UNIVERSITY YEAR

Otago Daily Times, Issue 22263, 16 May 1934, Page 7

UNIVERSITY YEAR

GRADUATION CEREMONY CONFERRING OF DEGREES PROFESSOR HUNTER'S ADDRESS. The graduation ceremony of the University of Otago was held in the Concert Chamber of the Town Hall yesterday afternoon. After the graduates had assembled in the hall and the Chancellor (Mr W. J. Morrell), the pro-Chancellor of the University of New Zealand (Mr J. A. Hanan), and the members of the council and staff had taken their places upon the platform the Otago University Anthem was sung. The Chancellor, after welcoming those present, stated that Professor Hunter, vice-Chancellor of the University of New Zealand, had been invited by the council, as a distinguished graduate and as a senior professor of a sister college, to deliver the graduation address. Tt was a matter for very great regret that Professor Hunter had been prevented from coming to Dunedin by a severe attack of influenza. He had sent down his manuscript and Professor Adams had consented to read the address. The graduates" were then presented to the pro-chancellor who conferred the degrees, after which the chancellor presented diplomas awarded by the University of Otago. THE ADDRESS Professor Adams then read Professor Hunter's address, which wag as follows: — I wish to thank the chancellor of the University of Otago and the members of the council for their invitation to apeak on this occasion.; It is not without some trepidation that one comes back to his Alma Mater after the lapse of a long period of. time. It is just 40 years since I enrolled a«-a student at'Otago University and began attendance at lectures here. !. In this centre of theological learning; the period of 40 years may appear suggestive. If so, I can only say that the academic wilderness of the north is not without its means of-subsistence, material and spiritual, and I rejoice that the University authorities here have been kind enough to permit me to enter.this southern Promised Land if only:for a few short hours.

.When I', compare the University of Otago a* I entered it in ,1894 with what to-day it:appears, I.cannot withhold"the expression of my admiration for those who, .within, the University, as councillors, professors, administrators, students, and, within and without the University, as benefactors, have contributed to this noble achievement under conditions at all times difficult and on occasion • almost over- ■ Such eyesores' si the old tin shed and the uncompleted end of the Arts Building- are gone. New'accommodation for the.lisetof the faculties of medicine, mining,' .dentistry and*.home science has appeared, a .Students' Union replaces the dreary comihpn room of my day, and the Oliver class rooms have completed the Arts Building. All has been--done in a manner-that reflects great credit on', the* busineag acumen of those responsible and also on their artistic sense, .r

I am aware that stone and mortar do not constitute a university; ;In earlier, times ita spirit could be more clearly symbolised bf " Mark Hopkins on one end of a log and a student on the other." But that day is past. Not that great and inspiring teachers are unnecessary; the need for : them was " never greater. But •tudents now, appear,not 6ingly but in battalions, and, adequate arid properly l equipped accommodation is,an essential condition of the beat type of work in the many fields', that: are .-opening out to the wondering.'gaze of this" generation <sf student?.,. .«■ v.--. , ■[,.. . -. • ~ ' ■'■ h We may pair our'homage' to-Professor Ulrich and.his bid. tin shed and,-to Professor Jeffrey Parker and his' limited accommodation. These, men, and*others, did much in spite ot unfavourable 'conditions': We live in .other. ,times..:..Jt is true, that buildings will not availus' if 'the' spirit'is Jest, but Without the necessary material londitiona the best fruits of the spirit cannot be'•'; expected...;;"■#.". .a. ;.' ! , | In the 'case 'of ;OCagQ,"University, it is lasy enouithv for 'me >to see .that' during jhe past 40 years there, haa been not only addition to - the" buildings but, also increased power in:the.staff., At'the.time of which I speak there was in the medical one member, of, professorial j'ank; now there are ninej and,"the junior staffs have been similarly strengthened. It .'is an achievement of which I am sure there is every \ reason to be proud but with which you must not rest-satisfied. As a graduate I offer you my cohgratulationg on the outstanding success achieved and my' sincere good, wishes for the future;

