The Press. MONDAY, APRIL 6, 1903. THE VALUE OF UNIVERSITY DEGREES.

Press, Volume LX, Issue 11551, 6 April 1903, Page 4

The Press. MONDAY, APRIL 6, 1903. THE VALUE OF UNIVERSITY DEGREES.

In the February number of the "Contemporary" there is an article on the above subject by Sir Willia-m Ramsay, of the University of London, in which is discussed the present position generally of University degrees in Germany, America, and England. In regard to the method of awarding degrees, t foe wsiter finds $ia.t the main difference, is the greater preponderance oi examinations dn the English system, and especially the employment by some British Universities of outside examiners. The great American Universities, such as Harvard and Johns Hopkins, have reverted rather to the medieval type, the spirit of which was a co-operation between the teacher and tho taught, and the awarding of degrees on tha recommendation of the teachers only. This recommendation is based partly on periodic tests throughout the curriculum, but stiJl mor.e on the teacher's knowledge of the candidate, derived from daily intercourse- In Germany examinations play a still smaller part in the University experience of a student- The chief features of tho German system are freedom and elasticity. The student not attach himself finally to any particular University. Many of them wander from one to another, taking a course here and a course there, according to fancy, or tlie reputation of individual professoais, and tho final examinations, when thero are any, ore adnptcd rather to testing originality, nnd tha capacity for handling a subject, than the amount of acquired book-knowledge.

The growth of examinations in England as a means of awarding the prizes of life is -a comparatively recent development. Tt has been due, partly to ths influence of the University of London, which, was obliged to adopt an examination system as its basis, and partly to tho corruption which had become rampant under the old system of nominating to posts in the Home and Indian Civil Service. In this respect the influence of the. University of London has been wholly pernicious. It lias led, far example, to imitations in India, which, being without the checks nnd safeguards imposed by the higher enlightenment of the metropolis, have degraded University education in that country. New Zealand, after various experiments, found that some analogous system was absolutely necessary if she was to introduce any form of coordinaition or unity into the educational -activities of her widiely-scnttered population. But, whereas the London University in 1853 threw oil her affiliated colleges, and became an examining board, pure and simple, New Zealand has steadily maintained and developed the college system, casting off t"ie inefficient, and laying down a precise, standard as a condition of affiliation. The reaction in London lias come, j and by the legislation of 1898 the University has been reorganised, as a teaching body, with a somewhat loosely-dsfined constitution, and twenty-four affiliated institutions, ten for medicine, six for theology, and the remainder for aits, science, and technical branches. Tito present, git nation in New Zealand, though fairly adapted to the needs and conditions of tho country, must, at the same time be regarded as transitional. The University problem) of the fut/ure is, along what, lines it will der-dop: whether in the direction of centralisation, and the more direct control by the- Senate of tlw teaching of the colleges and the appointment of professors, or of decentralisation, and tho expansion of the present colleges into independent Universities.

Thceo various modes of arriving at degrees affect what may ha caller! their commercial value, and the attitude of the country towards the graduate; though, of co_r.se, differences also arise from the feeling of the country in general towards higher education. In these respects the difference uppears to be in favour of America and Germany, and against England. In the former two countries, the graduate is eagerly nought, after for various occupations, because it is known that, ho has been trained under a system tending to develop mental alertness, originality, and initiation. In England, outside the teaching and so-called learned professions, and tho higher ranks of journalism, a degree is of little practical value; in fact, in the commercial world, at least, it is regarded rather as an emblem of unfit ___ than of efficiency. Even in tho appointment of assist—lit masters in the "arge schools, the main factor ia not a Uflive-sity degree, of higher or lower standing, but prowess in the cricket or football field, or ability to play the organ in the college, chapel. Here, in Nov Zealand, the rapid growth of our graduate list- may it*elf be taken as a fair proof of a wide-spread desr_m<_ Like other new countries (America, for example), we take a practical view of the meaning of a d?vrree, and recognise it as indicating, at least, ability and industry, if not an ideal system of The i_rpe r f a '-*Jor.B «"

the "examination system aro probably more keenly felt by the University authorities themselves than by tha general publio, who have a respect for examinations, as meeting that eminently popular demand, a fair field and no favour. While wo are under the system, it is satisfactory to feel assured that every effort is made to mitigate its disadvantages. Not only arro experienced and sympathetic, as well aa distinguished, examiners sought in England to test fox our degrees, but regular attendance at college le.otures is required, except on specified grounds of exemption; and in science subjects exemption is rightly refused altogether. Tho value of our degrees will be maintained and enhanced, from an educational point, of view, by our keeping steadily in view the necessity of teaching, if only as supplementary and corrective to examination, until that ideal condition arrives, when the former beoorftss tho predominant and decisive factor, and the latter dwindles into a position of secondary importance.