28 PRESIDENT’S ADDRESS. 
for teaching is no less a post for learning, that among 
academic duties the making of knowledge is as urgent as 
the distributing of it, and that among professorial qualifi- 
cations the gift of garnering in new truths is at least as 
needful as facility in the didactic exposition of the old 
ones.” 
The proportion of professors and other teachers to the 
number of students is much smaller in Australian than in 
European Universities, and the time and facilities for 
research are less. 
From the report of the United States Commission for 
Education, 1896, it appears there are seventy-five higher 
seats of learning in Germany, Austria, and Switzerland, 
haying altogether 5,963 professors, 67,062 students, and 
6,628 foreign students. 
In Germany there is one professor for 12:1 students, and 
an average of 78°4 professors and 926°3 students (of whom 
67:2 are foreigners) to each seat of learning. Austria has 
one professor for 11°7 students. In Switzerland there is one 
professor for 5:9 students. 
Cambridge was about to make, in 1896, and probably 
has made by this time, very important changes to encourage 
the higher study of science, by establishing regulations for 
the admission of graduates of other Universities, who are 
not already members of the University, as ‘advanced 
students,’ upon a superior footing to ordinary under- 
graduates. 
They may pursue courses of advanced study or research, 
literary or scientific, under the direction of University 
teachers, without following the usual courses of study and 
examinations required for degrees in the University. They 
may also become members of certain colleges without 
fulfilling the conditions imposed on junior students, and 
their college status is assimilated to that of students who 
have taken their first degree in the University. 