I .STANDING : OF- GRADUATES ~ ' - "r .ABROAD \ ' ■ It is, perhaps, unnecessary .to justify the 'the.ilJniveraity, but it is as well that >the 'should know how highly the men'anil women trained in the Hew- Zealand - : University are \ regarded i when; they■ go; abroad—to'Britain and other parts of the British Commonwealth 6f013410118.. ; :'. ,'■ . • - - fi When I was in' Britain in 1931- it was very pleasing to hear.on all sides the reputation established ;by our men and women when came to work side by side with -English ; -graduates and under the most" distinguished . men. ■ Sir G. Elliott, Smith, told \ me .of the -very noteworthy research done by one ;of • our medical 'graduates' and the late Professor Graham Wallas was equally complimentary in regard to some of :our men' who 'had Worked under his direction. At one of i he meetings of the University Conference held,;in Edinburgh Sir Thomas Holland, vice-chancellor and principal ,of the..university,, said he was convinced that it was Sow"in the;best interests.-.of'the,students in the -dominions that they should finish their undergraduate courses : in their local universities and, when possible, come to the-centres of the Old World for postgraduate work. .-•- ■'. .' ~:.'■.,." .'-?:"-.:' I . The careers of those t who have been ' awarded pbst-'gradiiate. "or travelling scholarships h&ye shown' the : calibre of the • men-andiwoinen'rwho are going out from the-• University'. 1 »< It ni '•'.. true that these ■foriria select;body of-graduates, but wo must '.rememher that they are working Bide ivyrside with an equally select group from-the universities of Britain and the • other dominions. : : . , ..That the judgment based on the careers •of this selected group is sound is con- ■■ by the reports .of the • examiners •in England.- Naturally reports are not 'always favourable. As university,teachers know, f at; years, are followed by lean. • Outstanding ability in any subject seems to come' in waves. - On the whole, howr "ever, the' reports are very complimentary, ' andindicate that the University in this isolated though it is from the great -centres of learning, is. making a —vigorous, .and on. the whole a successful, ' attempt to • maintain worthy university standards. I trust this effort will be -continued, ; and that our watchword in -University study will be quality rather ''than quantity. ••• ■ - •

ASPECTS. OF UNIVERSITY WORK . In New. Zealand the .opportunities that the University has of coming before the ••public:'are few, if. we omit those occa- * -'.siona,-rather -numerous- of :late, in which trivial aspects of the work and life of University have assumed in the press a space and importance that have never 'been given to the solid and often bril- ' liant achievement that is to be found ' -within its portals. In these circumstances it seemed to me that the opportunity afforded by this ceremony could not.be put to better use than to direct attention to one or two aspects of University work and administration that should be of in- * terest hot : only to graduates but also to "the legislators of the Dominion, to University authorities, and to the great mass -• of thinking people in whom the real power of a democracy ultimately resides. With - your permission I propose to refer briefly . to two of these problems: one relating to University finance, and the other to ' a" branch of academic studies. •iFor better or worse —it is not a queg- -. tion that can be profitably discussed to- : day—New Zealand has adopted what everyone will admit is a very costly system of University organisation. At the X moment there are six teaching institutions of University rank in the Dominion. ■The reasons why a population of about '-1,500.000 finds itself responsible for so & many 'university institutions are partly • political and. partly geographical. The . provincial system of government of the

early days,and the configuration of New Zealand both worked in favour of a decentralised University with institutions in different towns. This policy is fixed, but the University institutions are bouud. to feel the financial repercussions of the division of effort, for it is clear enough that the attempt to carry facilities for university education to the student is bound to cost a great deal more than one in which the student is made to seek the facilities' provided in a central institution. It may be < that the extra cost is worth while, but no one ought to expect that the: widespread facilities will not cost a great deal more than those that are localised.

When, : however, we investigate the finances ;.of the teaching • institutions we find that.instead of greater financial pro. vision being provided to meet the peculiar needs of the de-centralised system much legs provision has been made than is common in other countries.

,: Some six year's ago T investigated the condition of the finances 'and staffs of the State Universities of Canada and of the University of Wales and compared them with the conditions found to exist in the four constituent colleges of the University of New Zealand. These overseas universities were chosen because they are relatively poor institutions, not haying the resources, of the great universities of America and Great Britain. If then it can be, shown that in regard to both finance and staffing dur local University does not compare favourably with, the Canadian and Welsh universities, it is surely a just cause for concern.. ; FINANCIAL COMPARISON

This is. not the occasion for presenting a mass of'financial figures; nor is Dunedin the place. But I want you to carry the main fact in your mind. Generally; speaking we may say that in these overseas universities I have referred to, the university is provided with about £IOO of revenue for every student in attendance: in New Zealand it is only about £36 per head. This financial difference ig/.important because it shows itself clearly in the numbers on,the University stiffs. Let me give you one clear-cut instance: At the time these figures were taken out, there were in the University of Wales 2902 students. For these a staff of 283 was provided (76 professors, 86 lecturers, and 121 others). At the same time there were 4362 students in the four constituent colleges of the New Zealand University, and for these was provided a staff of 205 (71 professors, 98 lecturers, : and, 36 Mother teachers).. If we compare the University of Wales and the irinversity teaching institutions of New Zealand for the year 1930-31 we find:— -

'.'■" Wales. N.Z. Number of students .. 3,000 4,300 Staff ...;•>:,-., ...... t 313 *230 Annual expenditure f 340,000 £200,000 G6vernment grants £139,000 £68,000 fFull time. 'Full and, part times.

