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Inauguration of the Buildings of the University of British Columbia at Point Grey: Inauguration Ceremony Oct 16, 1925

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O Canada, our heritage, our love,
Thy worth we prize, all other lands above -
From sea to sea, throughout thy length,
From pole to borderland,
At Britain's side, what'er betide, un-flinchingly we'll stand.
With heart we sing, God save the King!
Guard than our Empire wide, we thee implore,
And prosper Canada from shore to shore."
MR. CHANCELLOR,-(R.E.McKechnie, Esq., M.D., CM., L.L.D., F.A.C.S., Chancellor of the
University of British Columbia:)
I will now ask the Rev.W.H.Smith to pronounce the Benediction,
REV.W.H.SMITH, M.A., PH.D. D.D. - "Almighty and Everlasting God, the Father of Life and
Foundation of all Wisdom, with grateful hearts we acknowledge thy goodness in bringing us to
this hour of Inauguration. We beseech thee to prosper this University, so that the confines of
knowledge may be enlarged, and all true learning flourish. May its influence be effective in
manifesting truth, liberty and good will, that through all our civiliz-ation may be increasingly
stable and increasing our heritage of freedom, and may we be able to maintain these at any cost.
O God, most High, bless we pray thee, our King and all representatives of our Official,
Provincial and business life. Hear our prayers for the Governors and the Senate,-.for the teachers,
and all who guide the Destiny of this University. Endue them with a true sense of their high
Studentship. May their leadership be as the rising of the sun, dis-pelling darkness and ignorance,
and directing all their ideals to worthy ends. Graciously follow with thy favor members of the
Alumni, and this Convocation, that their influence may be toward the unifying of the Empire.
Almighty and ever Blessed God, our heavenly Father, grant your blessing upon these Students,
May they be filled not only with a keen desire to know, but that they will also carry into their
work a deep reverence, as also in their own moral experience, and in all worthy social .relationships. Forget not those who are striving for an ed-ucation amid many hindrances, and may their
new-found treasures be a great source of joy. O God, whose Son came into the world to illumine
all minds with a knowledge of what is most worth while, that thereby the hearts of the people of this Province may be en-larged,- so that all living within our bounds may be ennobled in their
lives, and be made capable of building up a civilization patterned after Thee. Lord, accept our
grateful thanks for those who first conceived the idea of this University, and who carried it to
comple-tion. May this ever mark a new consecration, so that in all things, this University may be
worthy of Him, who is the Light. These things we ask in the name of him who loved us, and who
gave himself for us. Amen.
MR. CHANCELLOR: I will now ask Mr. C.J.Thompson of Messrs. Sharp & Thompson, to
present to the Honorable W.H.Sutherland, a souvenir key.
MR.C.J.THOMPSON, (A.R.I.B.A): Mr.Chancellor, your Honor, Ladies and Gentlemen: Perhaps
that element of wonder which we all feel in studying this fast, this extraordinary architecture,
which is exhibited in the buildings of the University of British Columbia, is also felt by the
.Architect himself. To the Architect worthy of the name, such a constant source of wonder and
delight, will stimulate him to more earnest endeavor. But the City of Vancouver can also boast of
many fine homes which have been erected here this summer, and as a matter of fact, are still
being built. That nebulous person known as the man of the Street, must also have a roof over his
head. When you are a married man, you will understand a good many things that you. don't
understand now,- and whether it is worth while going through so much to know so little, is a
matter of taste. To us however, it is a great pleasure and privilege. During the last two years, it
has been our duty to create more frozen beauty in the form of .Architecture, in these beautiful
buildings at Point Grey. I might say that the Library building is considered the first of the Lost
Chord. Frozen music, like its counter-part in the science of harmony, requires proper
environment. To appropriate first class music, it is necessary to have beautiful surroundings in
Architecture to pro-perly grasp the situation. Beautiful surroundings are also necessary, in vines,
velvety lawns, shrubs, and so on. I beg therefore, to let your judgement be tempered with
consideration,- your criticism may be that "quality of Mercy that is not Strained". The real reason
for my appearance this afternoon is to present this Key to the Library Buildings. This affords me
sincere pleasure. The presentation key will be attached to a silver box containing a few little
things which we hope will be of interest to Dr. Sutherland in his quiet hours of reminiscence, and
which will remind him of this hour. Dr. Sutherland, I have very much pleasure in presenting to
you this Key in its little box.
