EDUCATION AND DEMOCRACY

Dominion, Volume 37, Issue 193, 13 May 1944, Page 8

EDUCATION AND DEMOCRACY

Graduation Ceremony VICTORIA UNIVERSITY COLLEGE Ways in which education could help democracy were discussed by Mr. Oram, M.P., in an address at the annual graduation ceremony of Victoria Univei-sity College in the Town Hall last night, there was a large attendance. Few thoughtful pepplfs-wuuld Jeuy that democracy as we knew it had tailed, be saitl. In' a war to end wars, we were militarily successful only to lose the peace. He referred to .new social techniques, such as wireless, cheap printing and State-controlled education, which, he said, could produce new modes of thinking and new patterns of behaviour in an amazingly short time. r fe also referred to oue’of the disturbing features of pre-war years—the deterioration in the sense ot values of the people, with a loosening ot the ideas of authority of quality and responsibility. Thus was the stage set for the entry of the dictators. But before Hitler dared make the gambler's throw, he had to have a body of opinion, preferably young, utterly and absolutely subservient to bis will. On the youth of his unhappy country was, therefore, turned the full force of all the latest educational social tecliniques. Whoever controlled education and the educational social techniques controlled the destiny of bis country. Ihere was the problem and the challenge. “If we do not want to have it done for us by the distorted mind of an epileptic corporal, can we from a critical survey of things and factors as they are, form an idea of the shape of things to come and plan accordingly.’ said Mr. Oram. Most thinking people now conceded that some form of planned society was inevitable and necessary. It need not be bureaucratic. It could be planned to .preserve all that was best in the democratic ideal while removing what was outworn and chaotic. . , Considering the democratic state, these desirable characteristics emerged: First, there must be a true balance between liberty and order. The price 01 liberty was not only eternal vigilance but also a perpetually renewed adaptability and efficiency. The twin principles ot liberty and order were often in contlic. with each other but neither could long exist without the other. Secondly, the new democracy must be based on a real measure of social aud economic equality. It was unlikely that the elimination of different grades within the social structure was possible—-it would certainly not seem to be desirable and social and economic equality could best and most adequately be expressed in an equality of opportunity. Thirdly, the new democracy must be dynamic, capable of arousing a real an(l deep-seated enthusiasm, knowing passionately what it believed and the sort of society it wanted to create. It must De prepared to stress the _ obligations, as well as the rights, of citizens. It must, moreover, allow for that skilled direction of affairs necessary for efficiency under modern conditions. It must find a right balance between the needs of freely accepted leadership, of unfettered utilization of talent and of popular control.

“We see the paramount necessity, consciously and deliberately, of training some in leadership and of training others, a more numerous body, and perhaps more fundamentally important, who will form the core of the new enlightened public opinion who will help to spread the doctrine and make the leadership acceptable,” said Mr. Oram. . . In the initiation of such training the secondary schools must assume a position of major importance. After discussing the constitution of the. English-speak-ing public schools, he said there could be no doubt that in New Zealand the tendency in secondary education had been to evolve a pattern too set . and regimented, and the type of training that he had envisaged would not be possible unless more freedom was given to the school and to the headmaster, u need be' in individual instances only. The gap between the secondary school and the university could best be dealt with by the development of strong sixth forms in the secondary schools, developed along the model of the old public school principle, so that students would go on to the universities with a better sense of responsibility and their social obligations, bringing to their studies a greater capacity for analytical thinking and the forming of sound judgment and able to carry the ideal of service and leadership into their chosen avocation. In every sphere possible the university should accept the challenge and welcome the responsibility of supplying leadership and practical service. . He proceeded to discuss in detail the sphere of the university, referring in particular to the need for leadership in the conception and development of a true health service and ’« the understanding and handling of social problems; to the need for enlightened opinion and leadership in the Dominion’s primary industries; to the importance of training those who were to enter the teaching profession; to the value of research work already being done on social relations; and to the great future possibilities of the college's department of public administration. Discussing the future need to find new markets, he suggested the establishment by . the university of a department of Oriental studies, and, in view of New Zealand’s responsibilities in the Pacific, he advocated the setting up of departments of sociology and anthropology. The Graduands.

