THOROUGHNESS IN EDUCATION.

Otago Daily Times, Issue 21032, 22 May 1930, Page 14

THOROUGHNESS IN EDUCATION.

"■ FIRST PRINCIPLE OF TEACHING. PURPOSE OF A UNIVERSITY. The paramount importance of thoroughness in education and the true conception of education as applied to the University were among the points stressed by the pro-chancellor of the University of New Zealand in his address to the meeting of the Senate in Wellington. In respect to the first point he said: It appears to me that in this age of hustle and speed there is a danger of thoroughness in educational work not receiving that attentive consideration which its importance demands. Superficial knowledge is often .the result of a syllabus of too many subjects and too limited time j for the work, ‘ What we do, we do I well,’ should be the motto of every educational institution. The spirit of thoroughness should permeate all teaching. , “Professor Muirhead, referring to the * question of concentration for study, and i emphasising the benefit of thoroughness in education, truly observes, ‘ that to etudy onc thing thoroughly is the real higher education, for this implies breadth as well ns depth of culture, while mere breadth does not imply depth. He who has mastered one thing thoroughly has learnt the art of mastering others. The poet well said that the study of one subject, be it but a “ flow’r in a crannied wall ” will take the student far if the study be thorough.’ ” A WORLD NEED. Of the University, he said: The true conception of a university is that it. is a world’s institution. It exists for the pure and disinterested pursuit of know ledge. To ■ establish courses of study, which will promote a better knowledge and understanding of the world’s affairs, and a fuller conception of internationalism should be a duty of all universities. One resolution adopted at the World’s Federation of Education Associations held at Geneva last year was as follows: That _ lecturers in history and geography. in training colleges and university departments, should be thoroughly conversant with the main features of world history and of international co-operation.” I was informed when in France that courses were established for instruction of teachers in the aims and objects of the of Nations, and in ways that cultivate international goodwill and promote the interests of peace. I think steps ®hould be taken to prepare for university colleges and high schools, respectively, suitable courses for instruction in world history, and in geography, which lends itself to correlation with historv. Professor J. J. Findlay, in‘his book. History in its Place in Education,” puts the ease strongly for action being taken on the lines I have indicated. This is one of his thought-compelling statements; ‘We do not ask the teacher to be a nationalist. But internationalist he must be. to leave our children as ignorant as their fathers, were of the state of ■ Europe and Asia, lulled in pride of the past, and in conceited security of our exalted power, i s to invite disaster. The revision of our humanities, and especially or our history syllabus so as to include a comprehensive and just survey of the whole course of world history, this seems u ,C f J nr J most obvious lesson that the events of the last 10 years should bring home to those who organise our schools and colleges.”