Thus it is manifest that our local insitutions lack both the finance and staff that are deemed- reasonable even in the poorer universities abroad. Those who have, inside knowledge of our University will realise how true thi s is. In New -Zealand •■'so years ago there were very .large classes' in the, primary schools and small ones' in the high echpols and University. To-day we notice a great improvement in the primary schools, but the conditions in the University have gone from bad to worse. To-day neither in the primary nor secondary schools would classes of. 100 be tolerated, but such classes occasion little surprise, and no protest, in the University where, howyer, individual treatment is necessary for successful work and mass production is destructive of-university ideals.

But as the University is organised at the moment not only are the funds provided not nearly sufficient for the proper discharge: of its functions but they are given in a form that is not in accord with , either the traditions or the ideals of British uni%"ersities. Apart from benefactions and the revenue from endowments, the university colleges in New Zealand are dependent on annual appropriations by Parliament. Some 20 years ago, as the result of evidence given before the Education Committee of the House of Representatives, the vicious system of grants by annual appropriations was replaced by a system of statutory grants. The present reversion to annual appropriations is, of course, a direct result of the depression. But, however neces-. sary this method may be in dealing with much of the expenditure of the St-ite, to adopt it in the case of the University is to neglect some essential elements of the situation. .- - No university authority can look ahead and make the appointments and frame the policy essential to success if it must depend from year to year on appropriations .made ' ad hoc*. No university can maintain its independence, its self-respect and the respect of other university institutions if it is made to feel that the very existence of vital aspects of its work may depend on the political temper or the mass emotion of the moment. The right attitude to this difficult question was stated by the Earl of Balfour in 1926 and it is interesting to note that the allocation of grants from the British Treasury ever since—under all political parties—has been in accordance with this principle. The earl said: "Undoubtedly the growth of learning has brought with it characteristic dangers. One, I think, is associated with this very question of money to which I have referred. If the State be asked to subscribe great funds, either _ in this country or in any of the dominions, or indeed in any country, there will always be a natural and pardonable instinct on the part of the State to control and supervise the working of an institution which it is doing so much to support. It is perfectly natural, but it is extremely dangerous. I do not think in the older universities of this country, for various reasons, that there is any probability of the danger becoming a menacing one to any serious extent. Cambridge, Oxford, and the old universities are receiving assistance from the State, but our university traditions are so deeply rooted that I do not think there is any symptcrn, as far as my judgment goes, of any Government attempting to interfere with the university autonomy which, whether it be well exercised or ill exercised, is at all

events at the worst better than State control." That, I trust. I am not too optimistic in hoping, will be rtie, attitude adopted by the State in this country. STUDY OF SOCIAL SCIENCE Let me now turn for a few minutes to the question of study and research in social science within the University. The present condition of the world has shown that the times are out of joint. During the nineteenth century man made astonishing advances in his knowledge of physical forces, and in his capacity to harness them to his purposes. In this great work of discovery the universities played no small part. But now man finds that he has not obtained the comfort, security, and power that he anticipated would be his. He finds himself in a world of contradictions. On the one hand people starving, on the other people destroying food; on the one hand masses of capital and great human tasks to be done, on the other millions of mankind unemployed, denied the use of the powers they possess. There are good reasons for believing that these and other contradictions of our social, life to-day can be traced to the fact that during the past century man's outstanding material progress has not been paralleled by a similar development in social organisation. In many respects man finds his institutions not an aid but too often a hindrance when he comes to deal with the great problems of his time. Advance in material development has outrun social evolution; man is attempting to organise, control, and direct the tremendous forces his intellectual powers have released by the old social machinery suited to simpler and slower conditions. Man has produced high-powered machines that he cannot at the inoment bring.under social control. The result is the contradiction .in social life that has become bo striking. No one who sees the Himalayas bf wealth at one en,d of the social scale and,the Saharas of poverty at the other; no one who realises that under the present system a certain amount of unemployment, more or less according- to circumstances, is inevitable; no one who has been struck by the fact that it is only in time of war that unemployment disappears and men and women become assets and not liabilities; no one who \ is cognisant of the. fact that a necessary feature of the present system is the limitation of output and, the destruction of large quantities of goods already produced; no one who has had a glimpse of the truth that some of the great, discoveries that might have raised, the general level of social life have been diverted to ends that are in great part anti-social; no one who has impartially surveyed, these facts can doubt that man has achieved an amazing success in the physical domain and an equally sorry failure in that of social organisation.

