N.Z. UNIVERSITY.

Press, Volume LXI, Issue 18416, 24 June 1925, Page 11

N.Z. UNIVERSITY.

IS AN.ENQUIRY. NECESSARY? LETTERS BY CHANCELLOR AND EX-CHANCELLOR. The tw.o letters which follow explain themselves. For the different red-sons given in each case, both the Chancellor and the exChancellor of the University have had to decline the invitation of the 31inister of Education to give evidence before the Royal Commission which is about to enquire into our University system. Both felt, however, that they ought to let the Minister know their attitude to the Commission itself, and to the problems which it proposes to investigate.

PROM PROFESSOR MACMILLAN » BROWN. June oth, 1920. The Hon. the Minister for Education, Education Department/ Wellington. Sir, —I have to thank you for the letter which I have received from the Director of Education re the Commission you have appointed to investigate university education in New Zealand, and to express regret that I accepted an invitation to a conference in Honolulu in July'beforo J heard of the time the Commission would be here, and that accordingly I shall not be able to give evidence before them in person. But I shall here state the gist of trhat I would be likelv to state in evidence.

I hope that the Commission will study the history of the University, and take it into account in coming to their deci :

sions; for'reform that is'not; based on the past and evolutionary is not likely to be stable. It was the Scotch settlement in Otago that initiated a movement towards university education and .started the University of Otago in 1871. The fear that this might forestall .and monopolise the claims of the rest of Xcw Zealand to a charter led to a Bill establishing an examining body called the Universit}' of Isew Zealand, which began affiliating several secondary schools. It also instigated the settlers in Canterbury to get the Provincial Council to establish and endow a university collogc,. to be called Canterbury College, in 1873. This latter was prepared for by the Canterbury Collegiate Union organising a series of lectures: but this disappeared automatically when in the beginning of 1875 regular college work was started by the staff of professors and lecturers. Almost immediately tike two teaching institutions sent up delegates- the Scnato of the University of New Zealand which had received a charter; and it was arranged that both of them should be affiliated. Two of the Dttnedi'ii professors,and one of the Canterbury professors, were- . appointed by the Government members of the Senate an 187(3. Of the three I am the only, one now living, and have beeu continuously a member 'of that bodv ever since.

But it became clear that . something must be done for university education in the North Island., wliieh'had •been hampered by the Maori wars. Accordingly the Government (of which the late Mr Ballance was Minister for Education) appointed a University Commission consisting of representatives from both Islands, a majority of them members of Parliament who had interested themselves in education, the.rest consisting of representatives of secondary school's, Government educational officials, and three of the professors of the university colleges. As I happen to be the only member of that. Commission now living, I should like to give some idea of the policy that guided it and the methods it adopted. . Sir Maurice O'Borke, afterwards Speaker of the House of .Representatives, was chairmaii, the Bcv.'W. J. ITabens, the Director bf Education, was secretary.. It spent, 1878 and 1879 in taking evidence in the four chief cities of New Zealand, calling all those interested or engaged in liighor education as witnesses. Before starting it had a long discussion as to its methods of procedure and-- the aims it should have, and in 1880 it l'.ad again a lour discussion over the conclusions it should draw from the evidence and the - v eport it should issup.

My impression is that the -preliminary problem before it was whethef there should he a central teaching university or a federal university with four affiliated university ■ colleges. I may say that tho professorial members started with a preference for the first alternative: but before the taking of evidence had closed they saw that it would bo impossible in' New Zealand. And the question fir.ally was what form the federal university should take; although the bulk of the evidence taken in Auckland and Wellington was decidedly against the establishment of a university college in oacli of. these two centres, it was unanimously agreed to advise tho Government to found colleges in theso centres as early as possible : aud the Auckland institution was founded almost at once. The problem wa3 then what relationships should hold between the central institution and the provincial .colleges. It was agreed that after t-lic secondary schools, too hastily affiliated, had been hived off. the system of external examinations should continue, a few thought for all time, but the majority till the four colleges were full-fledged. The colleges trere >to b© left to their own systems eof governance and development; the only connexion between the university and tho constituent colleges being kept up by the appointment of an increasing number of the members of the governing bodies and of tho staffs to the Senate; onehalf were to be nominated by the Government and the other half to be elected by convocation, a body consisting of the graduates. Later (in 1902) the constitution was still further changed, leaving only four to bo nominated by tho Government and the rest to be elected partly by tho separate convocations of the several colleges, partly by their governing bodies, and partly by tho professorial bodies. A still closer l;ond between the colleges and tho university was forged when the Board of Studies was established in 1914, consisting of five members of the professorial staff of each of the four colleges elected l>y the staff. Thus the federal University of New Zealand was slowly evolved, and in lo'2o the recommendation of tlie original Commission of a scheme of internal examinations was brought into operation. Tlie Commission did not consider all tho details of the scheme or the difficulties that it miaht encounter; this was ono of the most serious omissions, and has led to friction and debate. It should hare decided

