The Work of the Universities of the Empire

Mr. President and Gentlemen,

This is the second, or possibly the third occasion on which I have spoken to the Empire Club, and I am afraid that I cannot just remember what I spoke upon in the past. However, there will not be much danger of going over the old ground in taking up the subject that I have ventured to submit for your consideration this afternoon.

Last summer there was a very important gathering held in London,--in July--and I thought that some of the impressions that one received from this gathering might be of interest to the members of the Empire Club. This gathering was the Congress of the Universities of the Empire, the second of the kind that has been held, the first having taken place some eight or nine years before. The first was not only a new affair but it was comparatively unimportant, or it did not appeal to the imagination of the educated world; but I cannot say that of the last Congress that was held. It was prepared for with the greatest of care; over two years' work was put upon the outline of its conduct. The University of London, supported by the Universities of Oxford and Cambridge, and afterwards by the other universities of Great Britain, threw themselves into the matter, provided liberally for it, prepared an agenda paper which was drawn up only after the most careful attention and consultation with the universities all over the Empire, and finally made arrangements not only for the conduct of the Congress itself, but for a visit to the other universities of Britain; indeed nothing had been left undone to make the Congress a success. So important was it its regarded as being, or likely to be, that the Secretary, Dr. R. D. Roberts, a distinguished geologist and extension lecturer in Britain, was sent out a year before the Congress was held, to meet the Canadian Universities, and we had a gathering in Montreal of the Universities and Colleges of the Dominion, at which our opinions were taken, and Dr. Roberts, after visiting us, returned to Britain to put these into effect. Unfortunately he was very suddenly cut off, and another Secretary, Dr. Hill, had to take his place. However, although there was a great loss on that account, the Congress was carried through in a wonderfully effective manner.

That it was very important may be proved, I think, by the type of men who showed an interest in it. The Government gave a luncheon to the delegates on their first arrival, in the Savoy Hotel, and that luncheon was attended by a large number of the Cabinet, and of distinguished gentlemen in public life in Britain. The address of welcome was given by His Royal Highness Prince Arthur of Connaught, and the formal address by the Secretary for the Colonies, Right Honourable Mr. Harcourt, and a very brilliant address it was: The morning gatherings were presided over by the Chancellors of the different Universities, the opening session by Lord Rosebery, the second session by Lord Curzon, the third session by Mr. Balfour, the fourth by Lord Rayleigh, the fifth was to have been presided over by Lord Haldane but he was called away suddenly to sit in the Privy Council, the sixth by Lord Strathcona; and these men evidently put a good deal of thought on what they said to the Congress. I may be permitted to quote one sentence from the opening remarks of Lord Rosebery to show the importance in his judgment of the meeting. He says, "I very much doubt whether among all the Congresses that have met in London there is any which in reality is so vitally important, so striking in its nature, making so great an appeal to the imagination of every British subject, as that which meets here today. Is not this, after all, the best kind of Empire, that of co-operation in high and noble tasks with the common sympathy, affection, and energy which would characterize the members of an immense family?" The fact that Lord Rosebery, who is not given to over-statement, made a remark of this kind in his opening address is a proof that this gathering was held by men of thought and influence to indicate an important step in the development of the Imperial idea.

The composition of the Congress was itself a proof that there is something in the Empire which has possibly not yet come to the surface, something of intellectual growth and development that before long must strike the imagination of the imperially-minded Briton. Fifty years ago the number of universities that might have met together would have been very small. Last July there were fifty-three represented; every university of the Empire had its delegate. Of those fifty-three Canada had eighteen, a large proportion. (Applause) Now I think personally that, gratifying as numbers are, the intellectual and educational health of the Dominion might have been rather better indicated by a smaller number than eighteen. I am afraid that in some instances we have dissipated our energies in the Dominion, and I rather think that if they good example set by the University of Toronto in the way of federation had been followed in some other districts, particularly in the old provinces from which I come, the intellectual and educational outlook would be better. However, I am not going to quarrel with numbers when numbers really count as they do in a Congress. And Canada stood well to the forefront. I think even more impressive than numbers is the fact that the new Dominion is developing, at once, so strongly and healthfully in the lines of this higher education. At once with the coming of the new provinces there has come this demand for higher education. There is, of course,, the University of Manitoba, an old university and one of those that needs strengthening and tightening up--I think that all in Manitoba admit that themselves. Then there is Saskatchewan, which has laid its lines very broadly and satisfactorily, and has a splendid outlook. Almost the same can be said of Alberta. There is also British Columbia that has set aside what is said by some to be the finest site in the world for a university, together with two million acres as an endowment, and the government of that province is using every effort to get this university started on right lines. These facts appealed to the Congress, more, probably, than the numbers.

