Address in Praise of Founders

"Future Promises Well For Provincial University; Founders are Praised" The Daily Mail (26 May 1926): 6.

Your Honor, Mr. Premier, Mr. Chancellor, President and Members of the Senate, Members of the Associated Alumnae and Alumni, Ladies and Gentlemen:

In the Library of the Arts Building there hangs a framed document entitled "The Germ of the University of New Brunswick". This is the original petition which Dr. Paine and six other Loyalists presented to Governor Carleton in 1785 urging the establishment of a college of "Liberal Arts and Sciences". Even prior to their departure from New York certain Loyalists had written to Sir Guy Carleton in 1783 pointing out the necessity of a school of higher education in the land in which they were about to settle "in order that their sons might not imbibe principles unfriendly to the British Constitution." This gathering here to-day, to take part in the annual graduation exercises, is sufficient that their efforts to found a seat of learning were not in vain. It is therefore fitting that we pay tribute at this time to the memory of those founders, who, having accomplished that which they set out to accomplish have long since been numbered with the illustrious dead. They were men of vision and courage with the true faith of Empire builders whose high ideals were never lost sight of in the hardship and suffering which attended those first few years in this new land. They recognized the need of higher education and the service a state university might render this province.

Sir Howard Douglas in his Inaugural Address at the dedication of the Arts Building in 1829, defined the aim of the College, "to train men to virtuous, well educated, accomplished manhood, to bring them the blessings of a sound, virtuous, useful, religious education, to enable them to go to old age with consciences devoid of stain and conduct devoid of censure."

Today as in the past the function of the state university is to serve the state and through the state to serve the nation and the world. The University of New Brunswick as a vital and necessary part of the educational system of the province, has fulfilled in a large measure the objects of the founders. But in reviewing the history of the College from the small beginning to the present day, one is impressed by the many difficulties, some of which threatened the very existence of the College and temporarily retarded development before being surmounted. The founders had placed considerable emphasis on the moral and religious aspects of education, and, in common with the custom of that age, sought this value in a way that seemed to limit the religious freedom of others. There was some criticism of the College at that time. Dissatisfaction was reflected in the House of Assembly and this reached a climax in 1859 when legislation was enacted establishing the University of New Brunswick under broader non-sectarian lines.

No small part of the services which this University has rendered has been due to the leaders who have successfully piloted it through it's many vicissitudes. The University of New Brunswick has been especially fortunate in always having had as presidents very able men. I refer especially to Dr. Brydone Jack, who in his first Encaenial Address revealed his fine optimistic spirit when he stated, "our Provincial University will yet flourish and enjoy that measure of success which the advocators and well-wishers of the higher education have long desired to obtain", and further in this speech he said, "I can see no good reason for being cast down or disheartened". Space and time will not permit paying proper tribute to this fine scholar and leader who gave forty-five years of his life to the arduous task of developing this seat of learning in the face of the "apathy and mistakes of friends and the wrongs and assaults of enemies". Since the death of this great educationalist, in 1885, development has steadily continued, especially under our present Chancellor.

The present century is outstanding for the great strides made in Science which forms, such a very prominent feature in the culture of this age. So rapid and spectacular has been the advance, especially in electrical engineering that we have become accustomed to the remarkable inventions which have resulted from research. In fact we are apt to become impatient if the predicted inventions of our more enthusiastic scientists are not rapidly commercialized. This University has met this new condition by the establishment of Engineering Departments. The first degrees in Engineering were conferred in the year 1900. Now there are separate and distinct courses in Civil Engineering, Electrical Engineering and Forestry. In this period of specialization, the Engineer or Forester, must secure, in addition to a general knowledge of his subject, specialized training in his own particular field. The only way to learn Nature's laws is to experiment. Adequate laboratory equipment is necessary in a university since here is the fundamental seat of research. Industrial organizations are man-consuming rather than man-producing agencies. This fine new building of brick and concrete, of steel and oak which the Government, the city, the graduates, former students and friends of the University joined together in erecting as a memorial to hose of her sons who gave their lives in the Great War, contains laboratory equipment of the most modern type for the departments of Physics, Electrical Engineering and Chemistry and has made possible the installation of a Hydraulic Laboratory in the Engineering Building.

The Forestry Department founded in 1908 has added materially to the worth of our college as a state university. Forestry has become one of the most popular courses of science at this College. Our graduates have become leaders in their profession from coast to coast. In Canada, the practice of forestry is vastly different from that followed in Europe. Thus the  course of training must necessarily be quite different from the training a student would receive in an European Forest School. Instead of merely copying, we are building up our own forestry courses adaptable to the requirements of this country. Laboratory work involving practice in the field of Canadian methods of silviculture, experimentation and research are the vital parts of the forestry course. The large tract of forest land at this University so advantageously situated forms a most excellent laboratory for forestry research and has been a very important factor in the success of our graduates in forestry.

Nor has all of the attention been given to the Science courses. Today marks the third graduating class from the Law School. There has been a steady development in the Arts Course. In fact, the Arts and Science Courses are very closely interwoven for there is no real dividing line between Arts and Science.

But we must no live in the past. Our University is now well established for an era of much greater expansion. Nor is there any visible material limit to the expansion of a university curriculum since the controlling principle of university life is that of service to the country. University ideals are the sternest facts with which states and civilizations finally deal. The university says that man can recognize no master but the truth and that mind is a mighty force making for rich and abundant life. Three great purposes are characteristic of all true university education. First, it must fit the student for service in some special life work. It must train him to be competent in his chosen profession. Such training must be thorough, modern and equal to the requirements of present knowledge. A second aim is to equal the student for broad minded, intelligent citizenship. He must not only be an efficient engineer, a skillful physician or the best forester, but he must make a well balanced, clear visioned contribution as a man of weight to the need of the community. Dr. Jack must have realized the worth of good citizenship when in his first Encaenial Address he said, "Professors may be men of irreproachable moral character, of sound learning and great ability, and yet be very unfit for their work. They must not only have a clear and full understanding of the ends for which they are working, but they must labor with zeal and energy for the accomplishment of those ends". The third aim, no less important than the others is the development of character. The student should leave the university stronger, more self-controlled, more manly than when he enters its doors. His student days should not merely be a mental but also a moral ripening time. The development of character is chiefly a resultant of atmosphere, example and personal contact. It can best be achieved by the creation and vigilant maintenance of an atmosphere in which the manly virtues naturally flourish and the stimulus is felt by all who breathe it.

At no time in the history of our University has there been a greater interest shown and a greater support given by graduates and friends than during the last few years. So many of our graduates have attained national, even international eminence in their professions. But whatever their station in life, there has been a hearty response to the appeal for support. The Endowment Fund grows larger day by day. Never before has a better University spirit existed amongst our increasing student body. The fine example of sportsmanship and gentlemanly conduct shown by our football team in Montreal last autumn made a great impression on the spectators and was the subject of special comment by several of Canada's leading men. That football team contained men from every class and course of training at the University. With such a fine type of students we have every reason to look to the future with confidence. Our Alma Mater developing with the times will continue to serve and serving fulfill the best tradition of our Loyal Founders.