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 // 
 
 Unioersiiy 
 Education 
 
 By 
 Rev. Prof, George firyce, £E.D. 
 
 HONORARY PRESIDENT 
 
 MANITOBA COLLEGE LITERARY SOCIETY 
 
 Delivered in Conoocation m\\ 
 mm\mn College, Ulinniped 
 noDctnber loth, m^ 
 
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 UNIVERSITY 
 EDUCATION 
 
 
 I 
 
MANITOBA COLLEGE 
 
i 
 
 I 
 
UNIVBRSITY EDUCATION 
 
 At tln' puldif tmx'tlnn in tin- ••mivo 
 ciHioii lifill of Miiiiltob.i collt'no H liiruK 
 Hiiilifriiiu of HtiiiliMitH .111(1 Ii-Ii'ImIh of 
 llio colU'Kc UK)k i»lftc«' KruLiy r\ciiliiK. 
 Afit'i" tlio |»rt"*(('iitfitluM of ini'd;ilH, 
 Hrl.<»liirHl IjtH iiiii. |ni/.«'H. II. li .In- ii'iid- 
 vr\uif of iiii iiiti-actlvn inn^lfal pro- 
 c, \U\. l»r. Hryn', Hciltijj; prliiul- 
 
 i;rniuiiii 
 
 I 
 
 p.il .iiiil |tn^il^■lll of tlic LltiTiiry ho- 
 citMy, (l.'llvcn'd tlu- f()llo\vlii« ImiiigMnil 
 aUilri'Ms. 
 
 TliiH Ih M.iiillolurN nr.'.ttt'Nt .vc.ir. 
 Noi oiil.x ilo'H )L mark Hit' «'liiiiax of 
 liiT K''«''it'»'»^'' lu.ittTial (U'vcloiMucnt, 
 lilt il Ih a r.'l li'ttrr year ia t!it> .nl- 
 \uiii'i' uf lii^lKr «''iacatii)ii. 'i'liis year 
 |M)hhcsh1u.i uf iiiilvfr->Uy ImikIh am! tlidr 
 appni laliuii in valnt- iuih .)p<Mi<- i up 
 ,1 \ iHioii of liopi' for till- (Mjiiipmcat 
 aii'l cxn'iisloa of tin- university. This 
 year alHo tliroimh the i;t'ii<Tosity of 
 '■(.lie |K)\v(TH tliat Ik!" the iiMl.ciNity 
 liaii Hifiiroil a hilo lor tlic "rcctio.i of 
 uiiiMrHliy liiiil.ilMK". This year 
 liir< null tlif Kift of .siiiishiiii' l>y a 
 l;iii I l'n)\ idfiit r. iJH- hcinoii lias n>- 
 iiialiii' I o|>( II loiiji' i'iio;i>:;li to I'liiiltlo 
 wh to virtiiaiiy <'o:in>l;'Li' tin- loiiiiil.-i- 
 tlon of a iiiiivcrHlty ixiil liny,- w lik-li 
 may now Iw liopcfnily r'xpi'cK'l to lie 
 in ns(* by tli.? en I of next year. V.n- 
 «<'iirajrf'.l by thcHc toki'iis tln! special 
 (■(.niinlltcc of till' university licl I its 
 first iiM'ctiiijr tills week to I'oru iuiz(> 
 tlic «'iirrlciilinr. of tln> tiiiivcrKity, ;iii(l 
 cbvai:; tlie iiKrcasc I adv.intaixi's to 
 In- given by ;i four ye.wN' course in 
 ;irlH. ll Ki'OMJs Mil fipproprl.ite oioa- 
 siori for <lisl•^lsHin^: this eveiilaff at our 
 .iniiiial liit^-rary society )i)cnini' the 
 (ini'slioii important to iis ;ill, of mil- 
 verslly e!iic;i t ion.. 
 
 OUK PKOVINCIATi .SYSTEM. 
 M.initolia unlrerfiity is* nniquR in its 
 orii-aiiization. It Hlielters unler Its 
 .-leuis all the liicoriiorale I collcfjes of 
 lie i>ro\liice. Organize I oriiiiiinllv as 
 a mere ex;imiiiiii)A- l)ody, tlioso of us 
 uiio were present ;it its start, renipm- 
 lier iiow (ioiibtful we were of its vit.'il- 
 ity, liou- little \vp pxpoctol froMi its 
 uroUlh, and liow when its i>rovin(dal 
 inotlier i)ut but .^-^HO for it i.i the 
 esliniatos we wej>t over its irif;nitilo 
 woes. But we li;ive liv(> 1 to lie hap- 
 pily iiisappolnted. The iiit(>r(>st and 
 coiifi lence of our western iieople 
 fratherod around the heli>lesH i.nntling 
 and we have lived to see in iiutle more 
 than a score of years the university 
 exiimini:i{r at its June examinations 
 425 candid'ites, and printing In 
 its calendar the immsa of 
 hundreds of graduates in arts, 
 
 ill m>dlcliH> and law. 'I'lie unl- 
 xerslly has reaclie 1 Its majority, and 
 thoiigl: il has hecii laborious, patient, 
 iind »r.\iiiu work for lis «;uarllaiis, 
 ,\et it has rewarded their inxliay In 
 the iiiiiiilH-r an I hiiccchs of ItH Ntiid- 
 eiilH and gratlnatcH. It was a great 
 experiment to g.itner the religious de- 
 noiiiinatiiinH into one common fold, 
 an! \v lay down tlie |»rliudple that 
 hut one source of degrees iti arts, 
 nudiciae, law and !lit>ology siioul I ex- 
 iHl la Manitoba. It was i "coasum- 
 matloii devoutly to Im> wished," even 
 il self-denial, iliffiriilty, ,'in t .it times 
 dis.ipiMiiiitmenl were involved In its 
 mainteiianre. 
 
