" UNIVERSITY REFORM."

Evening Post, Volume XXI, Issue 132, 8 June 1881, Page 2

" UNIVERSITY REFORM."

That we have been too slavishly following the older institutions of the Old World in framing the constitution and administration of our Colleges and tho so-called " New Zealand University," is a subject on which most unbiassed colonists who have given any attention to the subject are agreed. To all these Professor A. \V*. Biokerton's speech on " University Reform," delivered as the inaugural address to the Canterbury College, will be congenial reading. Professor Bickerton, who is a man of considerable scientific attainments, scholarly research, and deep thought, deals with the subject in a bold, comprehensive, and enlightened manner. In his opinion the University, to fulfil its proper office, must take the lead in all matters relating to education and knowledge ; and should be especially an institution for the conservation and development of tho arts and sciences. He deprecates the waste of time involved in studying the dead languages, and undue attention to verbal memory — "that paradise of lazy teachers." He would see substituted for these, logical and scientific studies which should have the effect of developiug the common sense, educating the reason, and bringing out the originality of the students. Recognising the fav-t that the minds of men differ as widely as their faces, he is opposed to endeavoring to force them all into the same groove, a3 is done at the present time by making so many subjects compulsory in the University examinations." " Our own experience shows," he says, " that it is seldom that men are Etrong both in Latin and in mathematics. How can a student make his mark in his favorite study when ho frequently has, during his whole course, the weight of an uncongenial one hanging about his neck? Is it good for either classics or mathematics that the mathematician Ehill be largely engaged in mastering the difficult idioms of an author he cares nothing about, or the student of the classics in learning the most elegant methods of the transformation of formulae ? If it be thai better for the compulsory subjects that compulsion be abolished, who can measure the advantage to thß voluntary subjects, whilst for tho student it wonld mean, absolute emancipation." With regard to the higher degrees, Profassor Bickerton thinks they should only be granted to " tho3e who have added to the sum of knowledge," and to <

[ render this possible, he would certainly not make ft necessary that the student should come up in tha year, following tho on» in vrhich he graduates. In conclusion, Professor Bickerton thus eloquently refers to the advantages which might be derived were the working men of New Zealand to dsvote themselves to the study of science : — " I hope Eoon to Bee many artizans seeking the higher pleasures that wide culture carries with it. Ihe average adult artiran has not received sufficient education to appreciate our advanced lectures, but I trust that a science and art department will soon be established in New Zealand which will enable him to do so. I can testify to the eagerness with which working men took advantage of those classes in England, and to tho marked 6ucces3 that attended their study ; yet most of these men worked ten hours a day. I ceo no reason why the colonial artizan, with his extra two hours of leisure, should fall behind his fellows in England ; nor do I believe he will. If workmen use these classes, and the more thoughtful fellow on to the university, if the political And social sciences keep toace with the powers of production, and their exponents learn how to distribute fairly, then for tho first time in tbe history of the world we shall have a people all free, all in comfort and plenty, all with leisure, and all who care about it in the enjoyment of that higher life which is rendered possible only by the most perfect cultivation of senses, mind, and soul." In these remarks we cordially agree, and we commend Professor Bickerton's address to the thoughtful perusal of all who have at heart the educational advancement of the colony.