People are beginning to inquHp* what part the University has played, is playing, and will play in the solution of these tremendous problems. "At a time," writes Tawny, "when mankind is staggering under the misuse of its own material triumphs, it is not' surprising that alike in England, America, Germany, and France an increasing volume of opinion should be asking whether the possibility of building a tolerable civilisation does not depend, at least in part, on'the deliberate cultivation of. human faculties of which the proper name is education." , The American have paid much more attention to study and research in social science than we have, but in 1932 the condition of affairs in the United States called forth a gesture from the New York University. It convened a conference of representatives of universities the world over to discuss these problems under the general title, "The Obligation of Universities to the Social Order." The central problem was well stated by a number of leaders in education and 'business.

President J. K. Angell, Yale University, said: "The university must constantly face, and honestly, deal with, the changing obligations which arise from shifting circumstance, and it must > be particularly sensitive to those , requirements of a given era which are especially urgent, as is in our day a more thorough and scientific understanding of'the social and economic fundaments of civilisation. Society has a right to look to the university for intellectual leadership in all that affects a basic knowledge of man and the universe in which he dwells." President Coffman, University of Minnesota, told the conference that " all social engineering must rest eventually upon some education. It is infinitely better that social change should be guided by trained and informed intelligence rather than by untutored emotion and uninformed politics. And therein lies_ tne challenge of the new day for the universities."

Sir Arthur Salter—the great British authority on world economics—was convinced that "ordered progress, in other words, depends upon an ec,ual development of man's specialised activities on the one hand, and on the other of the framework of society which is needed to control them if they are not to be mutually destructive. If we cannot adapt the latter quickly it would be better that the pro-

Kress of the former had been less rapid. Better that the aeroplane had never been invented if,a failure of world government allows it to be used as an instrument of destructive Avar; better that the international financial system were less efficient if through defects of policy it serves, only more rapidly and widely, to spread disaster rather than prosperity; better that the amazing progress in the mechanism for the transmission of news had never been achieved if what it transmits is folly rather than wisdom. . . . The task before us comprises no less than the transformation of the system under which we now live. It will be a continuous one for many years to come. A role will certainly remain for those who are now being educated after they have reached the age when they will b,o taking part in directing affairs. But if the completion of the task must take long, its commencement is already urgent, and the contribution of the universities must be immediate if it ia to be effective." CHALLENGE TO UNIVERSITY, This is a challenge to the University of New Zealand no less than to those of Europe and America. Four hundred years ago a great man —Copernicus—found an astronomical world in confusion and gave man a principle that reduced the chaos to order. Not yet a century ago another outstanding discoverer —Darwinfound a biological world in confusion and left it with an idea that has progressively produced system within it. To-day om social world is in dire confusion; who will supply us with a method and a spirit by which an ordered civilisation may appear? This is the problem ,of the twentieth century. Surely the university should play a leading part in solving this problem as it did in the spheres of physics and biology last century. I urge not that less should be done in the fields in which the university is already working but that it should extend its horizon to include research and study of those social sciences whereby may be discovered principles that will lead to an ordered, harmonious social lifp. It has been truly said that a nation that thinks in terms of to-morrow moves on; a nation that thinks in terms of yesterday perishes. What is true of the nation is true of the university. The development in the social sciences during the past half centuryanthropology, sociology, ethnology, und kindred subjects must occupy a more prominent place in university study and research if mankind is not to crucify itself upon the cross of its own achievements in-the material sphere. May I then direct attention to these two specific needs of our university today:— 1. To develop its financial resources so that it may be able to play the part that in a rapidly changing civilisation naturally devolves upon it—in teaching, in research and in the development of character—and to do this in such a way that the powers of the governing bodies of the university will be exercised free from any external interference whatsoever. 2. To develop within the university social studies, especially in the form of research, so that the university may play its part in producing a social system within which the powers of man that arc becoming increasingly effective in the physical universe may be directed to the upbuilding and not the destruction of human life; physical, social, and moral. To these greats tasks university authorities should be stimulated to dedicate their efforts in the years that he immediately before us. ~ . vr Obviously, these two problems in .New Zealand are closely connected. Success will be possible only by the closest cooperation among university administrators. Neither in this generation or the next is it reasonable to hope that the financial resources of this country will permit the full development in all faculties of the university institutions already in existence. They will be compelled to specialise, so that within the university somewhere the genius of the future, in whatever field his talents lie, may find the stimulus and nurture that are necessary for the fruition of his powers. In the past there has been far too much of the parochial spirit, each institution clamouring for the greatest portion of the limited amount of money available. In the interests not only of the public but,of the university itself this conflict must cease. Is it too much to ask that the university authorities should work out a plan for higher education and research in this country-—a plan that will be dominated not by the interests of any institution but by the welfare of the Dominion? Every institution will then endeavour to fit into the scheme that will give to this country the fullest and freest university system possible in the financial and social circumstances of the day. In the first place, it is to university people—members of councils and of teaching staffs, graduates and under-graduates —that we must appeal for the development of the new spirit. I hope that as a graduate of Otago University I am right in making the appeal for co-operation, in the first place, in this city where over half a century ago the pioneers were not afraid to be the first in New Zealand to demonstrate their gaith in higher education. GRADUATES CONGRATULATED The Chancellor expressed appreciation of Professor Hunter's "able, thoughtful, and thought-provoking" address and of his loyal interest in his Alma Mater. He also thanked Professor Adams for reading the address. To the graduates and those who had been awarded diplomas he extended his congratulations on the status they had attained. He urged them to do all in their power to further the cause of learning and the advancement of knowledge. GRADUATES OF THE YEAR Degrees were conferred on the following:— DOCTOR OF MEDICINE. Sylvia Gytha de Lancey Chapman and William Swann Fogg. MASTER OF ARTS. Colin Lauchlan Beatson (in Euglish and French). Alan Thomas Begg (first class honours in English and French), Flora