HON.W.H.SUTHERLAND, M.D., CM.- Mr.Chancellor, Sir Arthur Currie, Dr.Klinck, Ladies
and Gentlemen: I want to take this opportunity of saying to you here, of saying how glad I was to
have Archi-tects like Sharpe & Thompson in charge of the work which we have just completed.
You may recollect that these Architects, through competition, received the commission to build
these University Buildings at Point Grey, and in that way, took charge of the work. A few years
ago, when the University was first thought of and started, they called for plans from Architects,
and Sharpe & Thompson received not only the price, but the contract, for the University
Buildings. They have carried on their work faithfully. They have been of great assistance to me,
and also, I may add, that the .Architects under them have helped in every way to make the
buildings which you have today, a complete success.
MR.CHANCELLOR: I will now ask Mr.H. Whittakerto present to the Honorable Dr.Sutherland
a Grand Master key of the buildings. MR.H.WITTAKER,(Supervising Architect for the Provincial Government) On behalf of the
Department of Public Works, I have great pleasure in handing to you- this Master Key, as a
sample of the work entrusted to me by Sharpe & Thompson. It has been a great pleasure for me
to work along with my brother architects; also, along with their general contractors and subcontractors. The most harmonious feelings have existed between as at all times, and I feel sure
that all have done their best. I trust, Sir, that all, in passing through these build-ings, will find that
these buildings meet with their approbation, and that it will remain a credit to all those who have
been associated with it. On behalf of the Deputy Minister, I have great pleasure in handing to
you this key.
HON.W.H.SUTHERLAND, M.D., CM.- Mr.President: Democracy makes greater demands on
the intelligence of the citizens. Only a well educated Democracy, can prove to the world its
democracy. A sound and complete edu-cation is the best education of the Democrat, I have much
pleasure in presenting to you the Master Key to these University Buildings. When the University
was started some years ago, plans were developed which at this time, would, have cost over
Eight Million Dollars. The Province were not in the position to lay out this large amount, so that
we have these semi-permanent buildings, which I think will answer the ,purpose very well.
These buildings, although lasting for forty or probably fifty years, will require certain changes,
and which will be more readily converted to meet these times than buildings of a more
permanent nature. I have much pleasure, Mr.Chancellor, in turning over the key to these
buildings which you have with you today.
MR.CHANCELLOR: On behalf of the Board of Governors, I accept this key, and promise that
these buildings will ever be used to advantage to the Citi-zens of our Province. I have now much
pleasure in calling upon the honorable W.C Nichol, the Lieutenant Governor of British
Columbia, to address you.
