The Dominion. THURSDAY, HAY 15, 1013. THE CASE FOR UNIVERSITY REFORM.

Dominion, Volume 6, Issue 1750, 15 May 1913, Page 4

The Dominion. THURSDAY, HAY 15, 1013. THE CASE FOR UNIVERSITY REFORM.

It is not necessary to endorse the whole of' tho programme of the University llcform Association to hold a decided opinion that a sufficiently strong case has been made out to justify a full inquiry into the constitution and general working of the University of New Zealand. The Association's iinnual report states that the general body of. Professors throughout the Dominion decided at its first meeting that reform was necessary, and this fact, and the supporting facts, brought forward at the annual meeting on Tuesday night, and on many other occasions, cannot be lightly passed over. The opinions of a Hhodes Scholar quoted by Professor Hunter ' would have created quite a sensation in educational circles a few years ago, but free and unsparing criticism by the advocates of reform has familiarised the public with the fact that there arc weaknesses in our University system which call for early remedy. A Eiiodes Scholar should be able to speak with some authority, inasmuch as he is specially well selected, going as ho does fresh from a New Zealand University College to one of the great English Universities, to comparo the methods of university cducat-itm under each. No one, of course, expects that, in a young land like this we could, at this early stage of our history, have an institution liko the University of Oxford in full working order; but we have a right to expect that the work done by our University' Colleges should, as far as it goes, be thoroughly good and sound, and it is not pleasant to hear such a term as "cheap-jack" applied to it, or to be told that it is "steadily deteriorating." Even if we allow for some exaggeration there is the further fact that our own professors are almost, ii not quite, as severe in their criticism. It is, for instance, rather surprising to know that in a country like New Zealand neither agriculture nor veterinary sciencc is being taught at any of our University Colleges (though this gap is to a certain extent filled by the work at Lincoln Agricultural College), and that, to quote _ Professor Lady's words, tho conditions for the teaching of science could not well be worse than they now are. The present method, he says, docs not equip a student for any useful profession, and the character of our B.Sc. degree is such that students can obtain it without any real knowledge of science. The only redeeming feature about the teaching of sciencc seems to be, according to Professor Laby, that students getting the M.Sc. degree do secure some training that is really useful. The drastic criticism by Professor Laby was supported at the University Reform meeting by Professor Eastekfield, who, in a recent address to the Wellington' Philosophical Society, declared that ho had frequently been appealed to by manufacturers to (live them men fit to carry out scientific investigations connected with modern industrial processes, and had been compelled to reply that he Had not got such a man in the place. If such an indictment came from outside critics, one might be inclined to discount it as being due to inadequate knowledge, or to other reasons, but .when it comes from the professorial staff itself, it really cannot be ignored, and the public will naturally want to know the cause and the remedy. Professor Laby is of opinion that the chief causes of the defects arc that an attempt was made in most colleges to teach science at evening classes, and that the Senate has not established a sciencc degree that it is worth one's while to take. He states that lectures and practical work which' a science student would requirel' to take at Victoria College amounts to about twenty hours per week, and it is far too much to expect of any man or woman to work all day at an office, to attend to lectures i'or twenty hours a week, and to prepare work as well. Professor Eastekfield expresses very similar opinions. He thinks the remedy is lo have a science degree of a very different character, in order that students may have a more thorough training', especially in the practical work. He has found that it is impossible for students to do the science work at evening lectures and demonstrations. He has also found that tho students for whom lie has nothing but the warmest admiration have not tho physical strength to get through the sciencc course under such conditions. This question of day and evening classes is a most important one from several points of view,' and it touches the very foundations on which the New Zealand University has been established. Our University Colleges arc practically little moro than teaching institutions, at which day and evening classes arc held. They are necessarily worked on different lines to the great residential universities in England and other countries, and they arc intended to enable young men and women who are in daily employment to go through the courses necessary for securing diplomas. This, of course, means that a great many of the classes must be held at night, otherwise a large section of the community would be shut out from the benefits of a University education. If we arc to be guided by what Professors Laby and Easterfield say,-the conclusion seems to be that students who desire to take the scicnce course must be prepared to devote their whole energies to the work, and must not have any other occupation. There is much to be said in favour~Vt this, but before such a radical change could be sanctioned the. whole of our university policy would have to ba reconsidered. In his report presented to Parliament last year on the University Colleges of New Zealand, the ; Inspeetor-Gcncral of Schools (Mr. llogiien) assumes, for the purpose of his inquiry, that the present arrangements as lo day and evening classes are to be continued. lie slates, however, that "It is only fair to admit that the standard of work should lie set by, the day students: and, if this be so, those who are occupied during the day and are thereby prevented from attending any oilier 1 han nvening classes, should be allowed to take a smaller group of subjects at one time, and so, consequently, to spread (heir degree work over a grealer number of years." Limits of. space prevent us from going into the whole queslion nf niiiversity reform. We have, therefore, dealt only wjlb some nf the more striking points discussed at the Kclortu Association's annual meetingj

but we arc satisfied that the position amply justifies the resolution carried by the meeting, "that it is of great importance that the whole matter bo laid before the Education Committee of Hie House of Representatives in support of the petitions to be presented to Parliament praying for an inquiry into University education in New Zealand." In view of the fact that the Minister for Education, (the ITox. James Allen), has already declared himself to be in favour of University reform, it may be confidently anticipated that the question will receive careful and' sympathetic consideration when the request for an inquiry into the management of the University conies before him.