OUR UNIVERSITY

Dominion, Volume 14, Issue 123, 17 February 1921, Page 6

OUR UNIVERSITY

WHAT OF ITS FUTURE? EXAMINATION QUESTIONS ARE THE PROFESSORS TO CONTROL ? SIR ROBERT STOUT REVIEWS THE POSITION A LETTER TO THE GOVERNMENT [To the Editor. The Dominion.] Sir, —As one of a number of the older graduates of the New Zealand University I have been very much disappointed by the actions of the Senate in past years in regard to our University examinations. The Senate is now largely composed of professors, who, acting (as .they say) in the interests of the students in the University, are striving to have all the examinations conducted by themselves. Their first step was to approach Parliament and get a body graded called “The Board of Studies” to control examinations. This board was constituted under the Amending Act of 1914; but was not given the power that the professors desired. The professors have now obtained a majority in the Senate, and have had a resolution passed to the effect that examinations for pass degrees should be conducted locally by professors with the assistance of assessors. The professors now- have control to the extent that they can fail students in their term examinations, and thus prevent them for sitting for degrees. With this they are not satisfied. They want to have the power of granting degrees vested in themselves. Tho appointment of assessors as examiners is agreed to only to hide tho fact that they wish to have complete personal control of the granting of degrees. As one of the few people qualified to' express an opinion, x wish to say emphatically that the appointment of assessors to act with the professors as examiners will be no restriction on them. The leading firstclass honours men of the. University of New Zealand, who have gone into professions other than the teaching profession have in no case kept their educational attainments up to the standard which they reached on obtaining honours. Their professional careers have in all cases been too arduous. It is generally believed by the leading students of my day that the examination by English examiners is the only- real test of the local professors’ work. In my day Professors Palmer and Wilkins in Latin, Ray- Lankester in zoology, Routh in physics, and others, who were the outstanding authorities in Great Britain, examined. When we had professors in Otago such as Sale, Shand, Black, Gilray, and Parker, they welcomed Home examinations. Dr. Parker was in the very front rank of biologists, and wrote a text book, which was published by- Macmillan. 'This is today a. standard authority. If such men as these appreciated the Home ' examinations, surely the professors of to-day should be content to exercise the same power as these men. who were intellectual giants, exercised. This matter has been made the subject of a memorandum to the Minister of Education by His Honour Sir Robert Stout. With his permission and approval I forward you a copy of this memorandum, and would ask you to consider the matters dealt with in the memorandum. I fear that the movement started over ten years ago, which has now culminated in the resolution referred to, will practically destroy our University as an educational institution, and 1 am strongly’ of opinion that the , whole community should consider the matter with the greatest earnestness. If action is not now taken the whole control of the University will pass into the hands of the professors, who, in my opinion, are actuated by a desire for personal power. It must b?> remembered that the professors are bound together to achieve their own ends, and that they have been agitating for the last, ten years.

Those who are able to criticise them are too busy with their own work to afford the leisure necessary Io counteract the insidious iniluence nt work. The professors are not subject to this limitation of their activities. Wo older students feel that degrees got by purely local'examinations are valueless, and wo resent strongly the cheapening of our own degrees, from an academical point of view. If in my day honours had been given in arts and science as the result of examination by local professors I would not have wasted time in obtaining a degree. To persons who merely go to the University to get a B.A. degree, or are content with honours however obtained, this argument does not appeal.—l am, etc., JOHN O’SHEA. Wellington, February 17 [Enclosure.J February 7, 1921. The Hon. the Minister of Education, Wellington. Sir,—l 'have the honour to address you on the subject of University , education. I am doing so not as the. holder of any official education office, but simply for the purpose of expressing my own individual views. I have, as you may perhaps know, 'been in some way connected with education in New Zealand for 56 years, and it is due to my interest in education and in the welfare of our educational institutions that 1 now address you.

The 'University pf New Zealand was founded, as you are aware, not for the purpose of teaching, but for the purpose of encouraging in the manner' .... provided in the statute “the pursuit oft a liberal education and ascertaining by means of examination the persons who have acquired proficiency in literature, science, or art by the pursuit of a liberal course of education, and of rewarding them by academical degrees and certificates of proficiency as evidence of their respective attainments and marks of honour proportioned thereunto." (See section 3, M.Z. University Act, 1908.) As the statute says, the basis of the work of the University rests upon “examination.” There is power to grant scholarships and disburse moneys for various educational purposes, but as the basis of the work rests upon “examinations,” it is not necessary to discuss .whether “■examinations" should lie held, wlr whether “examinations" are a proper method of assisting and encouraging hio-her education. The law having enacted 0 and declared that examinations are to be held, it is tho duty of everyone to abide 'by the law. I may be pardoned, however, if I point out that it is not only in 'he University Statute that the people- of the country, through the Legislature, have declared that the system of examination should be utilised in the Dominion: Our Ciiil Service Act declares that: “Every person appointed to the Civil Service of New Zealand shall only enter such service as a cadet after competitive examination as provided” in that statute. (Seo section -f.) The Act does- not require that experts and certain defined officers should be appointed after examination, but the groat mass of appointments can be made onlv niter competitive examination. Further, “free places,” ‘ bursaries, and “scholarships" are granted under the education system after "extnninaneed of examinations for appointment to the Civil Service in the Empire has been recognised o.nd expressed 'by the Imperial Legislature and the Imperial Executive, and it is not necessary 'for me to defend the system. If appointments to the Civil Service are to be I made by selection or nomination by officers or electors, it is doubtful if the most efficient officers would be sele-oted.

