PRESIDENT S ADDRESS. 9 



to Cape Colony, because I had no access to the reports issued 

 in the other provinces : — 



THE VOTE EOR HIGHER EDUCATION IN THE CAPE COLONY 

 IN THE YEARS 1894 TO 1909. 



Total Vote for Vote for Higher Percentage of 



Education. Education.* Total Votes. 



1894 £176,189 £8,964 . . . . . . 5.03 per cent. 



1895 181,370 9'093 . . . . . . 5.01 



1896 197,608 10,600 5.3 



1897 204,947 10,492 5.1 



1898 235,022 11,608 4.9 ,, 



1899 270,758 15,599 5.7 



1900 272,206 13,089 4.8 



1901 278,049 16,390 5.8 



1902 287,855 20,539 71 



1903 314,056 19,229 6.1 



1904 378,680 20,913 5.5 



1905 447,796 24,765 5.5 



r9o6 482,671 2-7r:sil 5-7 



T907 537-836 23,455 4-3 



1908 578,528 22,924 3.9 



1909 521,687 25,535 4-8 



These figures give the total expenditure for education, and 

 the amount apportione,d to Higher Education. Considering that 

 about one-half of the vote for Higher Education falls to the 

 Chairs and maintenance of Science subjects, and about one-half 

 to the Chairs and maintenance of the Literary subjects, we 

 arrive at an approximate estimate of how the State has discharged 

 its duty towards Science, or rather to the advancement of Science 

 in the colleges. It appears from these statistics that the vote for 

 Higher Educaticju in the years 1899 to 1906 was between 5 and 

 6 per cent, of the total vote for Education ; in two years ( 1902 

 and 1903") it was a little above 6 per cent., and in two other years 

 (1896 and 1898) it was a little under 5 per cent. During the 

 last three years, 1907. 1908, 1909. the vote for Higher Education 

 in the Cape Colony was only 4.3 per cent., 3.9 per cent., and 4.8 

 per cent, respectively, of which about one-half is apportioned 

 to the Chairs and maintenance of the Science subjects, that is 

 2.15 per cent., 1.95 per cent., and 2.4 per cent. 



] think these figures help us to understand the fact, that 

 whatever has been done for the advancement of Science and 

 teaching of Science in the colleges has been done on the initiative 

 of the governing bodies of these colleges, and not on the 

 initiative of the Government, except the establishment of the 

 Agricultural School at Middelburg, which has been called into 

 existence through the efforts of Mr. Malan, the present Minister 

 of Education of the l^nion. These governing bodies of the 

 colleges deserve the thanks of the people of South Africa for 



*' This includes the vote for the University. 



