556 Report S.A.A. Advancement of Science. 



for University education in their younger days. Over and over again 

 he had trained for the Survey, for the Intermediate, and for the B.A. 

 young men, and sometimes young women, who wanted to take their 

 degree. Moreover, there were other lines on which the Colleges had 

 nothing to say at all, and had made no provision for. There was 

 the training of teachers, for example. Men in his position felt that 

 the time had hardly arrived when they could be rightly aad properly 

 thrown into outer darkness. They were, at anyrate, doing a great 

 deal to stimulate education. They might not be a College, but they 

 were doing a great deal of the work which, in a country like this, 

 Colleges would otherwise do. In an established and large com- 

 munity they could, given the necessary means, create a College or 

 University. In this country they had not the students. What would 

 be the use of a magnificent University without the students ? The 

 preliminary work was still being done. It was progressing as rapidly 

 as could be expected. The students were even more necessary for a 

 University than the professors themselves. 



The University Council, as at present constituted, was in touch 

 with all the learned professions, which the Colleges were not. The 

 University was stimulating that foundation work which the Colleges 

 could afterwards build upon. What were the Colleges themselves 

 doing in regard to the learned professions? Hardly anything for 

 Law. The University was only waiting for the medical profession 

 to give the word, in order to make provision in this respect. In 

 regard to Theology, they were hoping to establish a definite degree. 

 There were not yet the educational facilities necessary for it, but 

 establish the degree and the other was stimulated to follow. After 

 all, they did not want the University to be a mere Science field. 

 There was something else in th? world besides Physical Science. 



The tendency was for Science to become so paramount that the 

 other refinements of life were almost thrust out — Music, Theology, 

 Philosophy, Medicine, and other branches of learning were as 

 essential for human progress and development as Science ever had 

 been. 



He would vote, not for revolution, but for evolution, in the 

 educational forward movement. He saw signs that the movement 

 was making progress. The evolution should be from within, and not 

 from without. He did not wish to dictate, but he would point out 

 that since Natal came into line with Cape Colony there had been a 

 very strong forward movement. If the Transvaal and the Orange 

 River Colony would also come into line with them, take a share in 

 their endowments, compete with them, and send their representatives, 

 then this evolutionary movement would proceed from within by the 

 development of the possibilities and actualities of the position as it 

 stood to-day. The Transvaal and Orange River Colony should be 

 represented on their Council and bring to it that wisdom which it 

 was known they so abundantly possessed. 



They must go quietly forward. They had not yet arrived at the 

 time when they could suddenly plank down a building and say. 