 Tin; COLLKUIW. 
 
 The most HUi>erflid;il observer may, 
 however, see Ih.it the colleges have 
 be* the life of tiie university. TSvo 
 of ihcm, Hi. I?oiiiface an I St. .Tolin's, 
 Irl'ig with tlii.ni the beHt tra lilions 
 of the oT. l:ed Wiser days. Two of 
 them, Manitobii .'in I 'Wesley, ;ire of 
 IK'St-ionft'dcratioii date. Tlie college 
 of Ilsiidai'iiis, be.iring its -.ymbol of 
 \ig-i)r haw Jiow re,ieli<vi :i stable 
 place In its history, and It Is 
 liiit just to mention tiie three 
 ext'elleiiL collegl.ite institutes of Win- 
 nipeg, I'.r.iii ion ..n 1 Povtage l,i I'rairle. 
 All of tlus«' institutions li.Mve cheerfully 
 and e.iriKistly given the tira of tli"lr 
 p!'<-fesK()rs iiiid te.'ichers to do the work 
 of ih(- iiiii\«rsity, .Miid s(>iit their stud 
 ent.-' t<' Ih- ji glory and crown "'toti 
 At'.'idi jai.ic." At timas .as the years 
 have gone by critics have idiarued tint 
 college nUMi with want of thorough dc- 
 \otioii to the interejsts of the unlvers. 
 Ity, Jis comp.ir«'d with those if their 
 colleges. Looking btick on the whole 
 Ciuirse ol' the university hi-.tory It 
 iseems to me tluit the chirge is not 
 just. Kaiel.v has tluM-e been n r<Mpie.-i;. 
 to lower the btai'dnrd of the university 
 for the Kiike of stuilent or college. The 
 i'o!leg«'.s li.ive .ill erected commodious 
 and iittractivc! l)uildingH, li.ave .igreed 
 to the Increase of the university fees 
 !!H occasion demandeti, have given tlie 
 uidverdty loyal and gonorous assi-it- 
 ance, and have beon most niodcet in 
 cliiiming rrcognitLon, even wIkmi an oc- 
 ca*^ioiial superficial or ovor-he.ited op- 
 l)Oiient may h.ive ignored the great nor- 
 vi 'cs they have rendero 1 to higher edu- 
 cation in Mjinitoha. The graduates 
 as llicy formed themselves into college 
 t.ocieties, in coiinoctlon with tho col- 
 leges to which they belonged h.ivo, as 
 belonging to the university, largely 
 dealt with its interests In their mcet- 
 iiigs, and all true lovers of tho unlvers- 
 
4 
 
 ity will f(><>l tliiit \vit!i tlii'lr yoiitlifiil 
 niul i>un' ontlniKiiiHm tlioy jipm "(k'cniH ct 
 tutnmori in .'irmiH" to tlu'lr Aliiri 
 
 Mn ttT. 
 
 1T.ACK OF TJIH LMVKUSITV. 
 Tlio exihloiicc of our i>r()viii(i;il uni- 
 voPHlty iH M niMttor to iis of eonRratu- 
 latioii, but iMTli.ipK \v«! do not, fully 
 !ij>pnM'i,i K' itM iniiKirt.ince ;ik tlic toji 
 of llio cducMtionnl i>y f.imid of Mani- 
 tolNi. The iitiiv«'i>iity jiivcH the toiu- 
 anil (Jin't'tion to tli(> (HliicntioiiJil ilc- 
 velDprarnt of tiic coiiritry. Tliosc prov- 
 Inw'H (jf tJM' Ddiniriioii tli.it liive n 
 stroiiK i>ii(i iiniti'tl nni\<(rsity lif(> an> 
 those tliat hiwi' th ' lust sy.st' m-i of 
 I)uMic Hrliool iiiHtructi •ii.hntli scconilary 
 atid jtrimary. I'rinrc IMuard Isliml 
 and liritiKli ('<)liinil>i.i( have :io ;iMiv«>rH- 
 ily and tlicir odnca tioiial in'ozrcws liaw 
 tiol Ixvw niarknl. The < 1 "Vatio.-i of 
 the Htandard for UvicImth is only |M)s- 
 Hihlc wlicii tiic lacilitit'.s for liiiihiT edu- 
 cation arc ^iood. It is a u,r(vit niattei- 
 to have th«» assistanc(» of ini'ii of nni- 
 vor^'ity Htandiii^ ami broader training 
 to i::uide the affairs of the lower 
 bi'lioolK. It liaH cirtaiidy Ii<>'Mi 'in ad- 
 vantaj;'e to the .school Ky.stcm 'if Man- 
 itoba that hIx out of tlie '>i;;ht mcni- 
 Ix'r.s of the advisory ooard that directs 
 public t-chooi education an' ictive mi'iu- 
 
 IxTH of the university council 
 
 The 
 
 larj^e infuwioa of university trained 
 leaeher.s in our public schools has ia- 
 troduced a miu-h hi^luT standard of 
 culture into our school room-i than 
 would hav( lK>ea otheivvisc possilil •. 
 How riany a bright and useful teacher 
 have w«' ween in the exiHM'ience of our 
 urdverfrity lKHV)in'' aiuniated with thi' 
 thoup;ht of takiiiK •'• deuroe and em- 
 barking' on the cai'oer of stinly ikh-ck- 
 eary, t'- tain his ideal. It cannot 
 bt' of rwisi' with the choicest and Iw^st 
 of ( '■•!' If; men and wouieii, v. ho 
 havL tbt- auK oi>cned up bi'fore them 
 of going' I to a university education. 
 
 ■; IT HDALTHY? 
 