THE HON. W.C.Nichol, Lieutenant Governor of the Province of British Columbia:
Mr.Chancellor, General Sir Arthur Currie, President Klinck, and Ladies and Gentlemen: When I
lookback over the record of accomplishment in British Columbia since I came here some thirty
years ago,- when I note how civilization has been hewn out of the wilderness, how the
Vancouver of that time with some twenty thousand inhabitants, has grown into a great
metropolis with her obvious destiny,- that of becoming one of the greatest cities in the world,
writ in flaming letters on her brow, I am so filled with amazement that I scarcely know how to
give it adequate expression. In that whole story of purpose and achieve-ment nothing is more
wonderful than the development of these fine buildings here,- not all, perhaps, in the beautiful
architectural form in which they were orig-inally designed, but in solid and substantial fashion in
which can be carried out the great purpose which was planned,- that of providing British
Columbia with a permanent home for the higher education of her coming generations. Today,
this purpose is an accomplished fact. The Great War and the world wide unrest and dis-turbance
which followed seemed for a time to make it a matter of doubt as to whether it would be possible
to found here a great home of learning. The death of its first president, a man of great vision and
capacity,- with a warm and generous nature which endeared him to all with whom he came in
contact,- dealt it another hard blow; but capable men were found to carry on the work when he
had gone and we who are here today find the University of British Columbia no longer a dream,
but a proud reality,- the steel and stone and concrete expression of a great purpose admirably
fulfilled, par-ticularly admirably fulfilled in view of the extraordinary difficulties which have had to be overcome. We may all join in taking this occasion to congratulate those who have been
connected with the inception of this instit-ution, and the carrying on of the work, upon the
success which has crowned their efforts. Education appears to be a twofold thing.- the first part
of it concerning itself with the elementary training of the human mind, and the second with
stocking it with such essentials and graces as it way be capable of assimilating. We are just now
reaching the stage where we can, as it were, pack the young British Columbian's mental trunk
and set him going on his journey through life. It is a noticeable thing about education,- that while
It will improve any mind, it will not make a dull mind bright, but it will make a bright mind
brighter. It can stim-ulate and refine what is there, but it cannot create. By no reach of ingenuity
can a pint bottle be made to hold more than a pint; but what in appalling situation it is when a
fine, capable, intellect has to fight its own way through without the encouragement and
cultivation which could have raised it from the merely capable to the truly great. Cases of this
sort are not uncommon in new countries, and they rank with the saddest tragedies in human life.
What heartaches there have been, what tears have been shed because those who may have seen a
sublime light shining on a distant shore could in their own environments, find no pathway to it
on which to got their feet. The human brain, like marble in the quarry, needs the touch of the
polisher to bring out its shaping beauties of vein and color. A member of the Imperial House of
Commons who passed through British Columbia a week or two ago delivering several admirable
lectures on the affairs of the British,-1 am referring to Mr. Somerville, an able man and an
enthusiastic education-ist, said in effect that in education lay the hope and future of the human
race. At least this is what the newspapers reported him as saying. Now I am quite In sympathy
with his enthusiasm but with all due respect to Mr. Somerville and with no desire whatever to
enter into a controversy with him, it seems to me that the future of the human race does not lie so
much in edu-cation, as in educated character. That is to say, the character is the fundamental
thing,- the thing makes education, count. One man may have a very much finer brain than
another, and it may be much more finely cultivated, but if he has not the force of character the
courage to use it for the upbuilding of the human race, he may lag behind and perish with all the
work which nature intended him to do, left undone. Now let us consider this theory: I suppose it
is only a theory,-1 would like to regard it as a fact, but I have reached a time of life when I find
that so many facts are not facts at all, that I think what we may call a workable theory is a safer
thing, or at all events a surer thing to get along with. I find myself intrigued with the view that
one of the few things we find enduring in human life, is human character. Marble perishes,- time
effaces bronze and brass,- temples are reared and crumble into dust,- the sands of the desert blow
where the nations lived and toiled and died and left what they thought were imperishable
monuments of sculptured stone. But human character lives on through the ages. We find the
same qualities persisting in the great men of today as were found in the heroic figures of the
earliest pages of recorded history. These charac-ters education can illuminate and adorn. It can
help them to understand love and sacrifice, loyalty and humility. It can give them a knowledge, if
they have minds sufficiently receptive to attain it and hold it, of all things that we know,-of all
that there is to know. It can broaden and polish the iltellectual equipment of the individual, but
its function prac-tically begins and ends there. The actual ability,- the character, must be there, or
it cannot be educated. And it is that raw material that native ability which passes from generation
to generation, or skips one, two,- a dozen generations and comes out again unex-pectedly after a
great lapse of time. It is this that persists, not the education. That education itself, died with the
individual who possessed it. It seems to me, too, that no professor or teacher,- no matter how
learned, can teach adequately without that sympathetic understanding which penetrates and grasps the character of the individual student and with infinite patience, and if need be, with
infinite compassion, leads him along the way. It is as much the teacher, perhaps, as it is the
taught. Perhaps more. There are men, and women too, who have given their lives to teaching
whose memories are not only still fragrant and green in the minds of those they ruled and served
and instructed, but who have made their lives live in history as the great Educators of their fellow
men. Example has had so much to do with the delicate work of developing the human brain, The
teacher's is not only a noble one but the daily unconscious lessons of patience and charity and
clarity of thought and generosity of view have often times a more important place in the
moulding of a developing human mind than the barren ritual of the exercise book. Ladies and
Gentlemen,- this is all I have to say to you today, I hope and am sure that within these walls
teachers of great understanding and sympathy will find pupils of promise, and that the tact of the
one, and the eagerness of the other, will combine to make this one of tie most notable educational institutions in the world,- a benefit not only to British Columbia but to Canada, and to
MR.CHANCELLOR: I have now much pleasure in calling on The Honorable J.D.MacLean,
Minister of Education, who has always been a very staunch friend of the University, and
although a struggling infant, our cries for assistance have probably importuned him at various
times, still he has borne with us. Now that he is Minister of Finance as well as Minister of
Education, perhaps he will be able to satisfy our crying needs in the future.
