UNIVERSITY MODES

New Zealand Herald, Volume LXXII, Issue 22172, 27 July 1935, Page 1 (Supplement)

UNIVERSITY MODES

Bl' LADY ADAMS

BRITAIN AND AMERICA

I am thinking, to begin with, of the

differences between university students in Great Britain and the United States. First: the difference in attitude'toward their work. In Great Britain the students are men and women who study at universities under professors; in America, at the universities, with some notable eastern exceptions, one of which is Harvard, the students t;;Jk of themselves as boys and girls who go to school and study under teachers. More; it is quite usual to hear a wise and learned professor talk o: '"teaching school" when ho means lecturing at a university. This artless attitude is explained bv references to the youtiifulness of the country; but Australia and New Zealand are a good deal younger, and I never heard a student at any Dominion university college talk of "going to school."

The next difference is in the attitude toward marriage. In Great Britain young women go to colleg-j with serious ideals, with full purooso of, and endeavour after, getting a degree that will make them self-supporting And undergraduates tliink, with reason, that after the degree comes the seaich for work, and until they are firmly established they would be wiser not to have and to hold wives. There is a disarming frankness about the students in the United States on til is point. 1 quote from an interview with the senior vice-president of the fourth-year women students in a Californian university. "I think that an engagement, announcement at Senior Breakfast is the ideal ending for any girl's college career." She told an illuminating tale of a girl who announced her engagement, to a university athlete, at Senior Breakfast the year before, and was married the day after she graduated. "Wasn't that perfect?" At another Californian university the scene is set for the women who wish to announce thair engagements. An "announcement party"'is held, and the proud young announcers step through an enormous pansy ring; purple and yellow pansies, the colours of the university Twenty-one young women stepped through the ring lately: exquisitely gowned, manicured, waved, massaged, sun-tanned. During lunch a fashion sbow was put on by a bevy of beautiful students; naturally, the show was a trousseau, complete with bride, bridesmaids, matron of honour and guests. Different Outlooks I think one reason so many very young people marry in America is that they are quite fearless. In Great Britain marriage is not undertaken lightly, because of bills, responsibilities, taxes, upkeep and servants. "What's to come is still unsure." Not so in America; the instalment system paves the way, and servants are not even considered. Most young people never dream that servants will ever become part of their lives. American girls are born capable. They all seem to be able to cook well, or at least to approach their kitchens without fear. They seem to run their apartments without difficulty. And, as their husbands have all been brought up to take their part in the dairly "chores" of a house, these lend willing and able hnnds without thinking about it.

The amount of freedom young people have at universities in America stuns Oxford dons when they first come in contact with it. Lately some American professors were talking of a coeducational university. One of them happened to say that the rules had been tightened recently, and that the women had to be back in their sororities by 12 o'clock, except on Fridays and Saturdays, when they might stay out until one o'clock. "But what about their afternoon classes?" asked the bewildered don of the equally bewildered professors. I sat trying to look as if I weren't there while the explanation was given. Coming next to the difference between the teachers of the two nations, the great difference is that of sex. in Great Britain a teacher is usually talked of as "he," in America as "she." Then the teacher or professor has a more permanent status in Great Britain. "Once a teacher—or professor—always a teacher —or professor" is not true in America. I have sat next hundreds of American men at dinner, and whatever their position when 1 met them an amazingly large percentage of them had "taught school" at sonio time or other. Questionnaires The men teachers in America are more interested in the theory of education than are choir opposite numbers in England. American teachers have a passion for questionnaires not shared by theii cousins in England.

Lately J heard ot a teacher of the one-teacher-school class who sent a questionnaire to every person above the age of seven in her community. The questions appeared to be all-embracing, and must have cost the one-teacher all ber leisure during many months. But she tabulated her results, and one day the world will know.

Some years ago Mr F. L. Clapp, of the University of Illinois, made a more or less scientific investigation into the qualities the superintendents of schools and other educational administrators regard as essential to success in the teachers they appoint. lie selected 100 important victims to answer his questions. Each official gave Mr Clapp a list of the 10 qualities he thought to be essential to success in teaching. Mr Clapp arranged these qualities in order of frequency: 1, sympathy; 2, personal appearance; 3, address; 4, sincerity; 5, optimism; 6, enthusiasm; 7, scholarship; S, vitality; 9, fairness; 10, reserve or dignity. This list is surprising, until one remembers that the answerers were officials, those who appoint teachers, it is a useful list for teachers, who can find in it what appointers appear to regard as important qualities for the instructors of youth. Qualifications of Teachers A British educationist was so surprised that he asked 310 experienced London teachers to select the 10 qualities they regarded as essential to success in their profession. None of them had ever heard of Mr Clapp's questionnaire, and it appeared that none of the 310 had previously given the matter much thought. Their choice differs radically from the selection made by the American administrators: 1, sympathy; 2, patience; 3, tact; 4, knowledge of subject; 6, sense of humour; 6, love of children; 7,. cheerfulness;- S, personality; 9, discipline; 10, insight into character. It must not be forgotten that the lists were made by different groups, which explains the "personal appearance" and "address" of the administrators. Even to the lay eye, however, there is sufficient difference underlying the two groups to justify careful comparison. It, is comforting to note that America and Great Britain arc at one in regard to the quality of sympathy. 1 think, however, that if the American victims had been teachers they would have given patience a, plaoe in the 10 virtues.