But this movement is not confined, of course, to Canada, although I suppose that proportionately Canada would stand well up with almost any country in the matter of university- education and attendance. But Australia also is putting forth every effort, and they have their state universities well-equipped and well-endowed, running on different lines from ours. There is also a University at the Cape with its various Colleges; there is the University of New Zealand with its four Colleges; there is the University of Hong Kong, of which Sir Frederick Lugard was the father-a prominent member of the Congress and at present Governor of Nigeria. Last comes the small University of Malta of which I know very little. When we come to Britain of course we are on familiar ground, and I do not intend to detain you this afternoon speaking of what you know. I want, however, for the short time at my disposal, to divide what I have to say into two portions, first, to give a few impressions of the work of the Congress itself in London, and then, of what one saw at the universities outside.

The work of the Congress was divided into two main divisions; one was the relation of the universities, the one to the other, and the second was the relation of the university to its staff, students, and graduates. The first point to consider was how the universities of the Empire may in any way be co-ordinated, whether it is possible to bring them into closer relations, so that the work and the advantages of the one may be shared with others that may have other strong points or that may be weak all round. Secondly, there was a good deal of discussion as to the function of the universities; what are we to look for in each university? From the outset it was laid down as an axiom that we must not set before ourselves the aim of anything like uniform standardization, that there must be no attempt to bring the different universities into line, so that the one university is to become anything like a repetition of another university. (Hear, hear) The necessity of individuality was very strongly emphasized. That is an obvious necessity. Take our own University of Toronto; it is unique; it might not be possible to reproduce it elsewhere; it is unique because it has a history, and that history is the outcome of the struggle of this province; even the studies and the method of study in the University of Toronto are conditioned largely, not only by the past, but by the distinctive characteristics of the people of this province and their actual needs. Now every university is an expression of national life, and must be an instrument of service for its own people, and therefore cannot be expected to reduplicate or copy any other university. That was laid down as an axiom. What folly it would be to think that Oxford could be reproduced in Canada! It is simply absurd when you think of it; or to attempt to reproduce even a Scotch university, although that might be easier, or even a provincial university of England. Possibly we are nearer in similarity to these provincial universities and to the Scotch universities than to any other; but the social conditions, the life of the people in Manchester, Liverpool, or Leeds, and their industrial development is so different from these of our own people that you could not expect that the same kind of thing that is being done there must necessarily be reproduced here. To take a German university and set it down here would be absurd; they go on their own lines, laid upon a school system that is of their own devising, just as ours is laid upon our school system. That was, then, the first axiom, and I believe it is a very healthful and sane decision. Recognizing then our individuality we respect one another because we have an individuality of our own; and the strength of each is to go ahead developing as it ought to develop, step by step.

