Address in Praise of Founders

"N.B. University. A Memorable Closing Day. ... Oration in Praise of the University's Founders ..." The Daily Telegraph (29 May 1891): 3.

When the proceedings were opened Prof. Duff read the oration in praise of the founders of the university, written by Dr. Bailey. Dr. Bailey chose as his subject Science in Schools and University. After some introductory remarks dealing with the past progress of the university, Dr. Bailey went into the history of the science in New Brunswick in relation to schools. The introduction of study happened not very long ago. The first school to adopt science in its curriculum was the high school in St. John, presided over by Dr. Patterson. This led to the establishment of the N.B. Natural History Society. At this time science was not required to matriculate into the University of New Brunswick. The educational value of the study of nature was not appreciated because there were so few competent men to teach it. But the increasing demand for knowledge of this nature led to a better understanding of the manner of obtaining that knowledge. Instead of cramming with books, students were led into the practical field of natural history. The educational value of such study is very great, and it can be easily followed up. The language of science, a mere jargon to those knowing nothing of its meaning, is really the embodiment of far-reaching relations of structure, of adaptation, of heredity, of environment, which cannot otherwise be correctly expressed. These are like the formulae of mathematicians by which the relations of things may be most aptly expressed, or like computations of an astronomer may suggest  and lead to the discovery of elements undreamed of before. Guided in his researches by the great periodic law, the chemist is enabled to discover elements unknown before, and to resolve what has been regarded as elementary and immutable into simpler principles or essences, and thus arrive at a probably solution of the genesis of matter; or the astronomer may reach the probable genesis of a universe. Again a search for the first principles may lead to the discovery of things of inestimable value as galvanos, electricity and Pasteur's theory of inoculation and many other contributions to the safety and luxury of this life. Scientific studies properly pursued train and develop the powers of observation, lead pupils to distinguish the essential from merely the accidental and accessory conditions of a problem; train them to habits and concise and correct expression; lead to a development of faculties of deductive and inductive reasoning; teach the imagination to inculcate a desire for experiment; better fit them to strive successfully in the arena of progress; encourage originality of thought and action, and in fine develop the whole body--eyes, hands and brain.

Prof. Bailey then took up the question of science teaching as related to the university. He dwelt at length upon the importance of science as a branch in course, and eulogized the late Dr. Robb, who from his great work both to the province and university, must, he felt, be considered as one of the founders of the institution. The methods of science teaching had, he observed, greatly advanced during the 30 years of his connexion with the university. He spoke particularly of the use of a scientific course to the student; real progress and lasting benefit could only be conferred upon the student by teaching him to think and investigate for himself, the teacher becoming, to a large extent, merely a co-worker and guide. Two things were required in relation to science teaching in the university as a result of the changed conditions--an increased teaching staff and facilities for practical scientific work. The addition to the professional staff and consequent division of labor had done much in this direction, but further aid was still necessary as yet the university could only provide four or five students with the facilities for practical chemical and physical work. There was a great need for improvement here.

He then took up the university museum, which he considered had a direct educative value. It was a repository for all that was worth possessing, as regards history, natural history structure, and resources fo the district it represented. To make a more local application, such a museum as this should be a fairly complete epitome of the natural history, geology and economies of the province; working collections, permitting a practical and progressive study, were the most important.

Prof. Bailey felt safe in saying that there was not in the maritime provinces a museum which, as a whole, could compare with that of the University of New Brunswick, and yet in many particulars it was lacking. He advocated the establishment of a permanent fund which wold insure to the museum a regular growth. He believed that both the chemical laboratory and museum were capable of exerting an influence extending far beyond the university walls, that the laboratory should be able to speak authoritatively upon questions of a chemical nature, naturally arising in civilized communities. For instance, questions as to the value of ores, recognition of poisons, etc. He believed in imitating, in a modest way, the examples of the greater universities in organizing students' exploration and investigating parties, and in giving the curriculum a more direct bearing upon those problems most useful in practical life. In closing he advised the introduction of such changes in the physical and chemical department as would give more thorough courses in heat, light, electricity, mechanics, analysis, assaying, pharmacy, mining and metallurgy, and the appointment of a professor or assistant professor who might also act as provincial geologist and inspector of mines, reporting to the government; secondly, the establishment of a permanent fund, preferably a direct grant from the legislature, for the endowment and extension of a provincial museum; thirdly the adoption of the principle of university extension namely, the establishment of courses of lectures in more populous centres of the province; fourthly, the introduction of a system of student help, whereby brighter students might be made to assist the professors and finally such salaries for officers of the institution as would be on a scale with those offered for similar work elsewhere. Professor Bailey closed with a few parting words to the graduation class.