 The (pi tion has Ihhmi raised, when 
 wo havr u:oked ;it the !_'."> '.•.■indidat<!s 
 lirosi'iitirip: tliemnelves at the uiiiver- 
 Kity examinntioiiK : Is it advisable for 
 .-(> many to 1)o taken from the ranks 
 of manual industry and butsincss to .",'o 
 on to higher study? It is iinite pos- 
 sible that the farm and the worksho;! 
 have tnu8 Imhmi robb<^d of Kome avIio 
 would have done better to leave higher 
 Ktiidy unaitempteil. To be ;i briefless 
 lawyer, a Htarving doctor, or a 
 "stickit" minister is certainly to \h> 
 placed in an excruciating a,n<i jiainlul 
 condition. But, we shouUI remeiulM>r 
 that curH IS a growing and develoi)ing 
 country. It is jierfectly startling to 
 read the statistics of increase of our 
 it'anadian west, which has now half 
 a million ot people went of Lake Super- 
 ior, or of this city which I have sef^i 
 
 f;'r(>w from loss than thr<««' hundred 
 p<N pie to rorty-five or fifty thouHand. 
 Tliero will Im' an enormous work for 
 the iM'ttxT educated l/o do in our land. 
 I'rofossional men and educated women 
 will i»e ri«'<'de<i. The general culture 
 of the mechanical .and merc.i utile 
 classes will Ik- eh'vated, .a lid placets of 
 iisefiilne^'s will Ih' round for those who 
 work, ;ind to wize the 
 ne.iresL to their li.and. 
 'lid do nothing to over 
 young peojile to tiike a 
 education, but where the 
 
 are willing t<» 
 duty that iiG.s 
 I certainly w< 
 stimulate 
 university 
 
 'lad of p.airif-,' howev«'r humble his or- 
 igin, ha^ the lu-essing within i>r Uw 
 iiighei" aspiration I would ei;cour;ige 
 him to iio \i\ the jiiirsuit of that -.vhich 
 will I)r<'aiien and ennoble him. If I im 
 rightly informed the jiresent oecui'a 
 tl< IIS of our giv'ulu.ating el.a.ss of List 
 .Inneare, Dnsiness, farming .and hou.-^*'- 
 keeping '7, medicine 1, the ministry 1, 
 la\\' I, teaching ;:; U>U\ 19. 
 
 S"iSTi;-M OF TK.MIII.NC. 
 
 .\ considerable baiul of earnest stiid- 
 ent.s. the prcKsiiri't of .'imple mciiis of 
 .arc.inimociation, such a.> buildings, la- 
 biiiatorif.s ami aiip.a r.i tus lieiiig ii'iv(>ri, 
 ilie <iue-ition of nuist ju-e.-sing import- 
 ance is, What are <nir facilities for 
 teaching? The proposal .at the pros- 
 e !t tim(» is to have under tlie act of 
 ISti).'?, a joint itrofessoriate, a i);irt sup- 
 plied by th(> colleges and;ii)iirt by the 
 i,iiivcrstiy. Tlio terms of the act arc 
 that there ni.ay be in the university 
 proft s.'-ors of natur.'il sciea<'es, nmtlie- 
 'uatics and modern language-!..V eom- 
 Miittee of the university is now eharg- 
 im! to make with th(> provincial govern- 
 ment arrangements for as nuich as 
 may be poa.-,iblo in this tlirtK'tion. Na- 
 tural science and very soon mat'ieraa- 
 ticK may be tjikea by thf» university. 
 I'nibably in the meantime, modern 
 l.aiigiiages will be lefi, to the college.-; 
 along with clatiaics and mental and 
 moi'al science^. This plan nf ,i joint, 
 ui.iversity and college pr .'cissoriato 
 ;.■; tliat followed in (\'inib- 
 
 ridge and Oxford in Fngl.and, and in 
 Tiironto luiiversity. 
 
 Tnere seems .some reason in this, 
 ,'iicirt from its financial as])ect. 
 Tiie colleges all have fiuauties of the- 
 ology. To tiirni the teaching '.(f Ijatin 
 .and especially Greek is ne- 
 
 cessary for tlio.se who are to be de- 
 votee.s of the "(2ueen of all the 
 Sciences' To tiieology also, it is of 
 first importance that its cultivators 
 ■ liouid be logicians ;ind philo.-iojjhers. 
 Classics then, and philosophy, 
 as Iwing cognate subjects with 
 theology, may well be taught 
 in liie theological colleges. In 
 the meantime, modern laguages would 
 als<^ thus l)c cared for. 
 
 IJut whether in college or university 
 the batui of teachers must l>e looked 
 
iiiidnMl 
 >\isaiHl. 
 »rk for 
 ir liiiul. 
 wonit'ii 
 iriiltiiro 
 (•.•mtilo 
 
 IC(VS «lf 
 
 H«' who 
 »l7-<' tho 
 r liMii'l. 
 t<i ovrr 
 Liik<' ii 
 en- the 
 lilH or- 
 
 [•oiirMgc 
 t A-lnch 
 
 If I iiu 
 oPciii>a 
 
 of last 
 (1 hoii.-i«>. 
 istry 1. 
 
