1890.—Rev. D. Mackichan
237
lasts through life, of which the attributes are freedom, equitableness, calmness, moderation, and wisdom." It must be admitted that the habits which a system of rapid acquirement of ideas for the ends of an examination engenders are very different from these. The philosophical habit of mind is entirely absent—one-sided judgments, crude opinions make up the intellectual furniture of such undisciplined minds, and all the worst features of a superficial and unsubstantial education are certain sooner or later to develop themselves. It is no part of the aim of University culture as thus conceived to stimulate any particular study at the expense of others equally important in the general scheme. Specializing is a feature of our time in all departments of life, but it seems to me that in education there is much danger in its Danger of premature introduction. Danger of premature specialization. To a certain extent the premature special Capacities of different minds must be recognised in any completed system, but it has been found possible to introduce specialization of study with real success only in Universities which have seen a high development, and which rest upon the anciently laid foundations of a wide culture in the life of the nation. "A single study is apt to tinge the spirit with a single colour; whilst expansive knowledge irradiates it from many studies with the many-coloured hues of thought till they kindle by their assemblage, and blend and melt into the white light of inspiration." These are words spoken by one of our poets who was also a University reformer; they express well the true academic idea. The peculiarity in the mental acquisition of the true student is that he has learnt to regard the realm of truth as one, and refuses to know anything in its isolation from other branches of knowledge. From this has come the philosophic breadth of men of true University culture, who have enjoyed the benefits of that illumination which has reached them in reflection from the many-sided body of truth. It has saved them from a narrowness, one-sidedness of thought from which their contemporaries of equal or greater distinction have not been free. There is only one department in which attempts at reform have apparently failed, and to these I shall only refer in order to point out that the failure is apparent only. I refer to the Medical curriculum and the Medical degree. It ought to be regarded as a token of the high position which medical science has attained in the College of this Presidency,—a result so largely due to the scientific abilities of those who have guided that education, and of whom frequent mention has been made in this place,— that it has awakened a desire in the minds of its graduates to see the Medical degree placed on a better footing and brought more into line with that of the older Univer-
