Chapter 41 University Opens
October 18, 1900—the long-anticipated entrance examination for the Australian National University officially began, following widespread publicity that made the event known to nearly everyone in the country.
Given that the university's primary mission was to cultivate talent urgently needed by Australia, the exam was designed around the five majors offered. Each major had its own dedicated test, and candidates would be accepted solely based on merit, regardless of background.
This system made it easier to identify students with genuine aptitude in specific fields, rather than producing graduates who, like in future generations, seemed to study everything but mastered nothing.
What Australia needed now were true specialists—not generalists who dabbled in everything but achieved little.
Arthur had not reviewed the exam content designed by the faculty, but based on the discussions and emotions of examinees over the two-day period, it was clear the professional assessments were far from easy.
Due to the sheer volume of exams, Arthur urgently mobilized a team of teachers and educated officials to help with grading, working overtime. After more than ten days of effort, all the tests were graded, and the results compiled.
November 2, Sydney, in front of the Australian National University.
Thousands of examinees gathered anxiously at the university gates. Some were excited, others restless, but all stared at the entrance with hope in their eyes.
There was no need for them to worry about choosing a major—after taking the subject-specific exams, the university would assign them to majors based on their performance.
However, that meant if they failed to perform well in their strongest subject, they would likely not be admitted at all.
Soon, university staff emerged carrying a large bulletin board filled with names and posted it in a prominent spot at the entrance.
"Everyone, the admission list for each department at the Australian National University is here. Please check carefully for your name. Keep in mind, no crowding or shouting is allowed at the gates. Those admitted will begin classes in three days. If you were not accepted, don't lose heart—our next admissions round will be in September of next year," a teacher announced briefly before returning to campus.
The crowd surged forward, eager to find their names among the accepted.
Time flew by, and three days passed in the blink of an eye.
Those admitted could hardly wait and gathered early at the gates, eager to step into the campus they had dreamed about.
Those who failed returned home, disappointed. After all, Arthur's free accommodation only extended until the end of the exam—after that, they had to cover their own expenses if they wished to remain in Sydney.
Soon, the university gates opened, and 800 new students entered the campus amid cheers and celebration.
Arthur stood in the highest building on campus, watching these energetic young students below. He smiled with satisfaction.
All costs for these 800 students—including food, lodging, tuition, and fees—were covered by Arthur.
With the addition of ideological courses, Arthur was confident these students would become his loyal followers and most devoted supporters.
One advantage of youth was an openness to new ideas. These students would readily accept and support any reforms Arthur implemented in Australia.
Young people were also passionate and idealistic, able to influence their families and communities.
As one class after another of passionate graduates left the university year by year, Arthur would gradually gain control over Australia's lower and middle-level elite circles.
Naturally, such an important event as the university's first opening ceremony could not be held without a formal ceremony. And this wasn't just any ceremony—it was for the first class at the first university in Australia.
Arthur took it very seriously, even dispatching the Royal Guards to oversee ceremonial duties.
The goal was to stir these new students with patriotic spirit and bind their loyalty to the nation and to Arthur.
The ceremony began with a speech from Arthur himself. He reflected on Australia's journey from colony to independent nation, highlighted his own contributions, and reaffirmed his goal of raising Australia to global prominence.
He then turned to the students, offering words of encouragement and formally announcing the establishment of the royal scholarship program.
Under this combination of strategic messaging and emotional appeal, the students—like brides on their wedding day—had little room to resist and were swept up in the moment.
Following Arthur's speech came addresses from the university president and the deans of each department. But Arthur had little interest in the long-winded speeches of old academics and left early.
Though he spent less than an hour at the ceremony, the impact was immense.
All Australians remembered Arthur's reforms and policies. This was especially true for the 18- and 19-year-olds who, lacking experience, were easily influenced by public opinion and prone to forming strong opinions—positive or negative.
Thanks to Arthur's control of the media, these youths saw him as a perfect monarch—a savior who had rescued Australia from hardship.
Inspired by Arthur's speech, it was no surprise that the students' passion and zeal exploded.
This also helped the university implement a semi-militarized management model very smoothly. From 7 a.m. to 8 p.m. every day—excluding breaks—nearly eleven hours were spent studying. Yet no one complained. Everyone committed themselves fully.
To ensure these students gained real, applicable skills and not just theory, Arthur granted permission for each major to have a weekly fieldwork session and required government departments to assist with these practical activities.
For students in mechanical and architectural engineering, this meant hard work. Australia's industrial sector was still developing, and there was no shortage of physically demanding jobs—transporting equipment, labor-intensive projects—and these minimally experienced students were ideal candidates.
While it might seem like they were being used for grunt labor, the hands-on experience taught them much, and none of the students objected. In fact, they looked forward to the weekly fieldwork.
Arthur welcomed this. The industrial sector, desperate to replace untrained workers, was more than happy to take in students with even basic knowledge. And so, this arrangement was set.
(End of Chapter)
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