Valedictory Address

“Valedictory” The University Monthly 11, 8 (May 1892): 116 – 20. (UA Case 68, Box 1)

Your Honor, Mr. President and Members of the Senate:—
Mr. Chancellor and Members of the Faculty:—

Ladies and Gentlemen :—The honor of delivering the Valedictory for the graduating class has fallen upon myself. Like previous Valedictorians, I feel a certain timidity in coming before you. I hope you will extend to me the charity and kind criticism that you have so often given to men in my position.

Four years ago, we, the present graduating class, passed the Matriculation examination, and were duly received as Freshmen in the University of New Brunswick. To us, homeless and alone, abused and mal-treated by the relentless, ferocious Sophmore, the four years that lay ahead of us seemed an eternity, and our Degree seemed a long long way off, somewhere at infinity. But at last the long-looked-for time has arrived. The class of '92 makes its exit from college life, and nothing now remains but the sweet sorrow of saying farewell. Sweet, because we welcome the nearer approach of real, active, struggling life; a sorrow, since we leave behind forever one of the happy periods of our lives.

Our class history differs but little from that of previous classes. We were the second class in the four year course, and had an opportunity to see the working of the old, and of the new system. We received the due amount of “hazing,” and endeavored, when our turn came, to give the due amount. We have shared our studies, our failures, our joys after the loyal fashion of college students. This community of interests has given birth to a tie that will exist as long as a member of '92 exists. There has been considerable change in the personnel of the class since Matriculation. Some have dropped out. More have entered. On the whole, our number has increased as we advanced. But, on this important day in our class history, we regret the absence of several of, what might be called, the charter members of the class.

Many changes and improvements have taken place in the college since, as timid Freshmen, we entered its halls. New departments have been established. We now have in good working order departments of Civil Engineering and Experimental Physics. Philosophy has been made a department by itself. The other departments have been improved in many ways. The Faculty has been strengthened by the infusion of young life and energy, fresh from the fields of advanced learning. The curriculum has been improved and enlarged; enlarged, I might say to an awful extent. A former Professor, the learned Dr. Dyde, once told us that a University failed in its duty, failed in its purpose, if it did not, by a severe course, so harden men that they would find the world soft. There is some truth in the saying of the worthy professor. It is the humble opinion of the students here, that this University is doing its duty, is accomplishing its purpose.

I must speak of one of the changes in the curriculum, namely, the extended options that are allowed to students in the last year. Formerly, students were compelled to take a course in the last year similar to that of the previous years. But now, a student, having taken the regular course for three years may, in his last year, substitute for part of the regular course an extended course in any subject he may choose. In the January issue of the University Monthly 1886 we find Mr. W. F. Ganong, one of the worthy sons of the U.N.B., advocating this principle. Speaking of the different tastes and faculties of students he says, “No two atoms in the universe are acted upon by precisely the same forces. It is not strange, then, that when atoms are built up into men that the latter should differ in body and mind. But if men's faculties differ, is it right to try to train them all by the same rules, or is it reasonable to expect the same training will draw out different faculties? The methods of the University were once good because there were none better then known. It is for the same reason that they are bad in principle now, for there are much better ones known. Our institution has in the past tried to train her students all in the same way. What a fate would have awaited the intellectual life of the Province if she had succeeded by this in moulding their minds all in the one cast, in making them all alike in the end. There is no course in our University which allows any student specially interested in one or more branches to follow them further than his fellows. The system of Honor courses does not do this, for it merely adds a course of reading to one whose hands are already full with other work. If the taking of Honors allowed a dispensation from some of the work of another course, it would be a step in the right direction, and it is along some such lines as this that we must look for the introduction of limited electives without additional expense.” Such a change as Mr. Ganong has outlined was not practicable under the three years course. But with the four years course, we have three years for general education and the fourth year for special education. Under the old system, two years for general education was hardly enough. A certain amount of general knowledge is absolutely necessary for a foundation. But the complexity of modem life places a limit to it, and demands specialization. Specialization is the spirit of the age, and the benefit to be derived from its application to college life can readily be seen. It gives to the student more real education than anything else in the college course. With the majority of students, much of the regular work is a grind. He takes none of it away with him. With a sigh of relief, he forgets it directly the examination is passed. But with a student studying his favorite subject the case is different. There is no waste of mental energy. Emerson says that we do our best thing easiest. The fact that we like a subject indicates an ability in that direction. To achieve our best results when working along lines that are suited to us. Our heart is in the work. We make it a part of ourselves, and it is with us through life. To love study for study's sake, is the spirit of true education. The attainment of this end is greatly helped by allowing students in the last year to concentrate their efforts in some one direction.

The change from a three, to a four years course has been attended with many inconveniences, and things have not worked as smoothly as some might have wished. But Time has effected a cure. The little unpleasant difficulties have passed away, and we see the wisdom of the change. But the change has not been carried far enough. The crowning feature is yet to come. Without a blush I refer to that old time-worn question of Residency. Residency in this building is a thing of the past. But Residency in a new building built close by for the purpose, should be a thing of the near future. I do not intend to argue this question, but I know I am voicing the sentiments of the present students and of the past students when I say that a new Residency would be a "consummation devoutly to be wished for." I feel that I would be leaving myself open to censure from the students and from the graduates if I neglected this opportunity to utter a plea on behalf of Residency. Dear to our hearts is the scheme. Living in the various boarding houses of the city may have its advantages but it destroys our unity as a body of college students. The incidents and little excitements of city life have more effect on us, and tend greatly to draw our attention from our studies. We feel that true college life cannot be realized without Residency. I hope that at no distant date, the Government will see its way clear to giant a sum sufficient for that purpose.