THE HON. J.D.MacLEAN, (M.D., CM., Minister of Finance and Minister of Education.)
Mr.Chancellor, Honored Guests, and Ladies and Gentlemen: At the outset, I wish to tender my
apologies for my inability to have been present here yesterday afternoon, to fulfil an engagement
in this Hall. I also wish to add a word of welcome to those who are visitors with us, on this
occasion. I want particularly to express my appreciation of those who have come to British
Columbia at this time, from afar off, and I think, speaking for the people of the Pro-vince of
British Columbia,-1 think that probably they would wish me to give a special word of welcome
to Sir Arthur Currie, the Principal of McGill University, who is held in high esteem and regard in
the Province of British Columbia. The occasion on which we are met here today marks an epoch
in the social history of the Province of British Columbia. I do not intend to dwell at length on the
history of the progress of higher ed-ucation in this Province during the last few years,- that
history has been given very fully, and I venture to say that in some of the addresses that have
been made during the last few days, that this history has been pretty fully covered. I think it is
not unbecom-ing of me however, to make this general observation,- that when we consider the
stage to which we have arrived today, in the development of higher education in the Province of
British Columbia, we have made a record in this Province of which at least, we need not be
ashamed. The Policy and aims of our Institution of higher education in Canada, have been
determined largely, by the inspiration received from Britain and from the Continent, and in later
years, the pre-vailing ideas however, have changed, and Canada has kept pace with these
changes. Many years ago, our Universities were reserved, for the sons of the rich. Elementary
education has entirely changed that situa-tion. The introduction of machinery and recent inventions have made their demands for trained leaders and for trained workers, and therefore have
widened the constituency of our Universities. A corresponding change has been made in the
sources of financial sup-port of our Universities. In the old days, the Uni-versity was largely
supported from private sources, and even at this time, we sometimes find some of our largest
Universities dependent for their financial resources on private munificence. However, gradually, the University began to fulfil the real, function in the life of the Nation, and when a different
educational outlook began to appear and began to be developed, we find that there have been
demands made on the State to provide the trained leaders, and the skilled work-men that were
necessary for the development of our industries, so that in recent years there has been a
development and a movement along the line of State aid, and to support and maintain our
Universities. These movements have also been seen and found in Canada. If you take the history
of Western Canada,- the Prairie Provinces,- the Province of British Col-umbia, and to a large
extent also, some of the large Universities in Ontario, you will find that they have received a
large proportion of their revenues from their respective Provinces in which they are situated. For
example, the Universities of Toronto, Manitoba, Saskatchewan, Alberta,- each and every one of
them received contributions from their Provincial Treasury, amounting to 66% in the case of
Manitoba,- to 90% in the case of the University of Saskatchewan, so that a large proportion of
the revenue of these Universities are obtained through grants from the Provincial Legis-lature.