Bvar (second class honours in , history), Albert Dick Davidson (second class honours in Latin and French, winner of James Clark prizes in Latin and Greek). Norman Davis (first class honours, in English, Rhodes Scholar, winner of James Olark prize in English), Archibald James Thomas Eraser (second class honours in history), Margaret Constance Garrett (second class honours in historj j, Mavis Evelyn Kirk (in history), Ida Jessie Veronica Miller (second class honours in English and French), Graeme Eraser M'Kenzie (in English), Reda Mary Evans ' M'Kenzie (second class honours in history), Kenneth'William M'Kinney (second class honours in philosophy), Raycna Hazel Orlowski (in English and French), Angus Ross (first class honours in history, winner of James Clark prize in history), Kathleen Louisa Scoon (second class honours in English), Mary Helen Anderson Scott (in mathematics), Daphne Winifred Trevena (second class honours in English and French), Vernon White (in English and French), Marian Elizabeth Wither (in Latin and French). In absentia: Ida O'Regan (in English and Latin). MASTER OF SCIENCE. Maurice Cameron Bleakly (first class honours in zoology), John Hill Goodey (second class honours in chemistry), John James Knewstubb (in chemistry), Arthur Whitley Loftus Pybus (first class honours in physics). National research scholar in physics. In absentia: James Ayson Clifford (second class honours in chemistry), Annie Elizabeth Thomson (second class honours in botany), Thomas Newlanda Stewart Watt (in chemistry). MASTER OF LAWS. Ronald Ernest Carlyle Beatson (first class honours in jurisprudence, real property, trusts), Graham Eliott Duff (second class honours in international law and conflict of laws, contract and torts, company law), Noel Grant Hay (second class honours in international law and conflict of laws, contract and torts, company law), John Herbert Kemnitz (second class honours in jurisprudence, real property, bankruptcy), Hugh Stuart M'Millan (second class honours in jurisprudence, real property, trusts), Clarence Henry Somerville Stevens (in jurisprudence, contract and torts, negligence) . In absentia. John Edward Marshall (in international law and conflict of laws, contract and torts, negligence, etc.). BACHELOR OF ARTS. John Thomas Allen, Marjorie Edith Stuart Black, Alan Anderson Brash, Lesley. Cassels Brewer, Alison Yvonne Champtaloup. Alma Sydney Denise Chainptaloup, Frank Alan Charlton, Nancy Emily Clare, Alice Mary Cook, Reginald HaVry Cook, Henry Hodgson Craig, Daniel Marcus Davin (senior scholar in Latin, George Young scholar), Cyril lan Lewis Dixlon (winner of James Clark prize in philosophy), James Stuart Freeman, Tui Isabel Gall, lan Thomas Gough, / Francis John Green, John Eric Shirley Greenall, Dorothy Groves, Francis William Guest, Lewis Farquhar Fraser Gunn, Dorothy Gertrude Ilia Hall, Graham Francis Hall, Winifred Jane Hay, Margaret Helen Howden, John Henderson Kempthorne, Ernest Harold Ida Mary Lawson (senior scholar in Greek), Arthur George Linn, James Alexander Linton, John Mack, Stanley Murdoch Maekay, Alec Mackay Miller, Mervyn Gray Milmine, Robert William Murray, Mary Barbara M'Grath, Janet Alice Orr M'Kellar, Marjory Buchanan M'Kinlay, Winifred Constance M'Quilkan, Arthur Nicol, Margaret Altham Pollok, Cecily Margaret Ramsay, Arthur Field liawlinson, Joyce Isobelle Scoble (Tinline scholar in English), Jean Frances Sharp, John Spencer Somerville,, Lily Stewart, Rosalie Meyer Trotter, Kay Raymond Wadham (Macandrew scholar in economics, winner of Moore scholarship), Edna Winifred Wilson, Thomas Wilson. _ In absentia: Jeremiah Joseph O'Sullivan, John Macaulay Sutherland Ross. .BACHELOR OF SCIENCE. Margaret Ferguson Armstrong, Eric Varnham Bardsley (from Canterbury University College), Evan Pratt Blampied, William Thomas Dunne, Stanley Greig Emslie (Beverly scholar in physics III), Eric John Hay, Ernest James Horwood, Colin Osborne Hutton (senior scholar in geology), Charles Alfred Jarman, Meyrick Vincent Bryan King (George Young scholar), James- Altan Clifford Macartney, Gilbert Murray (from Auckland University College), Alice Doreen Rogers, John Arthur Roy Scott (Sir George Grey scholar). Agne s Elizabeth • Thomson, Hugh Wilford Wilson (senior scholar in pure mathematics, in applied mathematics and physics, Smeaton research scholar, winner of Beverly prize in physics III). BACHELOR OF LAWS. '

