PRESIDENTIAL ADDRESS. G21 
have taught us a better way. For instance, in the State of Minnesota, the 
University has legislated that if and when the Principal of a high school of 
recognised position certifies that a student has successfully pursued for a 
specified length of time those studies in that high school that would entitle 
him to admission to the university, he should be admitted thereto without 
further delay or hindrance. What a paralysing curse the Charybdis of 
examination has been to all true learning only those who have suffered 
from it for thirty years can bear adequate testimony. It would be one of 
the most fertilising sources from which to secure good and progressive citizens, 
if instead of admitting within her borders all or any who came of their own 
spontaneity or from compulsion (leaving their country perchance for their 
country’s good) the Government authorities in the Dominion could get into 
closer touch with the educational authorities of the Mother Country, 
who would act as guarantee that the material sent out by the Mother 
Country should be of an approved and first-rate quality. This might be 
worked on the American ‘accredited school’ system, under .which the 
authorities of the school sending the pupil should feel the maximum of 
responsibility in recommending his admission to the academical, or the 
technical, or the industrial organisations existing in the Dominion. 
Since penning the first sentences of the above paragraph last June my 
eye has been caught by a notice which appeared in the columns of the ‘ Times 3 
on the 28th day of that month while I was engaged in the very act of 
correcting the proofs of this address; but I prefer to leave the paragraph 
written as it stands, as the notice in question is an eloquent commentary on 
my suggestion of educational intercommunion. 
I may, perhaps, be allowed to read the extract from the ‘ Times ’ verbatim, 
though it may be familiar to some at least among my audience. It is headed 
‘ International Interchange of Students—a New Movement.’ 
‘We have received,’ says the ‘Times,’ ‘the following interesting par- 
ticulars of a new educational movement to provide for the interchange of 
University students among the English-speaking peoples :— 
‘The object is to provide opportunities for as many as possible of the 
educated youth of the United Kingdom, Canada, and the United States (who, 
it is reasonable to suppose, will become leaders in thought, action, civic and 
national government in the future) to obtain some real insight into the life, 
customs, and progress of other nations at a time when their own opinions are 
forming, with a minimum of inconvenience to their academic work and the 
least possible expense, with a view to broadening their conceptions and render- 
ing them of greater economic and social value, such knowledge being, it is 
believed, essential for effectual leadership. 
‘The additional objects of the movement are to increase the value and 
efficiency of, as well as to extend, present University training by the provision 
of certain Travelling Scholarships for practical observation in other countries 
under suitable guidance. These scholarships will enable those students to 
benefit who might otherwise be unable to do so through financial restrictions. 
It also enables the administration to exercise greater power of direction in the 
form the travel isto take. In addition to academic qualifications, the selected 
candidate should be what is popularly known as an “all-round”? man; the 
selection to be along the lines of the Rhodes Scholarships. 
‘The further objects are to extend the influence of such education in- 
directly among the men who are not selected as scholars (through intercourse 
with those who have travelled) by systematic arrangements of the periods’ 
eligibility while they are still undergraduates. 
‘To promote interest in imperial, international, and domestic relations, 
1909. BA 