Degrees were conferred by the vicechancelor of the university, .Sir Thomas Hunter, to the following graduands:— Masters of Arts with Honours.—Denniston, Ralph Hugh Francis, first class in mathematics, Cook Memorial Prize (equal) and post-graduate scholarship in .arts; Dixou, Iladdon Charles, second class in philosophy; Ferguson, Janet Fergus, first class in French; Hill, Helen Clara, second class iu English; Money, John William, second class- in philosophy. In absentia: Dixon, Mary Vera, third class in English; Lindsay, Maureen Daisy, second class in English. Masters of Arts.—Bade, Beatrice Frances, in education; Drummond, Joan Francis, in geography (from Canterbury University College); Tett, William Francis, in history (19111) examination). In absentia: Meads, Owen Samuel, in history (1938 examination); Scully, Maurice John, in Latin; Todd, John Douglas, in history. Bachelor of Arts.—Armstrong, William Robert (from University of Otago); Blamlres, Helen June Patricia; Boyd, Ellie Macdonald; Brown, Beryl Mary Harley; Byeroft, Doreen May; Chamberlain, Gwenifer, senior scholar in education: Dowden, Ruth Enid, senior scholar in philosophy; Finlay, Marie Therese; GaraL Ingeburg, senior scholar in German; Holm Jean Lydia; Hughes, Olwen Enfys; Kinsella, Arthur Ellis; Llssington, Patricia Mary;' McKay, Alison; Parsons, Mira Sarah; Pettit, Phyllis Muriel; Porter, Freda Mary; Pye, Lorna Allee (from University of Otago); Todd, Francis Murray, senior scholar in English and French; Turner, George William; Wall, Barbara Helen, senior scholar in history). In absentia: Ruffell, Allan; Ryan, Mary Bridget: Sinclair, Robert Henry; Tossman, David. Masters of Science with Honours.—Dawbin, William Henry Ivo, first class in zoology (1942 examination); Grigg, John Lawrence, third class in chemistry; McDowall, lan Campbell, third class in chemistry; Swedlund, Bernard Eskil, second class in chemistry; Te Pungn, Martin .Theodore, second class in geology. Bachelors of Science. —Bloore, Hugh Grosvenor; Cairney, June; Drummond, James Ewen, senior scholar in physics; Filiner, Daisy Bird; Hamann, Sefton Davidson; Hay, Raymond Edward; Hodgson, Ernest Ralph; Johannesson, John Ker; Kiddle, Kenneth Walter; King, David, Thane, senior scholar in physics; Macinorran, Alison Mary; Marwick, Marion, senior scholar in zoology; Ross, Janet Macdonald; Underwood, Joy Philippa; von Keisenberg, Ernest Marshall; Watson, William James Graham; Wilton, Pamela Naomi. In absentia; Coombs, Beatrix; Durham, Reginald Alexander: Jones, Ross Dickens; Muplesden, Peter'Wilson. Bachelor of Laws.—Qullliam, James Peter; Withers, John Stuart. Master of Commerce wilh Honours.— Hocking, Bertram, third class in economic and Jnw of trusts. Master of Commerce.—O'Kane, Vineent Paul, In economies mid economic history. Bachelors of Commerce.—Elide, Stanley Grenfell; Gohliitone, Myer Mendel; Wood, Dougins Iteginilld. In absentia: Forbes, Norman; Harrison, Charles Stanley Mark. DIPLOMAS TO BE PRESENTED. Diplomat in Education.—Ferklns, Roland McLean; Pye, Lorna Alice (I'rom University of Ol.ligo). DEGREES AND DIPLOMAS BEING CONFERRED AT OTHER COLLEGE CEREMONIES. Minder of Arts.—Kent, Mary Kathleen, iu economics (1912 examination). Muster of Lows.—Turnbull, Ivan lieonnrd. In International law and conflict of laws, contract and torts, law of companies. ■ Bacljclur Arlu.—Baumgart. jjpta jean »

Hunt, Robert: Meßean, John Stuart. Bachelor of Science.—Marsden, Ernest I>< Baclie l lor <l of' V ' Laws.—Speight. Graham Dfl vies. Diploma in Journalism.—Kent, Mary Kathleen (1942 examination). DEGREES ALREADY CONFERRED.

Master of Arts with Honours.—Russell, George Harrison, first class in English (post-graduate scholar in arts). Bachelor of Arts.—Broad, Allen Aubry Augustus; Burchfield. Robert M llliain; Lockwood, Joan: McDonald, Alexander; Wah. William; Wilde, Norman. Master of Science with Honours.—Oliver, Robin Langford, second class in geology. Master of Science.—Slatter, Sydney Ernest, in physics. Bachelor of Science.—Heyhoe, John Harry* Bachelor of Laws.—O'Regan, John Barry. „ . T ~ Bachelor of Commerce.—Hobbs, Leslie Millward; Murphy, Brian Egmout. DIPLOMAS ISSUED SINCE GRADUATION CEREMONY, 1943.

Diplomas in Education.—Halloway, Patricia Mary; Henderson, Hugh Allan; Kraft, Linda Myrtle; Linton. Jane I’li.vl iis; Martin. .Mildred Sarah; Mitchell, Lilian May; Sweeney, Marie Laurette (neo Fletcher); Sweeney, .Terence; .Wither, Marlon Elizabeth.