 (J. 
 
 st stml- 
 
 \r:\n< of 
 
 hiu's. I"- 
 li' li-ivcii, 
 
 iiiiport- 
 itics for 
 he ]iv<»- 
 ' ,ict of 
 ni't sup- 
 
 hy th<- 
 
 •U't MIT 
 
 iv(>rsity 
 niiiLlii'- 
 \ C'oiii- 
 
 «'hfir>i- 
 fiovcrii- 
 luch as 
 im. Na- 
 if I f>raa- 
 \ crsity. 
 
 inoilfrn 
 
 '.'ollcKR'-^ 
 
 tal and 
 
 I .ioiiit 
 
 \ssoriato 
 
 ("anili- 
 
 and in 
 
 ia this, 
 asiirct. 
 of the- 
 ■,)f Latin 
 is iie- 
 
 o bo de- 
 all the 
 it is of 
 Itivators 
 (sophers, 
 dlosophy, 
 ts with 
 taught 
 :3S. In 
 yes would 
 
 ST. BONIFACE COLLEGE 
 
 II 
 
 niversity 
 ■lo looked 
 
4 
 
 i 
 
6 
 
 i 
 
 on nh oiif— one in nini niiil so ilso, in 
 Kpirit. That liiglier eii>K'ati<Mi mny l«' 
 a<lv!inc(;tl tlie arrangoiuent must \h> 
 liciirtily entered nixwi if tlic lilKJifst 
 p;<Ki(l is to Ik? lioiie. 
 
 SPECIAL COLLEGIA. FUNCTIONS. 
 
 Presnming tliat the linf of action 
 tliiiN laid out iK to ije tliat wiiicii will 
 l)e followed for a numltrr of yearH io 
 come it is plain tliat tiir colioj^oH liavo 
 i-ertain otiior niost important fuiic- 
 ti<Mii-; in <<iir nystem. Tlioy are Kiven 
 an individuality under our couHtltu- 
 tion of a most marked kind. To me 
 it is a most imiiortant feature of 
 tiie'^e coliegeH tliat they all liav(> resi- 
 dences lor the HtudetitH. The residen- 
 tial Kystom is a part of the I'.nglish 
 university Kystem. It has to my mind 
 a great ;idvantage over the Scottlsti 
 and German system of stiulents living 
 in ].rivate Kidgings all over the city. 
 Tlie r(>.sidence system which seems to 
 liave been a failure in Toronto uni- 
 veisity is a very marked feature of 
 our Winnipeg coileg(; life. It pro- 
 (hices a strong esprit <lu corps In tlie 
 college. College men form here life 
 long frienNiiii)s. They Warn to lH»ar 
 with tiie failings of their fel-ow stu 
 dents, and they receive great impul.se 
 and assistance from their mh- 
 sociates. Hoth in my stu- 
 dent and professorial experience 
 la large iiercentage of tlie nest work- 
 ers and most successful .students Imve 
 bre:i students in residence. The hard 
 worker always has his rights resjiect- 
 ed, and can have nil the jirivaey he de- 
 sirO;,- for it is a point of honor evf'ii 
 among the grentest triflers to avoid 
 disturbing the man who 'fugs.' 
 
 The fact that the arts colleges 
 ar(> eich under the direction of some 
 religious body gives them a sjieci.il 
 oi)I)(>rtunity to exercise a kind, wise, 
 and wntchfu! care over tluj young men 
 wlio are committed to uieir charge 
 The atmosphere of a religious life may 
 ever be found in the college— its moi-n- 
 iiig and evening prayers, religious 
 opening, and other influences freely ex- 
 ercised supply a most v.-iluable factor 
 in the training and development of the 
 students- Tiiis feature will l)e most 
 helpful in suppl\ iiig ii side of univer^ 
 fcity education. 
 
 THE TEACHING STAFF. 
 
 But after all what is wanted to 
 make any e.lueational institution is 
 competent teaching. Goo 1 buildings, 
 large endowments, plenty of scholar- 
 ships, and ardent students may all be 
 present, but it is the personality and 
 successful effort of the teacher which 
 after all avails. Men of (1) charac- 
 ter, (2) of learning are w.anted. No- 
 thing can atone for tlie want of a 
 high, upright, and benevolent charac- 
 ter and disposition In those who are 
 
 to be mod* Is for the young. In 
 those who are to Ixi moulilers of high 
 eharactei in others. Learning is es- 
 sential in the instruetxus on a univer- 
 sity or college staff. Nothing inspireH 
 a student so niu<di witli the tnn^ spirit 
 of study and with the aspirations to 
 excel as the feeling that his professor 
 know.'-; his sulijc ., tli.-it he liari a repu- 
 tation wliicli i":uen.'s outside the col- 
 lege walls, that he is an authority In 
 some sense on the subject on wiilch 
 III- professes to speak. Nothing so 
 (lips the wings of aspiration in a 
 student, as the feeling tiiat his i)ro- 
 f(ssor is only ;in example of repuc- 
 alle me.iiocrily. I speak thus strongly 
 because I believe there is ,i f.-ill icy 
 abroad in our educational circle.s ui 
 this resi)ect. We hear men say that 
 put ii man of f;iir ability Into a pro- 
 fessor's chair and he can soon take 
 up enough to ('liable him to te.'ich. This 
 is a most mischievous opl'iion. Th<^ 
 professorial cluiir slioulil not i«' occu- 
 pied by an apprentice; it should b(> the 
 seat of a m.ister. 
 
 This is a most impoitaiit thing "for 
 our joint system. It needs first-idiiss 
 men Loth in our college and university 
 positions. Tlie pre.s.sure arising from 
 small st.affs and ov( rworke.! i>rofess()rs 
 has 1(hI us into losv idevils ot what iiiii- 
 versit.v teaching should be. To make 
 Kiu'cess poysible pi'ofe.s.-,or.s should not 
 be unduly ]>re,ssed with tutorial work. 
 N<' professor can deliver more tlum 
 two or at most three lectures of an 
 hour eacli in the day. Contrast this 
 ideal witli what men in .all the col- 
 leg(is have had to do in the piist. The 
 fact is man.v have ceased to lecture, 
 and have come down to ;i system of 
 grinding and c.-itechlzlng. 
 A NEW EillA. 
 