whether any external to>t should re-| main .-alongside cf the examination by , tlio staffs, and liow the professors were I t<>'arrange their-duties as examiners, fn ail tlio federal and ouasi-fedcra.l systems of university examination thero is.'generally an extemcl assessor in each subject, and in some the final decision lies with the latter. It, thought that tho annual examination of each college Mould sift, tho material "it f° send oil tr» the examinations conducted by tho university by means of external examiners, and "that this secured recognition of tho judgment of tho learning staffs as-well as an external tost. Later on tho Board of studies had the duty of suggesting a panel of examiners in each subject. Another essential thing it failed i_o sec was the distinction between pa-ss degree examinations and competitive examinations, end that examining for the- la t tor would "put the staffs of the college j u an awkward position from which might arise many acrimonious controversies as. to the award of scholarships and honours. Tho Senate, realise-d this when it revised the system of examinations; it resolved to leave the competitive examinations in the liauds of examiners appointed in England, whilst tho pass examinations for degrees were to lie conducted by the professors with an assessor in each subject who was to have tho final decision in his iiands. Unfortuately this system for pass examinations was so worked that- it seemed almost to remove the calibre and typo of tlid examinations out- »f the hands of the statls, although it- tooK full account of the work they had done during tho session. Tho,next step has just, been' taken in a system that eliminates the external assessor and leaves it wholly in the hands of the staffs, who arrange the panel of examiners and methods of examination. Thus tho only part of tho external svstem that remains is that lor the competitive examinations. And it is difficult to see how this can be done away with without lowering the standard for honours and leading to., controversies, among the students at least, as to the award of scholarships, unless the four colleges are turned into universities, each with its own system of examinations. And even then there will he needed some body to arrange aud superintend- inter-university relations and manage the examinations ior post-graduate and travelling scholarships and for awarding the prizes that have been established for the whole of Now Zealand, if not also for matriculation and entrance scholarships. I I can see some gnu c disadvantages 'to tho country from substituting four universities,, each with its charter aud power of granting degrees for the federal system that has stagi by stage been evolved. There will be a competition between tho four universities'for numbers of graduate's turned out, and a vigorous struggle in Parliament and politics for grants meant to raise one above others in number of special schools and extension of staffs. The commission of 1878 and 1880 clearly saw that a country of so small a popu- | lation as New Zealand and sucli limited resources could not afford to quadruplicate every professional and special school. The process of specialisation in university education has been recently proceeding at a rapid pace all civilised world, and especially in England. It was the smallness of New Zealand that' nearly half a ctnturv ago forced the commission of that date to recommend the specialisation of the four university colleges. Had it been taking evidence now and making a report, "it would have been even more stimulated by the example of other countries, and especially the; Home Country, to urge careful specialisation. The "trend of events not merely in education but in politics lias as strongly confirmed its recommendation of a federal constitution for our - university system. The growth of. the British Empire into a Commonwealth, of independent -nations'during the last half century has attained spontaneously and by evolution that ideal of polity towards which tho world has been straining, and which is'now forcing itself upon hope and longing as well as upon philosophic thought as the ideal' organisation of mankind fit to check the tendency to war, the bane of human progress. Under one flag there are many nations each following its own specialty and interest and competing with each : other without risk of war. Competition is the chief method nature, has for inducing progress. It ia beginning to dawn on mankind that struggle for the highest aims or even* for the same aims need not involve war,and that the best way to avoid War is federation. The federal system is the surest method of stimulating competition without rousing hostility, for each federated member has some say in making the conditions and some means of arbitrating grievances, and without competition there is no progress.' In a little country like our own, so far from the centres of old culture, it is perhaps more needed than in tlip Homeland, especially where university education is coneerned. 'And it was, I fancy, the realisation of this need of external inspiration that led the first Commission and the Senate to appoint examiners in England. Whether we can do now without this foreign stimulus is a question to lie*gravely considered; and whether there may not arise in on<; or other of our university institu t-ions a tendency to stagnation when the 'incitement of competition to progress is removed and each-has a. charter of its own, is. as serious a question. Evon where each college has a charter and its own system of examination for pass ' degrees, it i 3 a question well worth considering whetlier the competitive element should not bo retained for scholarships and honours and the higher degrees, so that tho standard should be common and kept high, and that the stimulus which arose in the whole life of the country, social, industrial, and political, from the' varied types of settlement in the various parts of New Zealand, should be developed instead of curtailed. It 33 tolerably certain that the undergraduates will keep up this spirit of competition in athletics, sports and debating by means of the annual contests that they have had for several years between the various colleges. Their intellectual powers would be greatly enhanced by a continuance of the system of common examinations for scholarships and honours. It was this very rivalry between State and State that made ancient Greece so great on both the physical and intellectual side, though the failur? to reach a federal system turned this rivalry into their ultimate undoing. If . there are to be four universities, some such means should be adopted to prevent their falling into isolated entities that might develop mutual hostility without bringing with it the possibility of mutual sympathy. Thorc should be some common arena in which the intellectual thows and sinews of tho youth of the great centres of New Zealand might, be tested for comparison and stimulus, as the physical thews and sinews are sure to be. If this is not provided, I should not be surprised if the intellectual calibre and talent of the country might suffer decadence. If the existing cystem is not to be continued, I plead as one who is deeply interested in the future of New Zealand that something as stimulating of capacity and talent should be put- in its place. There must be an intellectual palaestra if our country is to take the place that its resources and environment and position in the Pacific Ocean seem to mark out for it. I have given the best part of my life to the interests of New Zealand on its educational, philosophic, and literary sides, and I should be grieved to see it lose its foothold in the ascent it has so far achieved.