British Columbia has followed in the foot-steps in this modern development, in the support of
our University, and today, British Columbia is contrib-uting for the maintenance of her
University, some 80% of the total revenue, amounting probably to something in the
neighborhood of $460,000.00 or $470,000.00 annually for current expenses alone. Then, in so
far as the expenditures on capital account are concerned, the expenditure for building and
equipment, the Prov-ince has also been making fairly generous contributions. The University
Plant that we have here, has cost the people of this Province something in the neighborhood of
$3,000,000.00. This money has been borrowed on the credit of the Province. It has been
borrowed for a term of twenty-five years at a certain rate of interest. This money must be repaid,
and the annual sum that must be set aside to retire this $3,000,000.00 loan, is $283,000.00. In
order to retire the loan at its matur-ity so that further contributions which the Province is making
for current expenditure, and the annual con-tribution that is made to retire the loan at maturity, a
sum of money clost to three-quarters of a Million Dollars annually has to be provided by the
people of this Province. Now, for a Province in the stage of development that the Province of
British Columbia is in, that is a fairly substantial contribution, and to my mind, until the Province
has been developed to a larger extent than it is at present, if the University is going to function as
we hope it should function, to my mind, additional sources of revenue must be obtained. The
Province has a certain amount of money which it receives for distribution. A great many services
have to be maintained, and the duty of a Government is to make such a distribution of the
revenues received as will be fair to all the services which are supposed to be granted to the
people of the Province. Now, where are we going to get our additional sources of revenue in the
Province of British Columbia? I think some of the eastern Provinces have set a good example in
that respect. In some of these eastern Provinces, we have some man of wealth,- some men who
are keenly interest-ed in the development of their own Province, and in the development of
Canada as a whole,- men of wide vision,- men of broad experience, and they have thought that
the best use which they could make of some of their accumulated wealth was to hand it over to
the University, in order that the University might use it to solve some of the problems that are
pressing problems in Canada today,- the solution of which will make an increased prosperity and
increased happiness to the people of our Province. To my mind, that is a measure which some of
the wealthy people in Canada can very well carry to a successful conclusion, in so far as the
University of the Province of British Col-umbia is concerned. Now, there are some people in
British Columbia, as in other parts of Canada, who are doubting,- who have some doubts of the
wisdom of spending these large amounts of money on higher educa-tion;- some of the most substantial citizens that we have in British Columbia have expressed themselves in that way.
Now, what are the results of higher educa-tion? There may be material results and benefits in so
far as the individual is concerned,- there may be material benefits as far as the University and the
State as a whole, is concerned, and it is in applying the test to that product of education that these
people have expressed their doubt. They have applied the test to the product, as to whether it was
producing many or material returns, equivalent to the moneys ex-pended. I think one could take
issue successfully with them, even from that point of view, because statistics have demonstrated
that the man with a University Edu-cation is generally in receipt of a higher salary than a man
with only a High School education, and again,- the man with a High School education has a
larger in-come than the man who has only an elementary school education, but I think the men
who are measuring the worth of education on the standpoint of material things, are applying the
test to the wrong point. What, after all, should an education be? Surely, it is to develop
leadership in every department of human endeavor.- surely it is to extend the moral and the
spiritual power of our people. An education which does not produce a more useful, as well as a
better citizen in the best and broadest sense of that term, is a University or common school
education which has absolutely failed in its purpose. Now, before I conclude, I wish to pay a
tribute, and to my mind, a well deserved tribute, to the Board of Governors, and the chief
executive officers of the University of British Columbia. I have been the official channel of
communication between the University and the Government for the last nine years. During that
time, I had an opportunity of becoming very well acquainted with the chief executive officers of
the University, and with the Board of Governors. I saw them in my office on many occasions. I
observed them interviewing the Minisister in charge of different branches,-, the various Ministers
of the Government,- the Cabinet Assembly. I saw them Inter-viewing individually the Members
of the Legislature of the various parts, and I am here to say that the diplo-matic and the financial
service of this country has lost, in your present Board of Governors, some very fine and able
people. Now, your University, while I was in charge of the Department that knew everything that
was going on in fact in so far as the development of the buildings were concerned, the actual
work of undertaking and carrying to a completion these University buildings was under the
supervision of my Colleague the Minister of Public Works, the Honorable Dr. Sutherland. I want
to say this: that he has given a large part of his time in the last two years, to the administration, in
so far as the construction was concerned. If these buildings are not what they ought to be,
officially, Dr. Sutherland must take the blame, but it seems to me that the credit side of the ledger
is going to redound to his credit in the years to come. Now there is just one other obser-vation
that I wish to make: There has been some mis-apprehension regarding the steps that were taken
in order to reach a decision as to the beginning of the erection of these buildings at Point Grey. Is
it not as well to clear away some of those misapprehensions? You remember that the original
buildings were begun in the year 1914, and owing to the financial depression of that time.- owing
to the outbreak of War, it was not possible to proceed with the construction. When I be-came
associated with the Department, the great World War was on, and only the most essential
material development was undertaken by the Government. However, as the years went on, the
attendance at the University materially increased, so that in the year 1920 it became evident that
some steps must be taken to provide a permanent home for the University. In that year there were
three decisions arrived at that were fundamentally and basic-ally important to the University.