 Tliis year the four years course will 
 lx> fully considered, and judging from 
 tlie harmony of the committe<j on 
 Tuesilay last on this matter will jtrob- 
 ably lie adopted. Thio will be a new 
 departure. It will throw gre.iter 
 ri^fjponsibiilties on the joint university 
 and college staffs. Can we meet it? 
 The ajiiiointment of university pro- 
 fessors will to some extent relieve the 
 colleger by removing science and per- 
 haps mathematics and allow tlioui 
 to devf)te more time to the three de- 
 partments left to them. But it will 
 require heroic and determined action 
 t<< rihe to a higher plane of teaching. 
 To students it will no doubt bo a great 
 change. The student needs to be 
 tluown more upon himself. To use a 
 coi!o(pi'alism 'he must cease to Iw 
 si)oon-fed." He must not expect to have 
 so many lectures— but what lie has 
 should be real; he should not look to 
 have texts books synopslzed for him, 
 but do his own summarizing under the 
 inspiration of high class lecturing ; he, 
 
t«io, i-ilKHifd liavo fowcr liours ;i <!,iy 
 'irc'|i-s work, ,i.inl Iv ^<' '■' iiiurt' srlf <r,r 
 ocU'd iifr. fir slioiild Im' an iiidi'iH'inl- 
 cat, ^<"ii i]<'t<'riniiiiiip; Ix'iiin' in iii- 
 stiKiOtit lilc or Ik' will he ;i ikioi', 1i<>I|i- 
 l('-,s, spirilUsK iiicoiuiH'tciit iiia'i in 
 art<T iif«'. Kiimiiiiit*' the Ki)irit, wIkiI 
 tlio J''r<*rwli ca'.l ■elan,' from n laan-ind 
 
 llO ih nM''«'S'R. 
 
 Tin: T]:.\('iii;i:'.s attiii de. 
 
 1 lia\r Niiokrn (jf I lie iinportatit'c (jf 
 learning on tlu; part of tlit* ti>aclier, 
 lull tlif U'arlicr'K aim anil oiitlu'ik Ih a 
 matter of tiic ur(Mt:'St imi)o;'taMC.'. 
 At tinu'-v it s<'( ins as if ticvotiu'i to a 
 Niiiiji'*' , alisoliiti a lisorptio I in a de- 
 pa rli"..'nt of ^ludy, t'uts the slnijws 
 of activity in the tcacliri'. Phis must 
 not U'. TIk' profi^jsor, whatovor iiLs 
 (icparlmt'nt, ^liould liave mental alert- 
 iic'sH. Il«^ oufilit to k(M*p abroaat 
 of thr CMii'r<"it literature oi the 
 PubjfM't whk'li he is teaehiap,': he slioiild 
 fiJ'fcie"eia((? witli those of kindr(>d studies 
 ill sf.eieiiew oi" in private (•onfereiics, 
 lie siiould if [.ossihie see oth 'r institu- 
 tions in cliffereul parts of tlie ■•ountry, 
 and examine the iiietiiods lollossed t.y 
 oihtr teachers. The ^ire/itest 'i\il is 
 for the piGf«v-sor to ^;aiii the feeliajj; 
 that he lia.s attained, that his 1 'c- 
 tares are w I'.tten, that his ijourse i-^ 
 ouilineil, that he is familhir with 
 ( v<Ty point he exjx'ets to t-acli, that 
 tlieie are no more worlds for him to 
 conipier. Self-sa lisfaetioa has in ii tlie 
 teacher's \rm'-sis. \Viien"vor lllie 
 teacher feels tliat he has reaeliod the 
 ultimate, mental sta iriati.m anil con- 
 K>i,ueiit decay have alr"ady set in. To 
 he a real teacher there must ho the 
 constant i . ai iiin v out to til • unknown. 
 
 I M\ i:i:.'^[TV Tl'.ACJlING MKTIIODS. 
 
 But this is an atic which pays j!;reat 
 attention to methods of tr\Mciiiii;i'. The 
 l>riiiciples of peiiauo.i'y Irom ih(> infant 
 i-iass to tlie post firadiiatc university 
 course havemucli in common, hut th.-re 
 is a Hpecl;il fi<"hl for tli(> university or 
 colli ne profcss^or. Jle is dealiiifi' with 
 yoiinji' men iiml wom<Mi; his modew of 
 interestiiifi' his class must be varioil; 
 student.s are more* critical than i;liil- 
 drrn: the Kid>j(Cts treat -d are more 
 jibstruse ; tlie student is reipiired to 
 do more indei^endent work th.m the 
 scholar; Tin- profeHsors wcjrk is 
 raiiier that of inspiration than Mf 
 peda^JOKi^'^•li do;iinaiism. Ihit there is 
 the same noetl as in the si^hool for I'lear- 
 uess of ('ininci.ilion, orderliness of ai- 
 ranjiemoiit, c^jiitinuity in development, 
 illii.'-tration, and eveji ai>p;>al.s to the 
 ".scientific im leiuatiou' of wiiieli Tvii- 
 dall Ki>eakH. With all this the stiidMit 
 must 1m' tr«>at(Ml as a man, .ind not a.s 
 a child, and inspired by iiigher motivB.s 
 and ideals. 
 
 Ti:ALiLI.N(i Ol' i:N(iLISH. 
 
