SOUTH AFRICA — AND THE UNDERGRADUATE. 259 



clarion-call, and her sons sprang with joy. They went to the 

 wars; they returned with their brows bound with oaik. But 

 these magnificent triumphs of War were not the crowning glory 

 of Roman patriotism ; her victories of Peace were still more 

 renowned. Her eagles were not more symbolical of conquest 

 than they were of justice, law and administrative development. 

 Such patriotism should be an inspiration to our Undergraduate, 

 for there exists a striking analogy between the work he has to 

 do and the work the Roman did. Now, there is no one who 

 would deny that our Undergraduate is a lover of his country, 

 and is ready to lay down his life when his country calls him. 

 The occasion is rare when his country calls him to lay down his 

 life, but his country daily, hourly, calls upon him to do a patriot's 

 work. " Patriot " and " Jingo " are not synonymous terms. 

 The work of the patriot is not to dominate the subject race at 

 the point of the sword, even though we admit he should be a 

 master of that sword. The patriot is he who has a just recogni- 

 tion of his duties towards his own and the subject races; who 

 consecrates in his land a justice that never swerves from the 

 path of justice; who is moved by no false notions of sentiment 

 or of charity ; who tempers his strength with mercy ; who 

 rejoices in his pride of Race, and who sets his fellow-men a 

 noble example of how to live and a nobler example of how to die. 



The National Work of the Undergraduate. 



A. Education. — To what branches of National work should 

 our Undergraduate devote his energies? Where best may he 

 concentrate his powers? There are two spheres of outstanding 

 importance, neither of which at present is seriously considered 

 by him : — 



1. Education. 2. Native Administration. Let us first 

 otter a few reflections upon Education as a profession ; ask the 

 youthful Undergraduate his opinion as to the choice of a profes- 

 sion ; ask the man in the street. They both unhesitatingly reply : 

 " Where there is most money." It is a time-worn reply, but 

 honoured by custom. " The Mines, the Bar, the Farm — these 

 offer us most money. But Education — no use to us ; leave that 

 to our women-folk." What is the old South African tradition? 

 Any discharged soldier or sailor, drunken or otherwise, provided 

 that he could both read and write, possessed the necessary acade- 

 mic credentials to instruct the sons of Africa. Is the tradition yet 

 dead? We saw recently in the Cape Times an advertisement 

 inviting applications for the Principalship of a school a>t the 

 munificent salary of Thirty-six pounds sterling per annum ; board 

 and lodging to be obtained for Eighteen pounds per annum. 

 Here was an attractive position for a prospective Head who was 

 wont to enjoy rare intervals of lucidity. Now in this vital 

 matter of Education there are three phenomena we must 

 recognise : — 



