“THE NIGHT SCHOOL ON THE LEITH.”

Otago Daily Times, Issue 18896, 23 June 1923, Page 11

“THE NIGHT SCHOOL ON THE LEITH.”

IV.-TIIE PROFESSORS OF THE SCHOOL. By W. 11. In 1895, when the University was a little less than half its present age, there were nine professors on the teaching staff and 16 lecturers, not including the clinical lecturers at the Hospital, whose names arc npt given in the Calendar. In 1923 there are 24 professors and 54 lecturers and assistants. This increase is not to be taken at its full face value, because in some cases a lectureship has been raised to a professorship. in some of these cases, however, a part-time lecturer has become a full-time professor. There are other professorships that are real additions. Two new schools have come into existence since 1895—the Rental School and the Homo Science School, with two professors in each. Then. I think, though 1 am not sure, that some real additions have been made to the professorial staff of the Medical School since 1895. Is not bacteriology a now subject since j. 895? the policy of establishing new lectureships, which may develop into chairs, is a progressive one, but it has to be considered in relation to the needs of existing work.

Side by side with extension there must bo intension. As a man adds storey to storey in his building he must look to his foundation. A theological professor of great learning years ago expounded to his class an idea ho connected with Bagchol, that a nation and an individual must combine stability and mobility. Some time after I heard one of his students popularising the idea. He was insisting that even’ man should combine in himself the two elements of liberalism and conservatism, reverence tor the past with change for the future,— “hats off to the past with coats off for the future,” to quote an American motto. Everyone, ho said, must bo both stable and mobile. Ho told a story of a ploughman who received directions about his work, the farmer said. "Do you see that cow at, the, end of the paddock? Well, draw your first furrow straight for the tail of that cow.” There was stability in the’ ploughman, he hold faithfully to the letter of his instructions; there was mobility m tlio cow, and there was variety in the furrow. It is not dmiculb to imagine a progressive Council, eager for extension, and a conservative Professorial Board, eager for the development of existing work It is easy to imagine that a Council might play the role of the cow, and a Professorial

Board the role of Hodge, the ploughman, or vice versa. To balance tho claims of intension and extension, and so enable the University to render tho maximum of service to the community, is a great problem, especially on an empty _ purse. There is another consideration in starting new work —that is the question of comity, the question of relations with the other university colleges. I suspect that there is a feeling in some of the northern colleges that Otago is unduly active, not to say aggressive, in tho matter of extending its operations. Otago is much given to put its hand in the public purse. The Chancellor is always haunting tho Treasury. There ought to be a man with a gun put on guard in Wellington, with strict instructions: “Whenever you seo the Chancellor of Otago approaching, don’t let him speak; shoot at once.” I suspect there is a feeling in tho north that when Otago cannot got its hand into the public pocket it puts it in its own, and starts a lectureship on An-

thropology or founds a chair of Medicine. If it cannot got enough money to establish a chair or a lectureship, then it founds a fellowship. Otago has contributed nearly £115,000 to tho University. I noticed that one of the staff of a northern college was complaining how little his province had done for the local university college in comparison with what Sydney has done for its university. Otago has had its problems of balancing the claims of extension and intension and tho claims of progress with those of comity. There has been an occasional ruffling of northern susceptibilities, but, on the whole, I think the administrative bodies hero have done well. I wish they’would consider now the claims of Music in its

higher branches. Private tuition in music here is said to bo good. It supplies a foundation on which the University could build and serve tho community. Tlio name of tho Doan of the Medical School is tho only one that appeal’s on the teaching staff of 1895 and of 1923. How long he was teaching before 1895 I cannot say, but he is still going strong. Ho is an evergreen. Years ago a medical man, now on tho staff of the school, and himself a man with tho reputation of being an excellent teacher, told me that ho went Home to do special work. Ho found that, judged by English standards, ho had been well taught in the Dean’s subject. For nine years after that he had been placed where his teaching had been well tested, and he believed it had stood the test well. In addition to his work of teaching, the Dean has sustained the growing burden of administration. It is true that for years he received invaluable help from the sub Dean, tho late Professor Cha’rnptaloup, a man who always impressed me as wise, loyal, and remarkably disinterested in his services to medical education.