These three decisions were these: First, that the University must be built as soon as the financial
conditions, as a consequence of the War, righted themselves.. The second decision was that the
Three Thousand acres of land at Point Grey were to be utilized for the University, long before these buildings could be erected. Thirdly, there was the University Loan Act of the year 1920,
which was passed during that Session. These were the three deci-sions which secured the
erection of these permanent buildings at Point Grey. The delay in construction, for which there
has been some criticism, was due to this fact. Those of you who were interested in finan-cial
affairs, knew how ruinous rates of interest were, during those years, and knew how exchange
was in Canada during that time,- realized how the cost of construc-tion was probably at the
highest point of any era in the history of Canada. These were factors which brought about delay
in the beginning of construction. Now Mr. Chancellor, in conclusion,- now that we have arrived
at the goal of the ambition of a good many.- now that we are carrying on higher education in this
Province,- frankly at some sacrifice to a good many people of this Province, let me express the
hope that the work that will be carried on in this great Institution, will, with the aid of the
Professors, and through the good work of the Student Body, redound to the profit and to the
benefit and to the happiness of this great Province.
MR. CHANCELLOR: I have now much pleasure in calling on Henry Suzzallo, President of the
University of Washington, to address you.
MR.HENRY SUZZALLO, (Ph.D., L.L.D., President of the University of Washington)
Mr.Chancellor, Mr.President, Your Honor, and Ladies and Gentlemen: We have assembled here
from al-most every station and responsibility in the English speaking civilization, and entered
these empty temples in order that, by the magic of words expressive of feeling and aspiration, we
may here consecrate them to the fulfilment of those aspirations of youth and Society to which
Universities have from the beginning, been wont to exercise their power. I hardly know, upon
this occas-ion, how best to characterize the moment, because of course a great University, at the
top of a great common school system of education, does not merely add another great principle,
long established by our ancestors, that equal opportunity and manhood can never be made real
and practical until there is an equal opportunity in childhood and youth for training. It is an
absurd-ity from a stand-point of Anglo Saxon practical sense, to lead all manner of men from
varied stations in life and with prestige of life, beyond them, up to where life begins, that they
have an equal chance in the competition. That is one of the great absurdities which has been
discovered in the last twenty-five or thirty years, and it has taken the independent spirit of those
in the more or less independent British Dominions, and the United States to put the last principle
beside the first, so that paralleling each other, they might mark out a dream that has ever been
conscious in the minds of the people. We have always been wanting fair dealing and square play.
