, 1874-11-11
Lecture on University Educa-
ton.
Distinction Between Education aud
Special Skill.
Cultivation Of Mathematics, Sol
euoe, Etc.
Importance Of the Study Of Greek and
Latin.
Tho Oxford Graduates

aHG0nCe. tho lhuleb not UuiuA "4 se's ASFAo-
acntod aa Ia uaual on such occnsiohe' lhe loo
turor, who was not introduced. came upon tho
atseo accompanied by tho Hon. William y. og-
den and nttors, aud was enthusiastically ro-
ceiyod. uo said that oducation WAS really tho
mukIpp of men and women. Destitute OF that,
maulind could not bo eaid to DO perfect. With
out learning. mau had not fair olauco In tho
world. Yet, there was foeiing throughout tho
world that
THE SYSTEM or EDUCATION wAB 1a1rEnrEoT.
What was meant by an educatea-thornuE1lly
doyeloped-man horse-fnncior could tell
what an educated horse was. The bulk Of man"
kind had to 10 educated before thoY we're coin
potent to pronounce Judgment upon what ndu-
caton was. Tho thoroughly educated artist
could 10 paased upon bY hts Mpoc1s,-judgoG
by the standard Of lis works upon tho canvas or
tito marble. Tue duty Of the masa Of men WAS
to be guided by thoao whoso experience was
such thnt they could actually toll what good
education meant.
The man who had tho highest conception Of
education would continue to oducato ltnasef to
the worry end Of bis lifo. Il should bc con-
tinuoua. There was ALWAYS something to 10
learned. DR.. Arnold was O. case in point. llo
always edueusel his nlnd,-his brain was always
progressing. Ills moat important pupil wns
hilnself.
TO ACQUIRE COOP EDUCATION
tho highest standard Of the human mind should
be taken, and tho pupil should labor to attaiu,
as nearly as possible, that perfection.
Tlo standard OF education was tho man him
Belf. II they wanted to SEQ what education
meant, let them toals at tho best specimens Of
humanity around them. aud tho great EXAMPLES
OF history. Look at them. Study them: They
could not bo comprohendcd, Ut onro Like the
great paintings. IN tho galleries OF Home aud
Eloronco, great lives could not be comprehcnded
ut opco. Ihe comprehension must be gradual.
Nero skill Ia particular limo was not cdncadont
although Dir. Love. ]uto Chancellor Of the En-
e!ish Excheoncr, he!d that It was, aud thus de-
Rruded the idoa Of education. Tho bai!or who
knew how to trim torsafl waa 4 man Of skill.
Tue clerk who know how to speak German III
tho counting-houso was man Of skill. Tho
groom who knew all about tho points Of horse
special knowledge Of any one b. anoh Of scicnco
md education might be called sIillful, but 1t WINS
not education. It wna not thorough,
The man who was learned ~ mathematics Taa
perfected. hut sornething else might be !ackine:
Yet tho person WHO followed tho propositions Of
Euclid, and who thoroughly understood thcm.
might 10 considered ucaror the grand standard
the ideal OF aducation-than anybody else.
TIL. MAr11EAA7Ic1As
was led atep by stop to tho logic OF events. It
made tue human mind moro ratonal. 1t toned
it down. but, after all, The mere mathomatician
could not ba called thoroughly-educatod mat.
Although lie might undorstand tue most abatruso
Of propositions, tlla mosaea were not ruled Or
swaycd by that There wcro other things in
life. There was, for cxample tho government
Of great States. That required education in tile
1egiou Of politics. Where would tho mure
mathematician be then7 lilo would be wholly
out Of his latlindo. In Ills own line he was
eiEanticaily Btrong,-tutu him out OF TINT, and
bo was nowhere. tlo had only power OF roason-
ing in Grat elenlcHta tlat were scientific
callv nccurate. he remembered ap acquaintance
OF hiA, who WAS lawyer, hut q much better
EucIidiBt, WHO was constantly making WlstRAeH
lecauso he would iusiat on reducing legal propo-
nitions to the doflnieness OF axloma.
THE sc1ESTlsTs.
Science was Of great use 10 soneral humanity
Az ae'onco was useful; geology, mlneralogy'
astsonomy,-al OF them. Tae matter OF acr'-
culture s G tniy es9s ''ea owns to Il" stea
people must 500 all the facts that exist,
or they aro !, euro ' to make = = n mesa o. It; Il
II vas yesy sapaplo to my man 70 oe aeananttSse tS
principles ot Inv, OF political oeannmy, Of tht
priucples OF government: but ssil thus Waa n n9 y
= thoroug!l education. The scientist might still
ho ut fault III many essential pointH OF e'oryda1
lie.
Prof. Hux}ey onco said that The man who knew
all about Aolnan and e5reeH ci'lllzatloh Waa les'
perfectly educated than the man WHO oollu lel
him tue history of piece ol onalG winch he he!t
u h!a hand. more unfortunate statemen
NSoH 'N
Knowledge OF geology was f,ne aequiromens
brt what was 70 ine e Rnow1euSs @ OF tne ~ so,ons
Of government ano cue grand Alatory OK man
kind? When Prof Auxley made that statemsn
ena ho a no. %nae 10
to prove the trntn os saat ne ertot. ptteo} ga
serted Prof, Huxley nag come TO-: to acknowleog
thAt tho 9o0lesk study OF mahs'na was mau
[AppIausc.]
The lecturer next came to
THE STUDY or LANGUAGES.
IIo admitted the value OF langnaage--of lehsnln
ssraugs tongues but, after sll, TOO much tnl
portnnce might easily DO attached to tho accom-
pl,shmonts OF the Nero linguist. uo mgl
lca.r mood and tonHo, root aud rhetoric, but
would not be . thorough education. lle holt
deliberately aud earnestly, thas, III 40 oduca
tsoual tool. he knew noue comparable. ~ ts
slightest degree. to tho Greek aud Int!
languaees. [Applauscl Why? Because ]
thus1 old tongues Wero treasured up VI
lives. aud thoughts, and ac1iona of -
Rrontaat minda that tho Worid I'LL
produced. Ia tho old languages intnor
thoughts, Ereat sentiments, puro PHILOSOPHY
were embodied aud oinb4lnod. Heroes ~ "
Ht],oInra thtoun,,i,arp nA1 uontH. all lived i0 Il