SOCIAL PROBLEMS

Press, Volume LXXII, Issue 21729, 11 March 1936, Page 15

SOCIAL PROBLEMS

ISOLATION OF STUDENTS J DEPLORED' ADDRESS BX ME H, W. RHODES j "One of the things, essential foe ! every undergraduate at a university is to make' contact with outsiders, to break down the barriers between intellectual workers and outside working people and? labourers," said Mr. H. Winston Rhodes lecturer in English : at Canterbury College, in an address last evening in the Students' Association building. As one oi the founders of the Melbourne Labour Club at the Melbourne; University 1 , Mr- Rhodes expressed 1 his pleasure at the opportunity of speaking on socialistic matters before people who proposed to form a radical club at Canterbury, College. On his arrival in New Zealand several years ago, he said, he was extremely disappointed in the political backwardness of New Zealand students, and in the ignorance displayed in socialist discussions. As ideas crystallised; it soon became apparent that undergraduates were completely cut off from the outside world. It was the responsibility of those choosing so-called intellectual careers to meet and try to understand people of the outside. In Australia he had addressed trade unions, helped in the formation of art clubs, and attempted the organisation of a series of studios to educate, mould, and find expression for the working classes, but in New Zealand there was little being done, and university people as a body failed to show an active interest in the world outside. Students in Australian universities were keen and earnest, achieving a definite measure of success in the harmonising of intellectual and other workers' interests. Frustration in Professions Most, students, had ideals about their professions beyond; mere money-mak-ing, but the prospect was bleak. Scientists could not produce their best, without some accompanying harm to society. Lawyers could do little m face of the enormous injustices everywhere about them. Artists, in the broad sense, could'reach only a limited section Of the people, very often the one section least desired. In each case there was a sinking back to mere money-making, or frustrated idealism. Similarly teachers might aim at helping people to approach hfes prob-. lems, and imparting useful knowledge but education instead was that of the pictures, the radio, and advertisement hoardings, .. , +VI „ Celebrated men who realised the existence of this frustration sought remedies. They met chaos. They found and analysed this spectre of the world—fear. It was the social fear that the people would one day awake and demand their just rights. Cultural barbarism was spreading through the world. It was happening in Europe and in Asia. The most valuable books were being burned in China. Great numbers of books were banned. Racial antagonism was rife in America and England. The evils of child labour were fostering tins hatred still more. Everywhere the intellectuals saw coffee tipped into the sea, wheat burnt, and acreage reduced. Machinery was not used, and antiquated machines were used in place of modern. Social Remedies To the student interested in social problems, the world was over-run with barbarisms, persecutions, and injustices. Many were the types of people seeking remedies. There were the pious planners," and "would-to-God theorists of the armchair variety, who would patch an already threadbare social fabric. There were the < change . of heart" people whose was "Be good." There were machinewreckers, including even prominent . men who honestly supposed the destruction of scientific machines to be ; a solution of the difficulties. ■ Daily papers depicted the activities < in outside affairs of students all oyer , the world—of China, Egypt, America. An increasing demand for knowledge of the people's interests and needs was exhibited in the many congresses of writers of late. Intellectuals had to march shoulder to shoulder. Their : fight was against war and fascism. ; These were matters for the student to ( learn himself. Students hoping to understand the social activities of the world could not find satisfaction in, academic pursuits on armchair atti-:. tudes, but must live socialism, and experience at first hand the conditions among outside people. ~.,.; Mr N. C. Bradley thanked Mr • Rhodes, explaining the proposed for* ( mation of the radical club and its' intentions. r