Charles Gordon Davey, Frank Paul Evans .(winner of Law Society's prize in conveyancing), Allan Martyn Finlay (winner of Law Society's prize in evidence), Ivan Everard Fitchett, Noel Charles Barinerman French (winner of Law Society's prize in international law), Alexander James Lloyd Martin, Robert M'Kinnon (winner of Law Society's prize in conflict of laws), Russell Gordon Napier, Walter Adolph Race, lan Ferguson Thomson. Evan Sinclair Tuckwell. BACHELOR OF MEDICINE AND BACHELOR OF SURGERY.

Edgar Hermann Clarke (winner of Mar. jorie M'Callum medal), Norman William Pryde. In absentia: Leslie Peter Clarke, Norman Frank Greenslade, Malcolm Lionel Robert Morley, Robert John M'Gill (winner of medical travelling scholarship). BACHELOR OF ENGINEERING.

Harold Service (mining), winner of Julius von Haast prize in geology, Robert Francis Deans Ritchie (civil), from Canterbury University College. BACHELOR OF DENTAL SURGERY. Margaret Grace Stenhouee. BACHELOR OF COMMERCE.

William Torrance Doig, Rosallan Fraser, Arthur Wilson Gray, John Waddell Hayward, Arthur Kay Ibbotsoh", Robert Spioull Menzies Sinclair, Robert Garth Stark, Alan Vivian.

BACHELOR OF HOME SCIENCE. Alison Black, Phyllis Muriel Brass, Enid Charlotte Chambers (Anna P. Stout

