ECONOMIC RACE

Evening Post, Volume CIX, Issue 112, 14 May 1930, Page 12

ECONOMIC RACE

EFFICIENCY NEEDED

UNIVERSITY TEACHING

SUGGESTED REFORMS

The need for the highest stand- ■ ard of efficiency on tho part of th~c individual in order that the coun.l.try iiiay riot bo left behind in the economic race was stressed by tho Pro-Chancellor of tho Senate of . the 'University of New' Zealand ' (tho. Hon. J. A. Hanan, M.L.C.), when addressing the Senate today. ■ ' . "There, is no doubt," said the ProChaneellorj "that the greatest economic race in the history of the world has begun,«and some nations are wisely training their people so that, they may become well, prepared and efficiently equipped to compete successfully, in this competition. .By reason of the extraordinary economic and social conditions obtaining in every country, fend the fierce competition between'nations there never was in the history of our country a'more imperative1 need than now to secure a higher standard of intelligence, 'knowledge, and efficiency on the part of'every producer, every worker,-every business man, and every State, official in order to promote the prosperity .of our country and the wellbeing of our people. .With a higher standard of knowledge and ability, both in our public and private services, much can be done to eliminate economic waste and extravagance. .The Great War revealod great weaknesses in our economic and social system. It is a fact that during the Great War, Governments, because of difficulties encountered and mistakes committed, had to draw upon the.advice and assistance of men and' women, from outside,the Government service. We must look well'ahead.and, profiting by the experience acquired during 'the war, and more especially by the lessons learned in connection with our unpreparedness, equip ourselves to the'best 'of our ability for the commercial, industrial, and economic, warfare now obtaining. . ■ . EDUCATIONAL OPPORTUNITY. v i "Our democratic system of education has opened a straightway from the threshold of every abode, however humble, in the country or. iv the town to the high places of usefulness, influence, and honour. We believe that latent talent should not remain' undeveloped or that ability should not be lost to the nation for want of opportunity. There is a growing recognition of the fact that the'future of the world belongs to that people, which.is most ,rieli in education and mental efficiency, and which is the most strong in. moral power, and which therefore sees and strives towards the noblest possibilities -in life.'. , : "In New Zealand an unusually large proportion of our young people are able to continue' their education beyond "the primary school age, and a very high percentage of these -receive their sec-, ondary'education free, while a consid-'1 erable number,' again are provided with free education at the university. The following statement makes clear the" truth of that observation:—Free Education in University Colleges: Entrance scholarships, 81; senior university and other scholarships, \62; bursaries, university ,1061, educational 66, home science '56; 'training college studentshipsj 567; total, 1893. A SUBJECT FOR INVESTIGATION. '..'.'"'l think the question of the general standard of attainment '■ required for admission to the University in- this t country should be the subject of special investigation". I amjof opinion that our matriculation requirements do oiot compare favourably with those of the Home universities,- at least in the fundamental subjects. For the Scottish higher leaving certificate-the syllabus of work ist almost identical with that of our B.A. I am sure the difficulties of teaching in our university colleges are increased because in tho school subjects there is such a. variety of attainment among ' the entrants; some have barely passed the matriculation examination; others have taken a one-year's post-matriculation course, while qualifying for a higher leaving certificate; while others have taken a post-matriculatiori course to tho entrance1 scholarships standard, or even, to the highen standard demanded by additional papers in.the entrance scholarships examination. ,The. difficulty of devising a scheme of work to suit students of such varied, attainments and capacities must.be no light one. REFORMS NEEDED. "Stated briefly, the, following - rcfo'rms, if given effect to, would make for more effective work in our university colleges: A 'reduction in'the size of classes and the number of lectures; the appointment of an adequate number of well-trained tutors to each subject, the giving of more time for discussion, and to enable students'to work and think for themselves. Again, if we are to keep up the future standing of our university colleges in the educational world, and to secure through the medium of the university teacher the highest and , best form of .university education, it is essential that the emoluments of university, teachers and the conditions of their employments should be such as to attract men of ,the learning and character < required. .In this connection it has been well said ' that a university is not a building.' ■ NATIONAL EFFICIENCY. ' "National efficiency must be our goal, hence we must give more attention to industrial, technical, and scientific education—an education that will bring to bear the most advanced skill and knowledge upon all forms of industry and commerce so that the farmer, tho manufacturer, the artisan and all workers (manual and brain) will be thoroughly trained for their calling^ ' ... "Scientific training becomes increasingly valuable to the eoinmu.nity as. civilisation'proceeds and, the forces of Nature pass more under man's control. To secure an adequate supply of scientifically trained men should be the aim and object of an enlightened State, and all those who are entrusted with the direction and management of public or private services in New Zealand. "It is becoming now more generally recognised that the wealth of a nation depends less on the possession of great national resources than on the ability and activity of the men who exploit them. Hence the demand for nien who have the necessary high qualifications for assisting, directing, or producing new wealth, which is so essential to national progress. A good practical and scientific education '■ and training will 'greatly assist to secure that high degree of skill which, supported by zeal and industry, will achieve economic success. Scientific production and scientific commerce have become world-wide. It therefore follows that it is trained, scientific ability, and diligent work that will, in the main, determine success. • CHARACTER BUILDING. "I desire to make it clear.that while in tho earlier part I stressed tho importance of scientific training and practical knowledge I did not overlook the great importance of ethical education. I have, been and am a supporter of a liberal education;, which is of .the great-:

est value as a factor in charactergrowth. I recognise with a prominent educationist that 'while technical education makes for efficiency, a liberal education leads the youth to think for himself. Whereas the reward of technical education is material gain, that of a liberal education is spiritual enrichment. Technical education may and should make his work more interesting; a liberal education should make life more interesting; it should open his eyes to the reality of subjective' value, thus in so far as we conceive the good citizen to be primarily a man of character, and secondly an efficient producer, wo must recognise that the scope" of a liberal education is much wider than that of a technical education, and while it is true that no class of the community has a monopoly of character values, wo may well concern ourselves with a redistribution of these values throughout our body politic' Education niusT must be rooted in character. Genius and skill unsustained by character will but glitter and vanish.". ,

On the motion of Professor Hunter, the Pro-Chancellor was thanked for his able address. , .",'.'