Ore thing is certain : the govcrnim* bodies of the four colleges will be kt a loss to know or valuate the work done in them unless there is some test of it by en external examining body. It s the samo with the secondary schools: without some external and thorough test of their work it will be difficult for the Hoard of Governors of each to know its cr.liliro compared with the others. It is true that there, is an inspectorate of secondary cchcois: but there areoniv two inspectors, ami what arc the*, among so many school?.. 3 It is not inspection that will furnish the test needed to rssnre 1 ho public and their representatives, the governing heard;-, that all is well with the. siaffs; the only thing that will probe the teaching to the heart is examination of the pupiis, in their later stages ac lea-.t, comparatively with the pupils of ether schools at. tho same stago. This ho; been supplied by the examinations of the university for matriculation and entrance scholarships. That for mat-rim Inti-n has been liberally used by young men and women who need a certificate whsn applying for situations; ;,.tid business men and industrialists rely upon this as n. test in "boosing young employees. There is no possibility . therefore or doing away with this examination, and any partial curtailment of if. such as is proposed in the ceereditine system wi!l. I fear, increase the difficulties, instead of lessening them. The new difficulties mil be these: (11 There will he 110 common standard; every heac!--n:i«ter and staff will have their <:\vn for ending nn pupils to the university, and the governing bodies will le without

