UNIVERSITY EDUCATION AND NATIONAL LIFE. 649 



In looking back on the general course of this whole movement in 

 England, we find that it has been steady, smooth and fairly rapid. It 

 has not been due to any spasmodic impulse or artificial propaganda, 

 but has been the result of natural forces operating throughout the 

 nation. Universities, and the training which they give, have come to 

 count for more in our national life as a whole. It should be noted in 

 passing that the missionary movement known as university extension 

 did not arise in the first instance from spontaneous academic action, 

 but was a response to public appeals from without. It had its origin 

 in memorials addressed to the University of Cambridge, in 1872, by 

 various public bodies; and it was in compliance with those memorials 

 that, in the winter of 1873, the first courses of extension lectures were 

 organized in the Midlands. Another fact of vital significance in the 

 movement is that it has included ample provision for the higher educa- 

 tion of women. 



With reference to the present position and prospects of the higher 

 education in South Africa, I tried, before leaving England, to acquaint 

 myself with at least the outlines of the general situation ; but it is only 

 with great diffidence that I shall offer a few observations bearing on 

 some of the broader aspects of the question. I trust to be heard with 

 indulgence by those from whom I shall hope to learn more. At any 

 rate, I can truly say that the question seems to me one of the deepest 

 interest and of the gravest importance. Indeed, it does not require 

 much insight or imagination to apprehend the greatness of the issues 

 that are involved. 



In the first place, it would be correct, if I am not mistaken, to say 

 that in South Africa at large there is a genuine and a keen desire for 

 efficient education of the highest type. A sound liberal education is 

 desired for all who can profit by it, whatever their future callings are 

 to be. But the practical and immediate need for the organizing of the 

 highest teaching is felt, I believe, more particularly in regard to three 

 great professions — the profession of engineering, in all its branches; 

 the profession of agriculture (including forestry) ; and the profession 

 of education itself, on which the intellectual future of South Africa 

 must so largely and directly depend. That the interest in the higher 

 instruction is so real must be regarded as the best tribute to the efforts 

 of those able and devoted men who, in various parts of this land, have 

 labored with dauntless perseverance for the improvement of primary 

 and secondary education. Unstinted gratitude is due also to the Uni- 

 versity of the Cape of Good Hope. It is acknowledged on all hands 

 that the university, as the chief guardian of learning in South Africa, 

 has done admirable work in maintaining a high standard of general 

 education. Certainly it can not be regarded as any disparagement of 

 that work if, as seems to be the case, a widespread desire exists that 