On the other hand, although that is the case, is it not possible that the one university may help the other? Undoubtedly. Is it not possible that some universities may do for the students what other universities cannot do? Of course. Is there not something in an old civilization that a young civilization cannot provide? Would it not be right then that the older section of that civilization should contribute in some way for the up-building of the younger elements of that civilization? That also is axiomatic. Therefore the second great result of this Congress was the setting before the universities the facilities that the older and better-equipped universities afford to the younger universities abroad, that Great Britain should tell us who come from abroad what she can do for our students. A great many of us, especially those who were educated in Britain, knew in a general way what could be done, although possibly we did not realize how far the Old Land was willing to go. This Congress had the effect of calling out the best sympathy of the old universities to the universities of the Empire, and that in itself, Mr. Chairman, is a very great thing; because when you get sympathy you have practically taken the first step towards co-operation. Many of us came away feeling that more can be done for our students in Britain in the future than in the past. As a graduate of Old Country universities I have often felt that they lived too much to themselves and did not sufficiently recognize what was done in our Colonial universities as they then were. Students would go across from here after having spent four years in Arts, and our four years in Arts counted for very little. Not only did they count for very little, but there were few scholarships or anything of the kind offered. What was the result? The universities of this country were, until recent years, sending out of the country a large amount of the best intellect we had. Why? Because the United States offered what Britain did not offer. The United States gave chances and opportunities that Britain did not give. Britain stood by itself and said, "Well you can take our terms or you can leave them;" and our students said, "We cannot go and take your terms, we have not the money, and if we have we have not the openings." The United States universities said, "Come, we will accept your work done, and you can get your doctor's degree." The result is we have men dotted all over the United States in the best positions everywhere. As the Empire grows we ought surely to be affording more opportunity to our well trained men for teaching positions. Where are they to get their teaching done? Still, I think, Britain offers the best place for a large section of the work that is to be done; Britain and Germany still stand supreme, although the United States has come up wonderfully well, and in many lines is remarkably well equipped. I think all those of us who belong to the British race feel that we should like to see our people turn more and more to Britain for graduate work and for finishing off so that they may come back to us and give us the benefit of their study after they have had a thorough training. This Congress has opened up that possibility to a greater degree than it existed before, opened it up by creating bonds of connection. The results of a Congress or Council are not the resolutions adopted nor even the papers read, but they are largely the personal links that are created by talking over questions with people whom you get to know. They get to know you, they get to know something about the institutions you represent; you understand their point of view, you see their difficulties, and many a difficulty is brushed away in conversation. Consequently I think that these Congresses have had the great effect of preparing a broader road, so that it will be easier for our people to go to the Old Country to get their training, and then to return.

I will pass over the discussions of what might be done in the universities as to graduate work, undergraduate work, matriculation, and that kind of thing, in most of which you would not be interested. After four days of this Conference, which were diversified with a great deal of very splendid entertainment by the Lord Mayor and others,-most elaborate hospitality-most of us went to the other universities, to Oxford, where we were received with extreme kindness, to Birmingham, Manchester, Liverpool, Leeds, and Cambridge. Some of us had been before to the Scotch universities and all the delegates did not go to the same universities. When we entered these provincial universities we came into a new atmosphere. Most of you know something of Oxford and Cambridge, perhaps less of the provincial universities. These have sprung up in every city, and they have afforded openings for the youth of their city, partly on the old lines and partly on new lines. The old subjects are taught by men of the highest eminence, who are well paid. Some of the professional schools, particularly in medicine, are as fine as any in the country. I suppose the Medical School of Liverpool is one of the very best. Then especially the faculties and departments of applied science are developed to the utmost. It is in these developments of the provincial universities that you realize how awake England really is. Those cities are spending thousands of pounds on their own universities, and the universities are also generously supported by private gifts. The city of Birmingham spends 10,000 pounds a year on the University of Birmingham, which has now a fine site and fine buildings. Liverpool spends more. The University of Manchester together with its great Technical School, which is practically its faculty of applied science, gets from the city of Manchester 26,ooo a year. Leeds, I think, pays 10,000 pounds a year. I do not say that these figures are exact, for I have not verified them for some time. None of those universities is within range of the University of Toronto as to size or the variety of its work. Manchester is the largest with 1,600 students; what is that to our 4,000? We spend two and a half million dollars in this city through staff and students, and how much does this city give to the University of Toronto? Only $6,000 rental for a piece of ground behind the park that is worth I suppose half a million, and that ground we need very badly. I believe that the city of Toronto has to give something to the University of Toronto in the future just out of self-respect(laughter and applause)--and to keep in line with what they are doing in the Old Land. Look at Birmingham, Manchester, Leeds, Liverpool, Sheffield, Bristol-every one of them. The city of Toronto must keep up in the van. However, though I intended to speak of that I did not come merely for this purpose. The developments of these new universities are remarkable. They have applied their science to their industry, consquently in Manchester there is a large school in which dyeing is studied technically, and this is not merely a trade school; it is a high grade trade school, but it is beyond the trade school stage, is really of the university rank. Investigations made in Manchester by Professor Perkins have become very well known, particularly of late his investigations into the composition of rubber. It will mean an enormous amount to the industry. In Leeds you have the textile industry developed to such an extent that the Cloth Workers Guild of London supports largely that side of the development in Leeds. The English are awake to what the Germans knew long ago, that industrial progress is in the long run dependent on science and the application of science to industry. Take away the universities and where is your science? The university is a necessity (and they know it) not only to the intellectual side of life, but to the material prosperity, industrial growth, and development of the country. The Germans have learned that remarkably well and Britain has awakened to it. Possibly that was the main impression that I gathered, from visiting these provincial universities.