Tho practical working of the old system was illustrated by’ Lord Cromer in a speech he delivered in 1907, reported in the London "Times" of November 4 of that year. He said: "Tho practical working of the system may, however, best be illustrated by an anecdote which is related by’ Lord Melbourne. A friend of his who occupied a high position and who disposed of a good" deal of patronage, said to him: •I do not in the least mind confessing that if 1 had to deal with two candidates, one of whom was the son of a friend or relation of mine, and the other a stranger, I should, ceteris paribus, give the appointment to the son of my friend or relation,’ to which Lord Melbourne drily replied: So, should I, but ceteris pacibus be d •’ ” (See "Examinations, ” by P. J. Hartog, p. 38). It was proposed by me in 188 G that a svstem of nomination before examination might bo introduced, but this was not accepted, and competition was insisted upon. . The object of examination in our education svstem is not wholly for the purpose of awarding degrees or other marks of distinction, nor for scholarships. One of the objects is to ascertain whether the schools at. which the students receive their instruction are efficient. I suppose it must lie admitted that if this is one object, the examiner must be what is termed an external nnd independent examiner The exammation of the students cannot be .eft to their educational system in the Empire possesses a system of examination for the purpose of ascertaining whether the teaching in schools is efficient. Inpcciors of schools are to be found everywhere. Tn New Zealand it coats us about poSOOO ner annum to have our school's inspected. Is the expenditure of this mcnev necessary? It is only necessary if it is the duty of the Government to " that the schools are efficient, and tUt this duty can test ho performed bv inspection and examination. The ouestion, therefore, is not whether examination is neeeeeary, but who the examiners are, to be, nnd ihe dilute that has arisen on this qnostwn is whether we should have external and ndependent examiners, or tnternal examiners. It is said that professors and nmiiui , university -ire men of? teachers in ( . rnshvor |i,j a! . S3> all d that Sv or e board consisting of a certain of them should, bo the examiners, numhei nt tnem f hpr , in our preT pre”” p' choob are also men anTif ihey are why should of honmi.. ■ wannM . No ’rtliere is a demand for exteachero inrlp p PTl dent examinations, penpal ion there is a kind of profe-innal cant i and h so elaborat'dV ' professorial. The is technically known P iT'Jnniv for n correct opinion upon should apply toT , who ir pTI . the value, . Highland piner is (he place of music m the worl< a if wives especially of business ’in which both are J'ngaged. That must be determined by other considerations entirely. He goes on to say that “there are tncomnetent professors just a« there are nXtent plumbers.” Is he communitv then, to accept the statement of perhaps one of. these ineffiewnt men that his teaching lias been a success? Is no lavman ever to put forth his I'and to cteadv the art of education? Wo m«, now confronted with two questions: , (1) Ought- wo to have external and independent examiners? (2) What provision has been made for examinations in the lending universities in the United Kingdom ? I shall answer the second question first. In the Charter of the Welsh University there appears the following provision: “Examinations. XV (1) The Cour, shall appoint at least one person who shall not be a member of the teaching staff of anv constituent college as examinor for such siibiect in which it holds examinations as a qualification for degrees Examiners *0 appointed by the Court shall be called external examiners. (2) Every examination conducted by the Court as a qualification for a degree shall be conducted by the external ox aminers of the university for the subjects concerned jointly’ with examiners (herein called internal examiners)' appointed by the constituent colleges in such numbers as may bo prescribed by statute, and no examiner’s report shall be received by the Court unless the external examiners have concurred in the said report.” The provision in the Charter of the University of Manchester is thia:— “XXII. All examinations held by,the university shall ho conducted in such manner as the statutes and ordinances shall prescribe, provided that at least one external and independent examiner shall be appointed by the council for each subject or group of subjects farming part of the course of studies required for university’ degrees, but this limitation shall not apply to. examinations for admission or entrance to the university.”

The charter of tho University of Liverpool says:— “Section 23. 1. The examiners of the university shall be: (d) Such external and independent examiners not being professors, lecturers, or teachers of the university as tho council may from time to time appoint."

