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ought to contemplate not the instruction of the members of a particular class 

 of society in the higher branches ; but the providing of the means of the best 

 and highest possible education for as many as possible of all classes of society. 

 This was the original object of the older Universities of Europe, and we cannot 

 do better than return to it. 



(3.) The third question concerns the immediately practical nature of any 

 proposed scheme. Now, it will not be expected that the colony should send 

 forth, at once, a completely equipped professoriate, prepared, Minerva-like, for 

 all requisite undertakings. But it is possible to inaugurate a good system, to 

 establish a certain portion of it, and to make provision for the whole. Our 

 circumstances are peculiarly favourable to such a gradual method of procedure. 

 The youth of the colony is not prepared to avail itself of a full course, but it 

 may be greatly benefitted by provision being made for establishing certain 

 branches of instruction without delay. And this is further peculiarly the time 

 when reserves can be made from the public lands of the various Provinces as 

 permanent endowments. These two points seem of themselves a sufficient 

 vindication of any attempt, such as the present, to draw public attention to 

 the subject. 



We will first of all address ourselves to a brief sketch of the University 

 system. 



Many of the difficulties which have often beset public questions in New 

 Zealand, might be avoided in this case, by distributing the various colleges 

 constituting the University, instead of congregating them all in one place. 

 Let us imagine for a moment the effect which would be produced, if the several 

 colleges of Oxford were distributed among so many counties of England, say 

 in Yorkshire, Lancashire, Lincolnshire, Devonshire, Hampshire ; and if their 

 principal men were assembled at some central point such as Oxford, or occa- 

 sionally moved from place to place, for conducting examinations, granting 

 degrees, and for other University purposes. Such is the scheme which seems 

 best fitted for this colony. Let each province be left to establish and endow 

 its own college, appoint its own professors, and fix its own course of instruction, 

 subject to certain general instructions and regulations as prescribed by the 

 General (Colonial) Government. Let there be a general council of the 

 University, elected for the most part by the graduates of the colleges, but 

 with one or two members elected by the undergraduates, or students, of each 

 college, and with a permanent president and vice-president. To this council 

 would belong the power of initiating such changes as from time to time might 

 require to be effected in the laws and government of the University, and also 

 of deciding upon such questions of dispute as might arise from time to time in 

 any of the colleges, between the professors, or between professors, graduates, 

 and students. 



Let there further be a senate, composed of a chancellor, vice-chancellor, 

 a certain proportion of the professors from each college, and a certain number 

 appointed by the votes of the council. To this body let there be entrusted the 

 necessary powers for making examinations, granting degrees, and similar 

 purposes. 



A quinquennial visitation of the colleges and the senate, conducted by a 

 board specially appointed for that purpose, and named by the council, would 

 tend greatly to preserve and promote healthy and vigorous life throughout the 

 whole establishment. 



Into the question of the appointment of professors it is unnecessary to 

 enter ; especially, as there is no reason why the same exact method should 

 be observed in every college. But as a general rule it might be well ultimately 

 to place a considerable, if not the chief, part of the power in the hands of the 

 graduates. 