scholar), Letitia Emily Coleman, Irene Margaret Cruickshank, Elfreda Fraser, Eleanor Mary Gray, Marion Birtwhistle Holloway, Alma Nancy Elizabeth Scott, Edith Eileen Sell. In absentia: Barbara Burnett. BACHELOR OF MUSIC. Tracy Anstruther Moresby (from Auckland University College), Mary Bertha Rawlinson. BACHELOR OF FORESTRY SCIENCE. Harold Clarence Wickett (from' Canterbury University College). BACHELOR OF MEDICAL SCIENCES. William Edgar Adams. Diplomas were presented to tha following, on whom during the year degrees had been conferred in absentia by the senate: — ' • BACHELOR OF MEDICINE AND BACHELOR OF SURGERY. Allan Gordon Cumming (winner ■of medical graduate's medal for clinical medicine, and MarjorieM'Callum medal), Owen Lamont Eaton, Murray Alexander Falconer (winner of medical graduates' medal for clinical surgery), William Bremner Highet, Noel Hunter North, William Alec Priest. BACHELOR OF DENTAL SURGERY. Alexander Grant Macrae Clark, William Rutherford Hamilton (senior scholar in dentistry, winner of Leask memorial medal in dental surgery). Degrees have during the year been conferred by the senate on the following, who were unable to be present at the ceremony:— DOCTOR OF LITERATURE. Arthur Gordon Butchers. MASTER OF COMMERCE. Hans Fuglestad Larsen, John Hilton Murdoch. BACHELOR OF MEDICINE AND BACHELOR OF SURGERY. Beryl Eveline Grace Bowden. Vivian D'Arcy Blackburn, John Frederick Bradbury, John Keith" Cunninghamc, Eric Newman Smith DArcy, Joseph Richard Dawson, Alan Wilson Douglas, Murray Thomas Greig, Albert Moor Hartnell, Arthur Hallam Howie, Edward Speid Jamieson, Trevor Harold Knights, Richard Orgias, William Rowland Phillipps, William Murray Porteous, Peter William Stewart Riley (winner of Batchelor memorial medal), John Russell Ritchie, Zoe Cuff Rutherford, Colin Ross Stevenson, Dorothy 5 Marian Stewart, Thomas Campbell Sutherland, Russell Felstead Thomas, Alan Lambert Wilson. BACHELOR OF DENTAL SURGERY. Stewart Aitken Strang Blue, William M'Gregor Cunningham, Stanley Aubrey Fogg, Cosmo Philip Gibb, Andrew lan Rennie, Henry Joseph Whitehead, Margaret Jameson Wright. BACHELOR OF COMMERCE. John Robert Cairns. •BACHELOR OF HOME SCIENCE. Marjorie Aileen Copland, Phyllis Evelyn Reeves. Degrees were conferred on the following at the graduation ceremonies of other colleges:— MASTER OF ARTS. Isabel Margaret Coates (winner of James Clark prize in Latin). BACHELOR OF ARTS. John Austin Maeonie, BACHELOR OF HOME SCIENCE. Helen Bertha Bogle. * ASSOCIATESHIPS AND DIPLOMAS Diplomas were presented to the following:— DIPLOMA IN EDUCATION. George Bently Beath,< James John Buchan (from Auckland University College), George Charles Edward ChapmanCohen, Elsie Margaret Labes, Alec Mackay Miller, Alfred Charles Notman, Richard Seddon, William David Sinclair. DIPLOMA IN MUSIC. Leslie Simpson Adam. CERTIFICATE OF PROFICIENCY IN DENTAL ( SURGERY. Robert Cecil Shaw-Thompson. DIPLOMA IN BANKING. Cuthbert Keith Torlesse Pritchett and Reginald Wilson Sadd. DIPLOMA OF ASSOCIATE OF THE OTAGO SCHOOL OF MINES. John Bullamore Mackie (geology), Lubecki scholar in applied science; and Harold Service (mining). DIPLOMA IN HOME SCIENCE. Betty Helen Keeling, Margaret Hilda M'Culloch, Janet Lindsay M'Kay, Margaret Helen Pithie. Diplomas had been issued to the following, who were unable to be present at the ceremony:— DIPLOMA OF ASSOCIATE OF THE OTAGO SCHOOL OF MINES. Lewis O'Neill Thomson (mining). DIPLOMA IN LAND AND MINE SURVEYING. William Wilkie Abel. DIPLOMA IN HOME SCIENCE. Agnes Selina Geddes, Cynthia Helen Wadmore. Emma Mavis Wilcox. CERTIFICATE OF PROFICIENCY IN DENTAL SURGERY. Keith Bell Thomson and Moss Wylie. DIPLOMA IN BANKING. William Douglas M'Leod. Academic distinctions gained during the year by former graduates:— Harold M'Carter Taylor, M.Sc. (N.Z.), B.A. (Cantab.), gained degree of Ph.D. (Cambridge). Arthur Dale Trendall, MA. (N.Z.), gained a first class in the classical tripos at Cambridge Gordon John Williams, M.Sc., 8.E., A.0.5.M., gained degree of Ph.D. (London), and was awarded the William Frecheville prize of the Institution of Mining and Metallurgy, London. Students who have gained University scholarships: Rhodes Scholarship.—Norman Davis. National Research Scholarship (Physics). Arthur Wbitley Loftus Pybus.