comparison with other schools than their own to guide them .1.5 to the efficiency of their staff. ('}) The personal dement- will come in, a. great advantage in testing character and morale, and •n many cases ability and acquirements but. less advantageous tlir.ll the impersonal method of examination in comparing acquirements with those of other schools. (3) The system will place the eadina.ster in r.n invidious position ; tor ;n sitting his pupils he •» ill'have to •eject, a number, who are at the matriculation examination stage, f-s unfit for matriculation ; there is nothing to prevent the rejected going in. for the sxamination, an! those of them who oass will flaunt their pass in the face of the staff who. rejected them. (J) The 1 liiiversitv innate has no inspectors, and will have to go hat in hand to the Education Department end ask what secondary schools are fit to be licensed to selectpupils for matriculation. This, I-fear, will be the beginning of the process of curtailing t.lie freedom of .the university, and making it a pure State institution subject, to the tidal waves of politics willi their sudden changes of opinion and power. Such loss of freedom has always had deplorable effects on the career of universities and tlvvi. influence over the rising generations, (o) Nor will the system relieve the rush of candidates in to the examination to 'any great extent; if it applies lo one-tenth of the candidates it,will do well. For a large number of the candidates arc trained in denominational and private schools and coaching schools that do not come under the private view of: the inspectorate;, whilst a few whe wish to enter ji profession or ehauge their mind as to-their career after school life is over prepare for the examination by private study. It is well that this narrow gate into all the professions aiid skilled employments should be uniform and in the hands of some body that will not allow tlv'c standard to become low or mechanical.

And this brings up the relationship of the Senate, or whatever body has to look after inter-collegiate matters, to the governing bodies of the colleges or universities. Ihc franchise should not be so narrow and unrepresentative-as it is of the professional and other classes, whoso culture it commands in its apprentice stages.- Not only the Senate but the governing bodies of the constituent colleges should have representatives of the organised societies or institutes of the legal, architectural professions, ,and. of the' highly-skilled bmployments, including agriculture, commerce, and banking. Nor should there fail to be some electoral relationship binding the central body or Senate and the governing bodies of the colleges together. And it would be some safeguard against the growth of parochialism if the central body were,given some say in tho exten--sions of the operations of the local colleges and iu the appointments of their staffs. This might stiffen the resolve of the governing bodies not to submit to local canvassing or pressure. There is much room for improvement in the system of election to the bodies that control the college, although taken as a whole it has'led;to-anything but faulty administration of their affairs. Tho main aim in introducing any change should be To, have the finest type of representatives of the. professions and skilled- employments bring their knowledge and experience to bear on the institutions that control tho culture of the countrv.

(Signed) J. MACHILLAN BROWN, CHANCELLOR.

FROM SIR ROBERT STOUT. WELLINGTON, May 25th, ISI'J. The Hon. the Minister of Education, Wellington. Sir,—-I have tlio honour to acknowledge receipt of a letter sent to iue by the Director of Education, who states that he is directed by you to invite me, if I so 'desire, to give evidence before a, commission set up by the Government to enquire into and report- upon university education in. New-Zealand. The dates fixed for the sittings of the commission in Wellington are June lStb and July 23th. fcso far as the first date is concerned, it is impossible for me to attend as I fear I shall be bound to visit Auckland in order to deal with ail orer-crowded banco list, and so far as July 123 th is concerned, that is the opening day of our criminal sessions in Wellington, and again I shall bo engaged. Even, however, if I could spare tho time from my judicial duties it scem.v to me it would be of little value for, me to attend. My views on education arc well-known, and they have beer, expressed in many addresses to the University Senate and 011 many other public occasions. May ], however, be allowed to say that it sec-ins to me peculiar that there were no capable and educated men in New Zealand fit to undertake the wor!< on a commission to enquire into university education in New Zealand. In the past, and before New Zealand ever .■a-d the population or the number of university graduates we now hiive in our midst, tho Government was ablo to obtain a very able commission which sat in the years .1878 and 1875) to deal with tho university affairs in New Zealand. That commission's report -was. accepted and acted upon, and has been accepted and acted upon, up to the present. That is over a period of 4-5 years.

Further, looking at the order of reference, it seems t - > me peculiar that- it should he necessary to import from Wales and Victoria, two no doubt able men to ascertain facts that must he known to the Education Department, and are well-known to those in New Zealand. I understand the commission is to make enquiries to ascertain facts about universitr education in New Zealand. Were there no citizens in New Zealand who could have .ascertained the facts that tho externa] examiners who have been appointed by the Government are commissioned to obtain ?