Prominent among the recent educational advances is the University Extension movement. The movement although new in this part of the country must be productive of good results. To take the University to those who cannot come to it, is the principle upon which the movement is founded. Caused by an interest in literature, in philosophy, in science, up from the mass of busy working people came the cry for a more liberal education. Those who had time and money could get it. But not so the working people. And now we see the University fulfiling its noblest duty. She goes to the masses, and gives them an opportunity to pursue their studies collaterally with the business of life, supplies them with teachers of an academic standard, and tests and marks the work when done. The well received efforts of the Universities attest the popularity of the movement and give an idea of the scope of its usefulness. It is a recommendation for this University that she was the first in the Dominion to take active steps in this direction. The result must be an increase of power and influence for the University, as well as good to the public.

It is with satisfaction that we view the improved circumstances of the University. But there is yet room for many improvements.

I would like to see an improvement in the method of awarding the scholarships. Proficiency, while it is necessary, should not be the only qualification. The needs and circumstances of the competing students should be taken into consideration. The Faculty should be allowed, provided that the competing students were nearly equal in a matter of proficiency, to award the scholarship to the one who most needed it. With students that are nearly equal in attainments, one examination is but a hap-hazard way of deciding between them. Every one has bright days and dull days, and one can put in a better paper on one day than on another. If a student needs a scholarship and deserves it, his chances should not be put in such jeopardy but should be left to the consideration of the Faculty.

The University stands greatly in need of more scholarships or aids to deserving students, something akin to the Price Greenleaf Aid. When we compare this University with other Universities we find that she does not, cannot, offer the same inducements as they do. I refer to this as the misfortune, not the fault of this University. Money is what is wanted. I do not propose to solve the question of how or whence the money is to be derived. What I do know, is that many of the students that attend this college, are not over-burdened with the filthy lucre, that many of them are putting themselves through college, and are deserving of whatever aid the University can give them. Being a State University, it is the duty of the University to place the means of higher education in the way of the poorest in the land. The State is well repaid for any expense incurred in this direction. “A nations wealth is that part of its possessions that feeds and educates good men and women in it.”

I do not take it to be the province of this address to discuss the several minor improvements that might still be made. The students have the University Monthly wherein to advocate their rights, for even students have rights Let them address the powers that be through its columns. They will have the help of the graduates in every effort to better their condition. The good will of the graduates is over with them and the U. N. B.

If, during the time that we have been here, there has sprung up within us any love or affection for our Alma Mater it seems to culminate and centre in this last farewell moment. We feel grateful to her for her efforts in our behalf. Earnestly, faithfully has she striven to confer upon us the benefits of an education. Patiently and kindly has she led us through the mazes of classic lore, placed in our mouths the sweets of literature, unfolded to our wondering eyes the secret beauty of nature, trained our minds in perception and reason and crowned all by revealing to us the mysteries of philosophy. Ours the fault, have we not profited thereby. We owe it to ourselves, we owe it to the University not to stop here in the pursuit of knowledge.

Lovingly, sorrowfully do we sever our connection with the college. Pleasant recollections of our college life and of beautiful quiet Fredericton must ever linger in our minds The old song of “Dear old Alma Mater standing half way up the hill” has a new meaning for us. Our best wishes are for the college. Her reputation in the past has been unblemished. May it be so in the future. From the depths of our hearts we wish her long life and prosperity.

To our worthy and kind-hearted Chancellor and to the members of the Faculty, we would return our sincere thanks. They have been our guides and helpers. Charitably overlooking our many short-comings, they have labored with us and led us on. Standing, now with our feet on the threshold of a new life and looking back, we see this as we never saw it before. Should any measure of success attend our after life, it will be due largely to the labors and efforts of our kind tutors. Our only regret is that we have not taken more advantage of their counsel and instructions.

I must not forget to thank the people of the City of Fredericton for the many favors that they have shown us during our stay among them, favors that can only be repaid by grateful remembrance. If during the night you should be awakened by the roar of a cannon do not get angry and grumble; but, rather, bear in its harsh tones the last farewell of the class of '92 to the people of Fredericton.

To the students that we leave behind, we have but little to say. You have been our partners for some considerable time. We shall miss your company more than all else on leaving college. It is with pleasure that I contemplate the harmony and agreement that has ever existed between us. To leave you is the hardest of all. But we bow to the inevitable. It is pleasant to think that a little later on we may perhaps meet some of you again and enjoy your sympathy and confidence as we have done in the past. Only those who have experienced it, know the strength of the tie that binds college men together. The severance of it now pains us deeply. In going, we leave with you as an heirloom, the duty, imperfectly done by us, of keeping up the college spirit and the college institutions. Neglect neither the Debating Society nor the University Monthly. A short experience as an editor of the Monthly has shown me that the students as a body do but little towards keeping up that important journal. The work, and I might say the benefit, falls on the editors. Remember that as much benefit is to be derived from the Debating Society and the Monthly as from any of the departments of the college. You are not well-rounded men till you can speak and write your ideas with ease. As the Monthly entails a lot of extra work on the editors, I would recommend that the Faculty follow the example of some of the American colleges and exempt the editors of the college journal from examination in one pass subject.

It is for you, students to sustain the name of the U. N. B., in Athletics as well as in scholarship. “The first requisite to success is to be a good animal.” Break as many records as you please. We will be proud of you, your Alma Mater will be proud of you for every success you score. And now my task is done. The class of '92 steps down and out. To one and all, farewell.