UNIVERSITY AND INDUSTRY.

Auckland Star, Volume LVI, Issue 134, 9 June 1925, Page 6

UNIVERSITY AND INDUSTRY.

The report that the Director of the Kngineering Department of Auckland University College' submitted to the Industrial Association yesterday raises

questions that, have agitated opinion in every civilised country. Ever since the broadening of University education was begun, men have argued about the merits of cultural and vocational training, and luire tried to find a basis of agreement for the two schools of thought. What is a University for? To what, extent should it prepare a student directly for his or her occupation in life? How can the

claims of science and the humanities best be reconciled ? These and kindred questions are always being argued, and there will never be finality. Mr. Lamb, tbo director of the engineering department, urges that there should be a closer connection between the University and industry. AVc should like to see a much closer connection, but we are not sure that we agree entirely with the way in which he would go about making it. That there is plenty of room for research work everybody ivho hae thought about the matter will K'lmit. It lies not only with the Government to provide better facilities for this work. Those who control industries could and should do much to encourage research. It is open to any manufacturer to start a fund to endow general or special research in any University College.

The debatable point is tlie education a student should have to fit him for employment in industry. "The University." says Mr. Lamb, "does not cater for young people who intend to enter the field of our secondary- industries," and

"not enough is being done by the University to help our industries." What precisely does he mean? It is the University's business to educate men and women generally. Its aim should be to prepare them for life, rather than for any particular department of it. Specialisation, of course, is a feature of University education. Men and women are prepared for the law or for teaching, and if students proceed to honours they concentrate on one subject or group of subjects. But the basis of all this education is. or should be, general culture. The training that a University student receives, the development of hie faculties and the extension of his knowledge, are supposed to benefit him in any occupation he may take up, besides giving him that which, in itself, is beyond price. A man may need special knowledge to fit him for employment in an iron foundry, a clothing factory, or a flour mill, but the idea is that if he has a good general education he will lie the bettor equipped for his work. A classical education may help a man to be a successful bank manager, builder, or maker of engines. Indeed, some business houses in other parts of the world prefer a young man who has been taught the classics. They consider, and we think rightly, that such etudy makes for initiative, and precision and clarity of thought and expression, which are valuable in every calling. We hope we are not doing Mr. Lamb an injustice. Our argument is that education should not be narrow, and specialisation can easily be overdone. Business and industry in this country do not make sufficient use of what the University offers, but the fault is with business and industry rather than with the University. In this respect they have a good deal to learn from other countries.