Page:Convocation Addresses of the Universities of Bombay and Madras.djvu/136

 providing the necessary teaching power in the colleges. We hope also that as wealth shall again accumulate in Western India, many munificent Natives will emulate the examples set by the last generation of Natives at Bombay, whose benefactions to education we now witness around us, and will in this generation endow professorships of science in our colleges. If any patriotic Native, blessed with abundant means, and having himself risen in life by his own capacity, shall be moved by a desire to enable his countrymen to raise themselves by that scientific knowledge the usefulness of which is especially patent to practical men, let him give something of his well-earned substance to permanently provide teachers of science. The education in arts has heretofore been sustained principally by Government and partly by private contributions. We hope that the wealthy Natives will similarly assist the Government in defraying the cost of education in science.

When in 1878 I proposed to the University that Degrees in Science should be conferred, it was contemplated that a separate Faculty of Natural and Physical Science should be established. The Syndicate, however, preferred that education in science should form, part of the charge of the Faculty of Arts, and that an additional Syndic for science should be appointed. To this the Senate assented, and we all are indebted to the Arts members of the Syndicate, gentlemen eminent in, humanistic learning, for their cooperation in preparing and passing the scheme for Degrees in Science. This decision is in its nature provisional, and as such is accepted, I trust, by many gentlemen of the several scientific professions, who are most useful members of the Senate. But if the scheme succeeds and grows in importance, the Science members of the Senate will doubtless desire a separate Faculty of their own. I earnestly hope that the success may be so considerable as hereafter to justify the creation of such a Faculty.

Meanwhile, although instruction in science is very far from occupying the great position which, we hope it will one day occupy in our public instruction, still we are constantly advancing in that direction. Viewing its intrinsic importance, we might well desire that the advance was faster than it is. But much apathy, and even some prejudices, have to be overcome. And the advance is slow even in some countries more civilized than India. Therefore, the lovers of Science may await without discouragement the irresistible march of events.

Nevertheless, something—however insignificant, as compared with the greatness of the need—is being accomplished.