Alumni Oration

"Hon. Judge Stevens’ Alumni Oration" University Monthly IIII, 9. (June 1885): 136-139. (UA Case 67a, Box 1)

After the varied and interesting exercises that have engaged your attention, it will not become me to trespass much further upon your endurance; but as the time honoured custom is observed of closing the drama of the occasion with what is called an oration. I will perform the part assignment with brevity suited to your well taxed patience.

The annual gathering in this University is fraught with touching and dear memories as we recall to mind the once familiar faces of now departed ones whose tongues at such times were eloquent in praise of an education received within its walls, and whose success in the battle of life was largely attributable to the discipline and learning received within these sacred precinents; and whilst they have left their record in an imperishable fame, they have been succeeded by those who still wear the graduates’ laurel and by their notable success in their various and respective avocations and in different localities, continue to reflect credit on their Alma Mater, and many of whom in annual succession have from this platform in worthy accents acknowledged, and in their conduct exemplified, the worth to them of the teaching and discipline of the University of New Brunswick.

When I call to mind the men peculiarly prominent in literature and learning who have hitherto been selected to deliver the encoenia oration, I confess a hearty appreciation of the honor conferred on me in having been requested to occupy the present position. An Alumnus of the University of Edinburgh may, however, claim an affinity with the University of New Brunswick, and as such I will associate myself with you.

The present efficient condition and position of this University entitles it to be looked upon as one of the great and shining lights of the province, and under its prudent management and with its staff of ablest and efficient professors, with its splendid library, museum and general appliances, bids fair to rank among the first institutions of learning in our Dominion. Beautiful for situation, gladdening the eye with a variety and profusion of beauty, resting in secluded repose from the brawling traffic of commercial activity and free from unpleasant intrusions; it affords a fit asylum for academical pursuits and classic sanctity. The University of New Brunswick is not a university merely in name; within its walls are taught those branches of learning which entitle the student to take rank among the first masters of degrees, some of whom in the arena of intellectual struggle have successfully wrested from ablest competitors–trained it may be in more imposing institutions–the envied price of valued scholarships, and in their subsequent and present career have prominently distinguished themselves by their abilities and borne proud testimony to the imparted knowledge obtained within the seat of learning; and we look with hopefulness to the near time when a broader basis will be given it, and the department of law will form one of its most attractive features. When so much of the spirit of progress has been manifested in our province within the last few years from the primary to the higher schools and academies, in the educational department, we may expect and look for a like influence in this University. As the education of the masses advances, there will be necessarily engendered a greater communion and sympathy with a higher education; the standard of education will be determined very much by the moral and intellectual standard and bearing in general society and will be influenced accordingly, and the glowing success of the University of New Brunswick will largely depend upon the manifestations of a more generous love and appreciation of learning on the part of parents and guardians and a thorough awakening of public interest in education in its higher relations.

There still lingers somewhat of the sentiment as related by Max O’Rell in his work on John Bull and his Island, when at a dinner at which were assembled journalists, men of letters and other professional men, the Lord Mayor brought the subject of education upon the table. "Well, you know," said he, "I admire education very much, but I doubt weather it really does as much good as is supposed; in fact I am inclined to believe that it does as much harm as good. According to my idea, every boy of twelve should be taken from school and put in the way of earning his bread and cheese. It is quite enough for him to be able to read and write and cipher, to know a little history and geography. More education than this can only do him harm by turning away his attention from the main object of life, which is to get on in the world. Look at my care. I left home at eleven years of age to learn a trade; I never had more than an elementary education and yet you see I am Lord Mayor of London." So long as such sentiments have their place in the minds of those who, from their position in the community, their pecuniary means and the influence they exert, we would look for better things, a college education will be at a sad discount. Circumstances must, we admit, exercise and have their influence in individual cases, and a stern necessity may prevent the making available the advantages of higher education. Nor will we deny the fact that good brains, industry and other sterling qualities have, with but slight aid from academical learning, manifested their worth; but we may not argue from that the uselessness or disregard of higher education, nor measure its worth as a means merely of getting on in the world any more than we would espies the most primary learning because there have been those who have acquired fortunes who could neither read nor write. Nor do we envy the sentiments of the man who, because he, from, it may be happy coincidences combined with natural gifts, has got on very well in life, considers his sons have the same chance of success as the father, and as the father got on very well without learning so may the son.

As an offset to this we behold men in prominent positions, bewailing their lack of a higher education and deeply grieving at the want of what they feel would have been the greatest aid to their success, and in rendering available and prominent the natural talents they possessed.

I will not here enter upon the much discussed subject as to the propriety of devoting so many years to the study of Latin and Greek or the relative value of such compared with other studies, but will briefly refer to the advantages of education as respects the cultivation of the mind and as a means to an end.