Sometimes I think the Dean is beginning to sutler from delusions. I have noticed that he can no more keep tho Medical School out of his conversation than Mr Dick could keep King Charles’s head out of his conversation. I have noticed, too. that often the Dean docs not speak of “the medical school.” hut “the school,” as it it were tho whole University. I think sometimes ho has delusions. I am sure if ho were taken across the road in Fing street and X-rayed it would be found that “TlTiv School” is written on his heart with tho word “the” in capitals. Far a long time it has made much of life for him. I hope he will get what, he is asking for just now in the way of extension and ecuiipment. I say “just now” because I am sure it will not be his last great want. T.iko another of Mr Dickens’s characters, ho will be ever saying, “More, more.” I Have been looking at the names of the universities where our staff of teachers received their education. In 1895 all the teachers except one wore British horn and educated in Britain; the exception received his education in Germany. To-day the following universities are represented on the teaching staff:—-New Zealand, Sydney, London, Oxford, Cambridge, Edinburgh, Glasgow, St, Andrew’s, Aberdeen, Dublin, Germany (Jena and Gottingen), and America, I write America last because the beginning and the end of a sentence are the emphatic positions, and there is a rule which says “end with words that deserve distinction.” As a colleague, a teacher, a public-spirited worker, tho one representative of America, and tho_ only person on tho staff probably not of British birth, is as good a s the very best of them. Tho person concerned has not been long enough here yet to learn the Shorter Catechism. When she has Done that, she will find out that the commandment, “Thou shall do no murder,” prohibits killing oneself with overwork as well” as killing other people. If I am to bring out fully all the educational influences and traditions that are represented on the University staff, I suppose I should add to the above, list the names of other universities in which some of tho professors taught, such as Belfast and Liverpool There may be others. It lias just oeruiTcd to mo that one of our professors did some post-graduate work m economics or philosophy at Harvard. U.S.A., and that some of the medical staff also have done work in the States. What a combination of educational forces! As I look at tho list I can’t help wondering why wo are not a more learned people than wo are. I am very glad that the educational traditions of our teachers are so various. It is essential to the very idea of a university that they should be. I could wish that wo had another Irishman and another American —not an Irish-Auicrican — on the stait. I hope that America will have a “look in” at the new chair of Education. It is years since an inspector of schools said to me, that there was more work dono in Germany and in America in the subject of education than anywhere else in tho world. Quito recently Sir Michael Sadler, the Vice-chancellor of Leeds University, a British educational export of high standing, has been testifying in strong terms to tho value of America’s work in education.

A university is a university, not a school and tlio educational influences should bo universal. Let us have free trade in brains. I have no sympathy with tho miserable cry of Olago for Otapoans. I am glad, however, (hat -with tho policy ot free trade