 I sliould like to Ulu-strate modein 
 
 imtliods by releniiee to (Uie or t\\(i 
 departtneiit.s with wliK'h 1 ii.appen to 
 have h<imo actpiaiiitunce. The te;ioli- 
 \i\^ of what : rofessor I'.ain calls "the 
 niutiier tuiiiiue ' is onci of iiumen.so im- 
 portanee and some diffieiilty. \n 
 anteeodeut diflK-uity meets thi' pro- 
 fessor ill touclaiig i;iigiish. Tin* stul- 
 < nt is of opuiiun tii.at ho knows his 
 own lanfiiiaj;-e. lie u illinuiv admit-i his 
 innor.ance ol Latin or (ieriuan, but not 
 of i;nj;lisji. He may ni ike nuniberU'ss 
 mistaken- in his spee<'li <U' wcitinn- but 
 lie finds vluit he can make himseli' un- 
 derstdt.d. lie will not ta l<e the stud,\ 
 (>f his own language seriously. Tcu-ii- 
 inf him foimal Kram iiar will not 
 ri me ly his defieieneie.-«. His taste nnist 
 be elevate I. tiood literature. e-|iecial- 
 ly iiitero^tiiiy; forms of poetic litera- 
 ture, bioiishi before aim may at- 
 t''acl him. AUui-i with thi-i praetic.i I 
 .'I'lart in eomposinu' is nei'led. Tue 
 essay is lieccminu the eliief leviee for 
 '-liowinti' the student his i!e!"e<'ts. I'rae- 
 tieal W(^rk in lMii)iiiai;e ImiMiiiK wi!! 
 ^i\e a know leJ^e nov to Ik' oitt.'iined 
 inany other way. It will he rememb- 
 eve 1 that l!:ieon .-aid that while- read- 
 iiip' a nil cc/iiver.-'aiion are valuable in 
 ci'jtain directions, yet "writinu- 
 laal.ctn an e\a*'t man." And lime i:; ;i 
 fact<u' in all sucees.-fui teai hini^,- of 
 i.iifilish. r.y rciiuiring fre:pient exer- 
 cises, by c<.rixviiiin' and di-eussinji' 
 these. l)y imitating, ^ ;od models, i»y 
 ■aiipealing to the imagination and in- 
 v( re-;t tiir<uip,h eiioiee seleetioiis from 
 the le-t autlH.a>. and by coiitiniiiiiij,- 
 this y(ar afto;' .\e.ir .s<imetiiin,ii' may 
 l>r' aeciimpli&hed, and lio'.a taste for 
 (inod litcratiue and facility m iisln>i- 
 rjie mother tuugue seeiireil. Mn^'lish 
 iaiipuMge and liieratiire should I'orni 
 a ciimpulsory sub.i <'t for the majority 
 of tiK' studeats during;' the 
 fiiur years of a university course, 
 
 SCIENCE TEACHING. 
 Inning- the X'ietoriaii <'ra the teach- 
 iiig of scieaee has Ix^come a new art. 
 I'.oiore tli;s ]»eriod scieiie<^ was regard- 
 <hI ar; eomethiiig occult to Ik^ eulti- 
 vaieo hy tne lew, v(,'ry much as it w is 
 In ttie AlciK'mlsts in the Middle Ages. 
 .M \N I no rueessity of inrhidinp,' it in 
 the eiirrKaiium of the <'lemeiitar\' and 
 socohiiary kcIiooIs as w<'ll as in tin; 
 college and nniv(;rsity is generally ad- 
 mitted. t)n account of its i>\i)en.sive- 
 i,<'s It has not yet, unless it 1m> in 
 ixilany and to a cortiiiii extent in 
 efiuen-iary eliemistry, taken much 
 r!iiid oi tli<> «'lcm(.Mitiiry kcIiooIs. 
 If! coii.soipience of this the stat<'m"nt 
 made by the "t'oiiimitte<> of Ten" 
 (l^i^ty is very lru<': "W Ihmi eoilegc 
 pmfessors endeavor to teach ehemi.s- 
 try, ] hysics, botanj', zoology, meteor- 
 o:<.gy, or go > logy to persons of 
 eightoon or tweuity years of age, they 
 d'.'-coAer that In most instances new 
 
 I 
 
 1 
 
'4 
 
 .^.j^^.^-i^f 
 
 [ 
 
 
 
 ST. JOHN'S COLLEGE 
 

 I 
 
liiihilN of oip.MTN liin. n'flci'tiiin, anil 
 loccnliiit? ti.'i\<' t<t Im' |iaiiifiilly aciiuir- 
 «'ii uliicli llK'y hliuiilil luavc a('i|uli- 
 etl in (*arly uliil<lli<<)tl." 
 
 Niiu wiiai IS ii«M'(l<>ii ill i'oiiiH'ctioii 
 with (.c'ioiic*' tiai'liiii.u; in r\cry (;ra(l«' 
 fmiu tno kiriil* ruarti II to tlu- ]'.. A. 
 year i;-" llu' rractifa! iiictlio;! ; lIk'h; 
 k'i"uIi1 tx* "oliMTSiit loiial Ntmly ■.\itli 
 tl;o hix ciiK ns in tlic liands of ivu^li 
 liKpii. ■ Tlio iiraftif<> t<:o rrciiiiciiiiv 
 f<i|lo\vr(f of taUiiin' a text IxoU iml 
 ifiiirninii; a certain niMiilHr of 'loriiii- 
 t;ons is noL <iniy wasted time, i>,it i.iys 
 tlio 1 'f.ritljir'iiii of a vii-ioiis liahit. I'ac 
 ilitiojT KJioiilii Im« provldcii \>licr«'l>y ilic 
 l(>a('lu;i' oi botany Hhoiild li;i\(> plants 
 mid iuicroNC()|M'K ;tiio tisMciicr of I'licm- 
 iKtry and iiiiysics reagents, app-iratuH 
 and" iiiHiriimciits, the toaclicr of i;-4'()- 
 lojiy (^iK'C'initMis, diafirams, and models. 
 Tin- (irratc.st care slioidd 1m' takf^i in 
 lalKiratory work. Tlic w oi'k siioiiid 
 1m> niiiiiu*^ and accurate, all slovtMily 
 mctlioiis r<'i)r('ss('d, systrma t ic •cconU 
 mad'', drawinn-s iiisisU'd on, and tlii' ox- 
 iiniinaiioni-. cliii'fly coiidiictJMl by lalxir- 
 Mtoi'y work tiariii^' tlic M'ssion r;itlit>r 
 than by wiittMi <>x:imination.') ,it th(> 
 I'i'd of tlH' McKsion. The closest super- 
 vision by tlir piftrcNKor or assistant-s 
 t-lioidd bo carried out, and cacii student 
 Ik' couipcllcd (o niaiiaM,e apparatus, its 
 cicaiiiiiji', fitoriiij;:, and car(^ as part of 
 his rc;.'ular work. Tli<> dill, 'taut" 
 mcihtxl of witiK'ssiiip; e.xpcrinieutu per- 
 formfMl 1)y i)ror«'ssoi's has little educa- 
 tive effect: the < xperime ts are cer- 
 crally lui.smidersiood, ami the mo.st i !• i- 
 culous and inaccurate conclusions 
 drawn from them. Practical work 
 done by llit» Ktudeiit himself under tlie 
 canful Huporvision of the profes-or is 
 tlui only thing that really aviil> .•in.\- 
 tliiiif!; worth wjillc. 
 