These are Anglo Saxon devotions that we summon, but not for the individual alone do we
consecrate by our presence here today, these empty temples, which forever after will be filled
with a finer impulse of our civilization,- with a better ideal, and with that constant power of the
searching after truth which is the basis of everything. The true Warrior fights for great causes,
but if he has no reverence for the in-struments with which he fights, they soon grow rusty, and he
has no weapons for the next great combat. A Warrior who cannot take his sword in his hands, is
a Warrior on the way to decay. He should look with rev-erence on the political institutions. A
Warrior who does not breathe a respect for its Institution,- that does not with sanctity of feeling
look out on its schools and Universities as the implement towards Civilization, is a society which
is all on the way to decay, and thus, this Society does not one thing, but two. It is to be sure
something important to believe deeply in a certain kind of individualism one hand,- not in an
unrestrained individualism which means anarchy and so on, as makes slaves of persons and ends
in the hopeless tyranny, but of that modern counter-part of that old Greek idea of balance which we respect, but the individual and the Institution held alike in rever-ence, in our code of
civilization. That, my friends, is the balance that we must hold. Young in its founda-tions,- but
just born so far as the physical symbolism of its continuous presence is concerned,- is not merely
the custodian of that Science which will put the World right, which will give us new chances of
progress,- which will find new truths and which will be the guid-ing Star of the Dominions'
destiny, but because it has a rich past,- it is the conservator of our values. I agree with His Honor
when he suggests that a purely factual training will not make an educated man. And how can a
more intellectual training make an educated man, since a man has many parts, and his mind is
but one? I may say that in so far as this University is made the custodian of Societies highest
values, that its success, like the very success of the civilization in which it finds itself embedded,
must meet two very distinct tests, and I pause for a moment, to note what I regard as a significant
measure of the movement of civilization that is dedicated to be free, and the movement of the
University which enjoys rare toleration in its search for Truth. The first test is: "How far is
Society in its co-operations, able to depend upon an individual sense of honor operating from
within, in-stead of upon the coercive power operating from without? The history of the better
civilizations is a constant relinquishment of coersion, because education becomes its substitute,
and that Society is the most successful. Progress is something attained primarily, because men
respond to it, and not because society enforces itself upon the individual. As honor takes its place
in coers-ion, a great democracy exists. This civilization ties into the nervous fibre of young men
and women it such a way as would incorporate it so intimately within his own soul, and becomes
his personal code of honor,- more important than life itself. The second measure of civilization
of true University Society, is to be found in the degree to which Truth is encouraged to be found
and followed. Do any of you realize the very dangerous road in which we find ourselves today?
The sycophants now lie at the feet of the throne. We have in their place the plausible
demagogues who pretend to grovel at the feet of the people. We are not trying to capture the
whims and caprices of the Neroes. What we are trying to do these days, with magnificent
selfishness, is to capture public opinion, where sovereignity is to be found. I want to tell you that
the University is more necessary than it ever was. They used to capture, pub-lie opinion by
straight lies, and now they capture the public opinion with half truths. People have been completely attired in the blackness of their own lies. I want to tell you that democracies have nothing
to fear from truths. In the capture of public opinion these days, there is that nefarious device
borrowed from industrial organizations, where the propagandist knows just how to be hypnotic
with the feelings that we are all born with, and the Statesman and the Scholar have the task to
invoke against these hypnotic influences that meagre truth which humanity requires, to keep men
rational when it is easy to be emotional. His Honor is quite right; to worship a few facts, is not to
acquire Science. Science sees many facts, and sees them all in relationship to each other. That is
Science,- and Science is always wholesome, but Science itself becomes wisdom when the
supreme values of civilization deeply penetrating the spirit, are coupled up with sound intelligence, and thus, then knowledge is evaluated, we have wisdom,- and so I am glad to say on
this occasion that I believe that the Province of British Columbia has not merely added greatly to
its future economic poser, by this establishment, but it has done another thing, and that is, it has
guaranteed in the face of modern danger, the perpetuity of modern democracy. And so,
Mr.Chancellor, I am glad on this occasion, speaking for those who are interested in education at
large, to congratulate you on this occasion, and to bring to you the fortified blessing of all those
Sister Institutions which are today assembled, to hurry you on with good will to the centuries of
blessed service and fine consummation which are ahead of you. MR.CHANCELLOR: I would ask the audience to remain seated while those on the platform file


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