Senior University Scholarship.—Daniel Marcus Davin (Latin), Ida Mary Lawson (Greek), Hugh Wilford Wilson (pure mathematics, applied mathematics, and physics), Colin Osborne Hutton (geology), Harold Bazil Alexander (medicine), William Rutherford Hamilton (dentistry). ■ John Tinline Scholarship (English).— Joyce Isobelle Scoble. Medical Travelling Scholarship.—Robert John M'Gill, .■?•''/■'■** Sir George Grey Scholarship (awarded by New Zealand Government) .—John Arthur Roy Scott. George Young Scholarship.—Daniel Marcus Davin and Meyrick Vincent Bryan King. ~•••• ! , Sineaton Research Scholarship.—Hugh Wilford Wilson.

Lubecki Scholarship in_ Applied Science, —John- Bullamore Mackie.

Macandrew Scholarship (Economics).— Kay Raymond Wadham. Beverly Scholarship in Mathematics I.— John Robert Mitchell. ':.>. Beverly' Scholarship in Physics 111. Stanley Greig Emslie. Auckland Travelling Scholarship in Obstetrics.—Garth Rivers Stoneham.

Moore Scholarship (awarded by Council of Knox College) .—Kay Raymond Wadham. ' .

Sir Robert •■ Stout Scholarship in Economics.—William Ralph Ewing Stephenson. Anna P. Stout Scholarship in Home Science. —Enid Charlotte Chambers and Frances Dorothy Davies. Turnbull-Thomson Scholarship in Surveying.—Norman Pratt. ' Winners of prizes within the University of New Zealand:—

AWARDED BY THE UNIVERSITY OF NEW ZEALAND.

William Ledingham Christie Medal (Applied Anatomy).—Allenson Gordon Rutter. ' .'• .

Julius von Haast Prize (Geology).— Harold Service. ■ AWARDED BY THE UNIVERSITY OF OTAGO.

Macgregor Prize (Philosophy).—Frederick Charles Smith.,

James Clark Prizes (awarded by the Theological College Committee of the Presbyterian Church). —Isabel Margaret Coates (Latin), Albert Dick Davidson (Latin), Albert Dick Davidson (Greek), Norman Davis (English), Cyril lan Lewis Dixon (philosophy), Angus Ross ■ (history), Charles Walter Briggs (education). Gilray Memorial Prize (English I). — Isobel Monteath Allan.

Parker Memorial Prize (Biology) Donald Stewart Malcolm.

Beverly Prizes. —Hugh Wilford Wilson (physics III), George Cashmore Israel (mathematics I), and Harold Silverstonc (mathematics I).. • Law Society Book Prizes.—Lester Francis Moller (torts and trusts and wills), Cecil Eustace Pledger (property), Allan Martyn Finlay (evidence), Cyril Victor Lester (practice and procedure), Kenneth William Walton (practice and procedure), Frank Paul Evans (conveyancing), Marion Robertson (Roman law), John Kenneth Paterson (constitutional history), Noel Charles Bannerman French (international law), Robert M'Kinnon (conflict of laws), Lester Francis Moller (criminal law), Hallam Lloyd Smith (company and bankruptcy law). Butterworth and Co., Ltd., Book Prize. —George Sinclair,Raymond. Chamber of Commerce Prizes (Accountancy) .—Albert Laurence gtenhouse, James Fairbairn Lang, James Edward Falconer.

Waters Memorial Prize in Metallurgy. —Richard Bryce. > Leask Memorial , Medal.—William Rutherford Hamilton (dental surgery). Ethelbert Paul Pickerill (mechanical dentistry). Batcheior Memorial Medal (Obstetrics). —Peter William Stewart Riley. , New Zealand Medical Graduates' Association Clinical Medals.—Alan Gordon Cumming (senior clinical medicine), Murray Alexander Falconer (senior clinical surgery), Allenson Gordon Rutter (junior clinical medicine). Burt Medal (Orthodontics) .—Owen Geoffrey Yule. Marjorie M'Callum Medal (Clinical Medicine). —Edgar Herman Clarke and Alan Gordon Gumming. Scott Memorial Medal (Anatomy).— Harold Bazil Alexander. Ulrich Memorial Prize.—John Milne Alexander. Percy Smith Prize in Anthropology.— Donald Gilbert Kennedy. .