 LAi;oKATouri:s and :mi skum. 
 
 If tii( priii<'ii)les laid I'owii are cor- 
 rect it iiuiuodiately follows iiiat 'ab- 
 oratoriei?' iniiHt be i>rovi(leii. They 
 art- exi>eiistve, it is true. It islariiely 
 for this reason that tlie-uiiiversitv ha.s 
 to come to the heli> of tin? colle<i(>s. 
 An equipauent for t!ie mnv iiuildiiii!; 
 ulii<"l; is chiefly for scienc pui'poscB 
 will cost many thousands of Tollars 
 and tlieii will be found inadrupiate. 
 Aiiparatus for physics alone, to be of 
 any scivlce in {liviiiK a real training-, 
 will cost a larii;i> siiin, but the iliffer- 
 ent s<-i( nccH must b(> provide 1 witli 
 the material for work, and the cur- 
 riculum sliould be adapted for lom- 
 pulsory practical work in 'very de- 
 l)artment. Tlic museum is si.:;plv 
 a laloiatory. It does not mean in 
 science — ^vhat it is p;enprally taken 
 to mean — a collection of materials as 
 ansi'ellar.eouf-i as the contents of the 
 witches' cauhlr<iii in Macl)Pth, or of 
 the old apothecary's shop in liomeo 
 and Juliet. It is not a musty, dusty 
 
 collection ol old hookn, peacoi^k'H 
 ftatlieis, Zulu asHcuals, ami oM '\tnxM 
 .iik' 1 iscarthd military nniforiiiH I'.iit 
 it is a ucll a rraim'cil claHsifi.'cj i iHec- 
 tioi: of animals, plants, icxkN, min- 
 erals, and tilt like, to lie eoiiHtautly 
 iiHctl by the profcHsors iii their dally 
 <ien;on»strationK. .\ coiiHervatory for 
 plants, a dihsectinn' room f(U' prattti- 
 cal zoolony. prlvjiti' lab<jra torles for 
 oiininal w(U'k by ju-ofessors, form a 
 l»art of the modern system of fu- 
 st ruction in science. 
 
 i'LDA I'oi: Tin; mi'.kauv. 
 
 r.iit when the pl.'in <if inductive iii- 
 vc^ti^;•ation to tliscover trutli, or dc*- 
 ductive juactical uork to prove 
 known truths is coiiteii(!od for. yot. 
 the library in all the ileparlments of 
 codcfie ami university ediu-ation is a 
 nrcossity. Not the libraries as we arn 
 aid to liavr^ them, clo.Ncd up like the 
 the tejiiplt of .lanus, emboi.iments of 
 a ciiiHliiion of intelle<'tu;i I -leep. but 
 con.'.taiitly accessll le and open — when- 
 ever a student has a leisure half h<)ur— 
 libraries not ma(l(> up of colle<'ti(Mis of 
 ;i iiliipiated tomes, but books of the 
 living;' [irc'-etil, books well selecte I. ;in I 
 covering- tlie .several depa rtmeiiL.-f fair- 
 ly well. Tlie ci)licjj,-es slioiil I be v\ elJ 
 providi d \\ iih book.- 
 
 iii the 
 left fiir ti.em to teach, and 
 
 subjects 
 til" uni- 
 
 a refereiu'c lib- 
 
 (•(Uiiprchonsivo 
 
 U^t;es m.iy not 
 
 vcrsiiy should have 
 rary of a broad and 
 Uinri. What the <'ol' 
 siicci e I in doing' the university might 
 uii.d«;rtal' o. Then the consulting room 
 sIkiuUI be provided with bo(dvS la the 
 se\er;il si-ientific dep.'irt ments to which 
 at all times the student-; .should have 
 ready .-iccess. T'.c library thus li(>- 
 (•oiues a litera!.\ laboia tor.v. It sup- 
 plies the tustriiments for the 
 Ijiactjf'ai w< rking- out <jf a thou.sand 
 probems. To be in a large, well 
 selected, comprehensive library such as 
 the il^>ritisi! Alii.s«Mim, Harvard college, 
 or the Ottawa iIoii.se of 4*ommoiis lib- 
 rary in winch I ha ve had the pleasure 
 of n'.any months work on different oc- 
 casions, gives a student a sense of 
 power. lie can solve many jtrob 
 'ems, rrc(>iv(> new imju'i'-es and iiii- 
 pre-sions, correct his mistakes, and 
 banish Ills ignorance. 
 