Let me close by making one or two quotations from what was said by Lord Rosebery and Lord Curzon with regard to the work of a university. While we lay great stress upon industry, the development and advancement of industry, and the growth of the scientific spirit in all departments of our life, still we come back to this that was emphasized at the Congress of the Universities, and that must be emphasized still as Lord Rosebery said, "The formation of the character of the average man to serve in the public life of the Empire, is the -function after all of the University." And too great stress cannot be laid upon that, Mr. Chairman. The old faculty of Arts must be maintained at its height, and it is being maintained in Britain, and I believe through the Empire also. In Toronto it is still far and away the leading faculty. We have nearly 2,000 students in Arts, over 1,100 in University College. The standard is keeping up and the numbers are keeping up. But after all, whether it be in the professions or whether it be in industrial activity, behind them all is the University spirit, the spirit of service to the body politic through the profession, through industry it may be, in practical politics it may be, almost in any line of activity, and Lord Rosebery laid the stress there for the Empire. Let me quote another sentence of his: "No one who observes the signs of the times can fail to see,"I think this is a remarkable statement of his,--"that it will be increasingly difficult to maintain the Empire in its entirety and cohesion without an intensity of character and a devotion which it must be the task of the universities pre-eminently to maintain." (Applause) Public service there. Another from Lord Curzon. He says that "Oxford and Cambridge are not mere venerable relics of an obsolete past, but they are sanctuaries of a spirit that never dies." I think that is one of the best sentences of Curzon's I have seen. He says, "I should like to record my belief that in the college system as it exists in the older universities and in the life and teaching of those institutions as a whole are to be found the best guarantees for that character which in the conduct of government and the daily business of administration is more precious than rubies and more potent than regiments of armed men." And he said in prefacing that remark, "I speak as a man that has administered a great empire." He is looking, then, to the universities to provide men who will take their place in public life and share the burden, the tremendously heavy burden which the public man always has to shoulder. The same thing was said by Mr. Harcourt. I need not however detain you long with that if you will let me read one sentence. He made a plea for the. younger universities to produce at least one man who will become the historian of his country and his race. Looking abroad he said to us in Canada, "Produce your historian," to Australians, "Produce your historian; you Universities, send up your man who will put your life into an expression which will become the song of your heritage. You can only do it for yourselves; we look to you to do for yourselves what the older Universities have done for the older sections of the country. And so," he says, "with the triumph of your abounding commerce and the material and deserved rewards of commercial prosperity, you will associate the flavour of ancient culture with the recorded glory of a young race."

These in general are the impressions--though I am afraid I have given expression to them in a very disjointed way--that I gathered from this remarkable gathering. One came home heartened, very decidedly heartened; a new impulse and a new enthusiasm came to us of the younger countries to develop on our own lines, preserve our own individuality, produce our own thinkers, work out our own problems, and yet to do it all as a young people with an ancient past, a young people linked in close contact with the peoples from whom we come in the older lands.

These opportunities are to be repeated. The Congress is to meet once every five years. Meantime it is hoped that a Bureau will be established which will serve as a means of interchange of ideas and information which may be useful to us all, so that when we gather five years after this, those of us who go will find that some things that are now vague have become more concrete and definite. Enthusiasm, impulse, culture, education are so much of a spirit that possibly it will be difficult to crystallize them to a very great extent, but even already we have reaped a great result from this Congress. (Applause)