<4 rRESIDK^TIAL ADDKESS SKCTIOX D. 



As luiglit be ex])ecte{]. Africa preseJits exceptional diffi- 

 culties, but we are not without hope of ultimate success. 



The Seceet ov Success. 



The portions of the virile races of Europe that attempted 

 the conquest of Africa were held at bay. No blame attaches 

 to them. Un the contrary, all honour to them, for the wonder 

 is that they were able to hold out till Science could come to 

 their aid. 



There is no gainsaying^ the fact that on the whole success 

 has been achieved through scientihc research, not by the pro- 

 verbial man in the street, but by meu from foreign countries 

 who, through years of study in institutions of learning, had 

 acquired special knowledge and responded to the call of Africa, 

 and applied themselves whole-heartedly to the task of over- 

 coming- what seemed like insuperable difficulties in the way 

 of progress. 



A Plea eor the Endowment of Educational Institutions. 



The knowledge requisite for the solution of scientific 

 problems does not come from nothing. It is a gradual accumu- 

 lation in storehouses that we designate schools; colleges and 

 universities. It is these institutions, inspired with a love of 

 knowledge for its own sake, that we have to thank for tlie men 

 who can go forth and grapple successfully with the unknown. 

 These institutions must be made the centre of our national life, 

 and the view must be broad so as to prevent the narrowness 

 peculiar to those of limited outlook. Our young men and women 

 must be given a fair chance to prove themselves. Thus far tlieir 

 record stimulates a feeling of pride, and we may confidently 

 look forward to tlie day when they will hold their own, not 

 only in this country, but also m an international exchange 

 of men. 



Such being the case, I submit that it is only the part of 

 wisdom to make every possible provision in the form of endow- 

 ment for our educational institutions, so as to secure the highest 

 possible efficiency in training those who show that they have 

 ability. Our system of education should be like a huge net, in 

 which every young person is caught up and brought within 

 reach of the lines of force of the university magnet. Eest 

 assured, the ear of the teacher will not fail to hear the " click 

 when young men and women strike the lines of work that appeal 

 to them. Then is the time when special encouragement in the 

 form of scholarships should be available, in order that no case 

 of real merit need recede into obscurity for lack of means to 

 continue to the stage of national usefulness. 



South Africa should invest heavily m scientific research, 

 for that is the only w^ay we can hope to hold our own against 

 nations with easier conditions. The more difficult the work, 

 the stronger and better trained must be the men. _ Thorough- 

 ness of preparation, even though extra time is required, shonld 

 be encouraged by the prospect of adequate remuneration when 

 work on practical problems is undertaken, iind yet university 