 How well Uiiskin speaks when 
 he say.s of our jireparing ourselves for 
 grasjiing with true ])iirp(Ks-e tlie look, 
 or the tn'asure of a good library. ■•Yo,i 
 must a.s-iv yoiir.se|f, 'Am I inclined to 
 work a>; an .Vus'tralian miner would? 
 .\re my j) cl-a\<>s and shovel.s in jvood 
 oi'dcr, and am I in good trim myself, 
 my sleeves well ui> to the elbc;)W, ard 
 my breath good, and my teniiier?" 
 
 1 have choseji the two departments of 
 I'liii'liKli and S,-i-.>nce for illasi r-i tiiui, but 
 the s.'irae reasoning apjilics, "mutati.-^ 
 mutandis," to all the other courses in 
 college and university. Whatever bo 
 
ttic PourM» ill 
 if we follow 
 1111(1 have llio 
 Midravor, we can 
 tlic w'lM' niai 
 
 tln' uiilvjTHity 
 
 wiKfli mt'iliodM 
 
 iu»bl(» H;>lrlt of 
 
 htw ill ih«) words nf 
 
 Tli<> liaiid of tlK) illll. 
 
 jr,.iit maketh rlob, "— Yoh rich In -vorld. 
 
 ly HiiwchH— ricii ill «'X|M'ri<'tie('— rich In 
 menial nidowmoiit— rich in tin- tn-ari. 
 an s of tho th» hcurt— uiid rich :ii tlu' 
 d<>4>|> lliiiim^ of tUu spirit and of ilio 
 lUcniui FatlHir. 
 
WESLEY COLLEGE 
 
H 
 
 If). 
 1 1. 
 
 16. 
 
 '7- 
 
 18. 
 
 19 
 20. 
 
 21. 
 -■2. 
 
 ■24 
 
 A 
 
I Publlcailons of Prof. Bryce, CLD» 
 
 4 
 
 Manitoba College, Winnipeg. 
 
 in M.iitiolM" in the nt-w Canadian KiicycloiKu.lia. «""«-"""" 
 
 ' '""^z si^.^r,''?.!"' """'«" '"-"■ '"■?,'»^' >^'7. ."-.-;.«„■ 
 
 niiD ^Auiini.u »»..-... "^iimpion /.ow<jf Co., /.uiidon 
 
 Spr.B.F^i^?.MXM«" '''•''"'' '.^.A'«A,„.«„, ■/„,,„/„ 
 
 .OM i L^ ^ruVt*-^^'*^ ' "■'''""'' r<,«,v././<,W .S7„//„„„ V r ... ,r7««,/.;f 
 
 JOHN BLACK: THE APOSTLE OF THE RED RIVER it^rn 'fi.nr.rs To,o„to 
 
 THE REMARKABLE HISTORY OF THE HUDSON'S BAY COMPANY ?in ',.?«" 
 
 Sampson /.o/rCJ' Co., London 
 
 *2 ,S0 / 
 
 12. 
 
 I.V 
 
 ll- 
 15. 
 
 16. 
 
 '7- 
 
 18. 
 
 '9 
 
 21. 
 -■2. 
 23- 
 ■24 
 
 Published by the Royal Society of Canada, 25c each, 
 
 I'ive Forts of \Viniiii)eff, |io. 
 
 I'lca for n Cinadiiiii Camden Society, (to. 
 
 Noted Journeys in Kiii)ert's I,:iiid, ,ito. 
 
 Assiniboinc Hnd its I'"orts. .(to. 
 
 I'ierre Ksprit Kadis.son. 
 
 Published by Manitoba Historical Society, 26o each. 
 
 The \Vinnii)eK C(>\intrv 
 
 The Monnd linilders, illustrated {scarce). 
 
 Memorial of A. K. Isbister, I,1<.H. 
 
 The Sonris Countrj — Mounds and Moun 
 
 tains. 
 Sketch of John Tanner, Manitoba Scout. 
 The Old Settlers of Red River 
 Notts on llarnion's Journal. 
 Two I'rovisional C.overnments in .Manitoba. 
 l*he I'irst Recorderof Rupert's Land—Judue 
 
 Tlioin 
 Surface Geology of Red River, .Vc. 
 
 Older C.eoloKy of Ked River, iS:c 
 Karly Retnini.scences of Winn: 
 
 Worthies of old Ked River. 
 
 ipeR. 
 
 26. 
 
 27- 
 i«. 
 
 29. 
 
 30. 
 31. 
 
 35- 
 
 3^> 
 
 37- 
 
 1 SO 
 
 " 3.S 
 o jO 
 
 o 7S 
 3 00 
 
 ^ 
 
 AT THE BOOK STORES 
 
 i.akeoftlie W dods - llistorv, Oeolotry 
 
 .MininK and Manufactures! 
 Sketch of Chief Factor Robert Campbell 
 
 Discoverer of rpjier Yukon 
 
 Published by Mjnitoba Coll. Literary Soo 16c each. 
 
 A Modt'rn fiiiver>.itv. 
 
 Karly Reminiscences 01 .Manitoba College 
 
 A New Nation. 
 
 Pressing Hducational Problems. 
 
 Problems of C.reater Canada. 
 
 fireat britain as seen by Canadian Kyes. 
 
 I'Ulucational Thoughts for the Diamond ' 
 
 jubilee N'ear 
 The New Canadianisin. 
 University Kducation. . 
 
 Published by The "Free Press," 2Bc each. 
 
 Holiday Rambles Hetween WinnipeK and 
 Victoria 
 
 Published by British Association, 25o each. 
 
 History of Fducation in Manitoba Cp to i8S,^