they would settle them as amicably and quickly as the American minister had settled his difference with Mr. Mundella. [Laughter.] They owed great thanks to the Education Department for their cordial co-operation in promoting the conference, and he would especially acknowledge the services of Mr. Fitch. [Applause.] They also owed deep thanks to the foreign governments who had a sisted them by sending eminent representatives to the conference, and they also cordially thanked the representatives themselves.

By their action the foreign governments had shown that they were aware that the cause of education was the cause of civilization. [Applause.]

S. Ex. 209--52

INDEX.

A.

Aborn, Frank, Mr., director of drawing in
schools of Cleveland, Ohio, 314.
Acknowledgments by the author of this Re-
port, xvii.

Activity in Architecture and in arts of decora
tion, to be anticipated, cxlviii.
Addenda, reasons for adopting, xxiii.
Address and programmes prepared by the
Art Director printed by the Board, 74.
Agassiz, Louis, Professor. The coming of,
to Harvard College, gave a great impetus
to the study of the sciences, xi.
use made of drawing by, cxxi.

teachers who illustrate topics by drawing
compared to, 219.

quotation from,354.

methods of work and of teaching, 354, 355.
Agencies for introducing drawing recapitu.
lated, 108.

Agricultural Colleges. A knowledge of
drawing an important preparation for en-
trance to, xii.

Akers, Paul, foresaw the art possibilities of
terra cotta, ccxxiii.

Albert, Prince. Credit due to, 449.

why his opinion was all-powerful, 453.
Alcott, Wm. A., manual by, showing use of
black boards, 12.

America, Walter Smith on, at Philadelphia and
at Paris, xciii-iv.

no fixed classes in, cxxvi.

slowness of, in providing for the new educa-
tion, cxxxiv.

American Art, early development of, clxxix.
American Architect and Building News,
ccxxxiii.

American Art Review, founded in Boston in
1880, ccxxxv.

American Institute of Architects, annual
reports by Committee on Education of, xix.
American Schools can and must meet the
new demands, cxxxv.

Angelo, Michael, immortal value of his works,

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Antefix Papers, work of and published by
Massachusetts Art Teachers' Association,
1875, 195.

a book for students by students, 196.
creditable to authors of, 196.

how written. 196

preface to, by C. C. Perkins, 196.

why written. 196.

list of authorities consulted, 197.

table of contents, 197.

second volume announced, 197.

Appendices,* plan and contents of, xvii-xviii.
summary of, xix-xx.

miscellaneous nature of articles in, xx.

topics of, necessarily varied and wide embrac-
ing, xxi.

extracts from art writers contained in, xxiv.

to Part 1, summary of contents of, xxv-xxix
to Part I, arrangement of, xxvi.

for full list of, see Table of Contents, iv-viii

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table of contents, 795.

introduction to, 797.

Appendix H, International Conference on Edu-
cation, London, 1884, 807-817.
table of contents, 807.
introduction to, 809, 810.

Apprenticeship, Technical Mechanical Schools
better than (see note), xci.

Architect, a young, early development of, in
Providence, R. I, ccxxi.

the story of a young American, ccxxi-ccxxvi.
Architects, credit due to, as a Profession, for

earnest effort to insure suitable training in
their Art, clxiv.

suffrages of, given to twenty buildings in the
United States, clxx-clxxiii.

Architecture, condition of, in America down to
a recent period, clii.

examples in New York City of, previous to
1875, clii, cliii.

revival of, in America possibly caused by the
sudden demand in the two burned cities,
Boston and Chicago, cliii.

examples in New York City of, in 1883, clv,
clví.

on fashions in, clxvii-clxx.

recent origin of use of brick ornament in, in

the United States, ccxx.

use of terra cotta in, begun in America by
Boston Museum of Art, 1874, ccxlix.
Arnolfo, architect of Florence, xliii.
Art, democracy of, xxxi-xlviii.

early association of, with "aristocracy," xxxiv.
the Church, the great patron of, xxxiv.
causes of Puritan abhorrence of, xxxiv, xxxv.
hereditary antagonism to, in America. xxxv.
delayed development of, in New England,
xxxvi.

*There is no attempt to make an exhaustive index of the Appendices, beyond giving their subjects.
The tables of contents, the running titles, and the numerous cross-heads in each paper will, it is hoped,
make reference to them sufficiently convenient.

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