Let me take, for illustration, the first question, namelr, "The present

facilities for university education in Now Zealand." Arc tho present facilities for university education in New Zealand 'not known to tho Education. Department? If so, tho Education Department- must be very ignorant of its functions and duty.

I The second question i§ —'"Tho working of tlio present organisation of the Univemitv of New. Zealand, its afj filiated colleges and recognised profes--1 sional schools." That also ,is -well known iu New Zealand. We have had reports from the University institutions. that is, the colleges and the University ■ itself for more than half a conturv. Are all the facts- that;, obtain in New Zealand not known to- the Education Department ? 'Hie third question .is—"The constitution of -tho ■ University Senate, together with the question of whether special interests such as. 'agriculture, industry and commerce should be re'prcsented on the Senate." Thab also surelv docs not require two external .examiners; that is entirely a matter of opinion which T presume the Parliament of Ne.v Zealand or the Minister of Education and bis officers should be able to ■••anSwer. Can any 3 a id' be cot from Dr.. Reichel or ,Mr Tate that can be of service? - It does not . seem i so, bocauso - they are to enquire—that js, to. t.akc evidence about it—-ju New Zoalarit!.' ■ Could.. not that'- evidence haiyo been by the Education Department without the 1 expense of a commission?'

Fourth, ''The question ,of whether the present, -'system four colleges federated under tlio New Zealand University is satisfactory or is capable of improvement. 1 'ln 'particular- vyliether each , of "the presenjb four University colleges shouldbecame a separate Uni- : versitv, and' if so, under what conditions." That also is a matter that does 110 b seem to me to require two external examiners. , Furthermore, as to -whether federated. Universities are proper can be gathered from many, things. For .example, the London University is really a federated- institution; it has colleges in various parts of England that rre recognised _ as teaching bodies affiliated to the University. There are also in some Universities it England' affiliated collesres, and there was held, in Wales in 1918 a .Royal Commission ou University' Education, .which, roper, is no doubt in the possession of the Education Department. That- report upheld, the, need of a federal. University. Further, 1 may point out that really tho University of'' Oxford and the .University of Cambridge are in a sense federations. because the colleges cf Oxford •and the 'colleges'.of # Cambridge are uri-. ited in a University • for University purposes. 'The University does not interfere with the management, of the college's; all that the University does reallv. is to lay down courses of study, requirements for'degrees "and provide for examinations. Each of those Universities performs really tho function of a federal institution. The next question is: "The standard laid scope of Lho, t!s?ree and other examinations conducted by the university." That it known because their fittest ions arc published every year. .Therefore, the standard is obtained, 'and the-Questions published together wit-h the results of tho examinations. T? it necessary to have external examiners setting forth what' can be tair.ed from the univcr>.it.v blue l«oks ? Th-n question G is: "The question of whether university examinations should be conducted by internal or external examiners, or bv a combination of both." As to the question of external examiners, 1 may paint out that the commission on university educatiou in Wales' insisted upon m a minimus an external examination so that no one can get a degree. T understand, in Wales "unless his work receives the impress of an external examiner. Further. it is 'well known;that the teachers are not the examiners in t"he London University, nor in Oxford, nor in Cambridge. In Scotland it is true the teacher is one of the examiners, but he alwavs has an associate with him, and I have been told by graduates and by professors that in Oxford, in London ant] in Cambridge, if it should happen that a teacher of a student v.'as an examiner, then that teacher would not take part in the decision of whether his pupil should pass or not. If expert opinion is to be obtained on the question of external examinations, surely it would" have been better to have' obtained it from those who are engaged in such institutions as London, Oxford, Cambridge, etc. The next question is: "The question of accrediting students for en trance to the university in lieu of the matriculation examination/' This also is a question which has been discussed. It has been tried in America and many universities have given no the accrediting system. ' Many of the Western universities of America accepted'the accredit ng system, but generally speaking the Eastern universities do not accept the accrediting system. It is a question which surely ought to be decided by university men in New Zealand, and not by university men who are not acquainted with New Zealand requirements and history. Further, I may point out that .one of tho groat universities of America, namely, the University, tried the accrediting system, and had to abandon it, and :I know that a recent paper published by