prevailing our Otago graduates have found a place on tho staff. There are six of them professors, and a good many of _ them lecturers. I behove that in teaching power and in university spirit and service outside their classrooms they arc not discredited by tho best men on the staff. Otago has managed to produce not only some of her professors but also a Chancellor and a Vice-chancellor. I like to see a man interested in something apart from his own profession. Tho vice-chancellor is such a man. Ho is a lawyer who is specially interested m teeth. What connection there is between law and biting and devouring .1 have never been able to see. Yet there it is; the vice-chancellor has done more for tho Dental School than any other man on the council. I am not sure that he cannot claim to bo the founder of the school. Ho has shown, too, that he is not a man of one idea, but is always willing and eager to help every department of the University. The Chancellor, too, is locally grown with additional experience as a theological student in Edinburgh and in Germany. When tho Chancellor was a student in Otago I have not discovered. I have not pushed my historical inquiries far enough back. All the years since he has been interested in his Alma Mater, and for long he has rendered her conspicuous service and also great service that has not been conspicuous, service of which few have known. When I came a stranger to Otago, a fel-low-student of tho Chancellor’s in Scotland said to me, “There is A w C n. Ho is not a fluent speaker, but ho always knows where ho is going and ho is always going to some place worth while. _ You listen to him.” I have boon listening to. him in private and in public for nearly 30 years, and find Ills friend’s judgment was correct.. The Chancellor is always going somewhere; he knows where it is and ho knows the way. He is always going upwards and for many people the top of tho hill is sometimes out of sight. Ho is a bit of a. visionary, and yet very practical. Ho sees afar, but does not knock his shins on what is near by, staring steadfastly at distent horizons. _ Having no money of his own to give away in large quantities he makes up for it by inducing other people to give theirs, in the circle of my acquaintance I do not know another man who has influenced directly and indirectly so much prhlte money in the way of worthy objects for the Church and the community. A Cabinet Minister said to me a few years ago, “I wish wo had your Chancellor in the north; ho would bo worth two thousand a year to us.” In more senses than one. money could not buy the Chancellor. No one I know surpasses him in pure disinterestedness in service. . I have often been surprised at tho time that he and some other members of _ the council give to the affairs of tho university. Those outside tho circle have not the faintest idea of the work that some o£ wo councillors, and some of tho professors give to tho university. I suppose, like all fallible bodies, they fail at times, but no one knows as well as they do whore the university may bo weak. No one tries so hard to remedy defects. All criticisms of the council and tho board should be made with deference and with gratitude, and should bo accompanied with a “please accept the enclosed to help you along.” I notice that the Minister of Education has invited Dr John Adams, formerly Professor of Education in the University of London, to visit Now Zealand and that ho is coming. Soon after the Minister of Education was appointed to his office I had a. long talk with’ him at a holiday resort where we happened to nlcet. I said afterwards, “That man feels that the opportunity of his life has come to him to do some important work for the State.” He seemed glad to discuss subjects, and was ready to listen to suggestions. He is not afraid to ask for money for his work, and willing to spend all he can got. More power to him, more ideas, and more money! I am glad ho has invited Dr Adams. I once received hospitality from Dr Adams in London, but he has probably forgotten his nice lunch and my good appetite; I remember both. I observe that the best men always forget their good deeds, and when reminded of them, never seem to mail them. They say, “When ? When? _ When saw we thee hungry?” Dr Adams lived and worked in Aberdeen, even if he is not an Aberdonian, and in London lie foregathered with the late Sir Robertson Nicoll, an Aberdonian. They Used to meet periodically once or twice a fortnight to discuss the affairs of the universe and generally adjust things until they could meet again. Wise men, to save time out of their busy lives for friendship and intellectual fellowship! Students of education know Professor Adams’s books much better than I. Last year I read his “Students’ Guide,” full of sensible advice based on ripe knowledge and wide experience. I also read again his “Herbartian Psychology” and “Exposition and Illustration.” Professor Adams brightens his well-laden pages with touches of humour. I Eave been feeling about for an adjective to describe Dr Adams’s humour, but I cannot settle confidently on one. Every true Scot has humour; tho best of it is always kindly, and sometimes it is expensive to tho othev person. Dr Adams opens one of his books with this passage; “When Scott wishes to give a reason for Reuben Butler’s occasional errors of judgment, ho uses the palliative parenthesis‘for the man was mortal and had been • a schoolmaster.’” How good a quotation for a schoolmaster and a maker of schoolmasters I

Dr Adams is, I believe, one of the advisers of the Council in selecting a professor of Education. 1 hope when he comes down and secs our galaxy that shines in tne southern sky he will bo pleased with us. As a good Scot he will remember his Scriptures. “ One star differeth from another star in glory.” As a wise Scot he will not say so. I hope he will help our authorities to choose a bright star for our firmament. I would not like to have a comet, nor yet a wandering star, but if he could get one with a somewhat different radiance from those wo have. I would be glad. p.S.—This Is the feminine hit in me one of the feminine bits; I put tho most interesting fact and the most important suggestion m the postscript. I received a letter from an old friend in the States a few days ago. He tells me that Columbia, the University of New York, has just published its annual budget. 8,900,000 dollars, about one million and three-quarter pounds. A Canadian professor wrote to me some time ago and said that an educational export in Canada had told him that Columbia was the greatest teacher-training school in tho world Well it might be with all that money to spend. I see that our American professor is an old student of Columbia. In the face of all that is spent annually by one university, I hope the Hon. Mr Parr will give np his boasting of how much he spends on education. him keep tho million and send us down the three-quarters, anti we’ll show him what can be done m higher education.