President Goodnow, of the John Hopkins's University, advocates that for tho highest class universities rid • one. should be allowed to enter except they have been able to pass examinations that would be equivalent to a B.A. dogrec. And wo .know from what is taking plaqe .in disoussions 011 university matters in the United .States that'tho great danger of their university institutions is that* yioung men and women are being allowed to enter the universities under tlio accrediting system who arc not ablo to go on with higher studies. So much so is this the case in some of the universities that professors are doing work there that is properly high school or mere college work. Again, if this matter is to be discussed ty a. commission, one would have expected that, the members of sueh commission. would have been members wdio were not tied to' this accrediting system. But what' is the fact ? It is known from the- Evidence given by Dr. Reichel before ,the Welsh Commission,-and from a published lecture of his, and also from th'o report he gave to the MoSeley Commission that he'is' strongly in favour of the accrediting system. In fact, lie said that no person-was fit to examine college students, or high school students unless ; they arc.; their' teachers. 'I pre--sume the, "GovCrnnie'nt is in possession of his report to the Moseley Commission, and of his address delivered iii 1920 before, the Cardiff" Society. of Cymniro- . dorion. ' I also understand ffliat Mr Tate is in favour of what is termed accrediting. Is it-;then-a- fair-thing'for the consideration of such a subject, that 1 the Commissioners appointed should be Commissioners in 'favour of the accrediting system? That, is, ill my opinion, not fair .to the Commissioners, andxiot fair to New Zealand. Dr. Reichel held that the head of a school must be a better judge of the capacity of . his pupils whoso work he has 6een for years . than an. examiner who views it on> a single occasion and.under abnormal conditions. Apparently tho examination of students is an abnormal proceeding. if it is, it is time New Zealand abolished the competitive examination for entranco into the Civil service, and I- presume the Indian and English' Civil Service rules afo also wrong." I am. not aware that the teacliei-s of - either, our primary schools or of our' secondary schools are the examiners of tfyeir pupils for Civil service appointments.' Further, it may be asked why have , school inspectors if their examination of students is. an abnormal proceeding, and not a better mode of judging of tho capacity and teaching of students! I may. add that I do hot see why I. should be asked to express an opinion on the ae- ■ crediting system knowing the published views of the Commission. Are the public of Nevv Zealand likely to be influenced by the report oi; a Commissi whatever it.may be, if the Commission has started with an expression -of its opinion on tlio accrediting system? As to the eighth'question—'.'The relation of. university education to that provided in secondary aud technical schools," that is a wide question which has been written about by emjneitt educationists both in Englandand America, and I do not think that any further light can be got 011 that question from an examination by the Con, mission.

The ninth question is; "Tho provision that should he made in New Zealand for university teaching and research." !>o far as research is concerned that (3 gradually growing.- We are . gradually. 'research work done in our universities, and considering the age of our university institur tion. it is very creditable. Ido not tl ink that any report the Commission could bring in would facilitate its furtlier ntirsuil.

May I add that there was some time ago in Now Zealand much consideration given to what was called the Haidane report oti the university education in London. It wa s dated March 27 th. 1013,' and i b was proposed by that r-eport that the I-ondon University should become what may bo termed entirely a teaching body. That report lia.i not yet been accepted, and I have before mo papers received from London by tho last moil,-in which it aupears that many graduates of tho University of London consider that tlh> only sound policy is. to quoto" one statement. :: to kill tho Haldane. R<v port." Thc*e graduates are afraid that if the llaldanc recommendations ore accepted the university will ha controlled ,by a bureaucracy composed oi' representatives of Government departments and municipal bodies. It will therefore be seen from what 1 have said .that this Commission, in mv opinion, "is a futile proceeding which will l>e expensive, and the money co-ikl have teen better employed in perhajxs. founding a research scholarship. Ido not think, therefore, that tlv present Commission will be of any value to university education ir. New Zeialand.

I havo tho honour to be, Sir, your c-bedient servant, (Signed) ROBERT STCiTJT.