The charter of the University of Sheffield contains the same provision in this respect as that of the Liverpool University. The charter of the University of Leeds contains the following provision:

"XXI. All examinations held bv the university shall be conducted in such manner as tho statutes and ordinances shall prescribe, provided that at least ono external and independent examiner shall be appointed by the council for each subject or group of subjects forming part of the course of studies required for university degrees, but this proviso shall not apply to examinations for admission or entrance to the university." This provision is identical with that contained in the charter of the University of Bristol It will therefore be seen that the newer universities in England have provided for external and independent examiners. I may also point, out that it. is not the teachers of the English universities who appoint either the external or the internal examiners. 'The procedure in New Zealand is this: In the first instance the Board of Studies, a body composed entirely of teachers, select the examiners. It is true that the Senate is not bound' by this selection, but on the Senate arc ton professors, and “class consciousness” is not unknown even among teachers. In passing, it may be mentioned that if the Board of Studies is to be regarded as a separate court, then I am of opinion that no member of that body should also lie a member of the Senate. In my opinion the Board of Studies if of little service, and causes a useless expenditure of University funds. Any expert opinions or advice that arc required in the management of the University could be obtained direct from the professors or from the four professorial boards.

I find that in the University of Ire. land there are no less than 58 external examiners, and about 21 assistant examiners. The majority of the external examiners tire from England and Scotland. In no English or Scotch or Irish University is the examination of a student by his teacher accepted as sufficient for a degree. I have been informed by graduates of Oxford, Cambridge, and London that they were passed by none of their

own teachers. In some instances one or more of their own teachers wore on the Examination Board, but they have stated to me that it was not considered proper for any such examiner to mark tho papers of any student from his own college. This is tho general rule. It may have occurred that in a special examination for a special degree the student s teacher may have been one of the examiners, but that was a rare event. That it is absurd to suggest that the teachers at Oxford or Cambridge examine their own students for degrees will be apparent if the following facts arc borne in mind. In Oxford there are 20 colleges, and in Cambridge 18, and there are also non-colleg_iate stuuents at each of these universities. The examiners rarely exceed three in each subject. The teachers in each subject number at least one per college, and there is usually more than one in tho common subjects. At Cambridge in 1919 the examiners in the mathematical tripos were: For Part I, R. H. B. Mayall, M.A., Sidney College: Talbot Peel, M.A., Magdalene; and S. Chapman, M.A., Trinity. In Part 11 they wore: E. W. Hobson, Sc.D., Christ’s; H. Baker, St. John’s;-and Sir Joseph, Lernor M.A., Trinity. The moderators in mathematics were: W. Welsh, M.A.. Jesus: G. H. Hardy, M.A., Trinity. Only six colleges had members on their lists of examiners. Mr. T. Peel is not tho lecturer on mathematics at Magdalene; ho is the bursar and steward. Mr. Chapman of Trinity, is one of the four lecturers in mathematics. As to examiners in Part 11. Dr. Dobson is not the lecturer in mathematics at Christ’s, nor a fellow, but he may be a tutor. Dr Baker is not the teacher of mathematics in St. John’s, but he is a fellow of that college and Lucasian 1 rofessor of Mathematics in the University, lhe same result will be found at Oxford; Tor example, there are three public examiners in the honours school of mathematics, so that 17 colleges are unrepresented, and there are only three moderators, and again 17 colleges are unrepresented. If the moderators and examiners are joined together, the only colleges represented are Brasenose, Magdalene, New College, and) Corpus. The teachers, therefore, too not examine their students at Oxford. . We know that in a not very d> sla pt past, when the whole control of both Oxford and Cambridge was vested in their teachers, the degrees granted were not highly valued. Dr. Rashdall, ir. ■£ monumental work, “TheUn versities nf Europe in the Middle -Ages, writes: „ . • • “Examinations in some foreign nniveiwtire were less of a farce than the pass examinations of Oxford and Cambridge have-been almost within the persons now living.” Dr. Rashdall s book was published m 189.>. Tho reform of these two noble and great universities has been accomplished mpinlv by outside authorities—by Royal Commissions and the Executive Government of England. How long did it take to get the right of a Dissenter to be allowed to obtain the Senior Wranglership in Cambridge? Or for women to obtain education and recognition at these ancient As to the universities of Scotland, it is somewhat difficult to know exactly the position of their external examiners. It is clear that an external examiner is not unknown in the northern Kingdom. In the calendar of the most ancient univoreitv in'Scotland, that of St. Andrew s, it is stated that the examiners for degrees, for example, in the Faculty ot Arts, include the professors and lecturers in the Faculty of Arte, and about 13 others, whose names are given. One of Hie regulations provides: “No person shall be appointed an additional examiner who is ft professor, lectyrer, or university’ assistant or demonstrator in anv Scottish university. lhe appointment of any additional examiner during the currency of his term of office to a professorship, lectureship, or office as university assistant or demonstrator in anv Scottish university held to vacate his office of examiner ” The exact duties of the professors and examiners—what are termed the external examiners—are not stated. there seems io be a board of examiners, but how that board performs its functions is not explained in the calendar that 1 have by me. . ■ In Edinburgh the examiners for degrees are—“ The professors of or lecturers on the different subjects along with additional examiners appointed by the university court. As a general rule, no professor, lecturer, or university assistant or demonstrator can be appointed an additional examiner.” Tho additional examiners of Edinburgh, therefoie, aie external examiners, and they seem, as far as I can gather from the list, not to be engaged in teaching, at all events, in Scotland. In Edinburgh, in the calendar 1920-21, there are in the faculty of arte in languages eight external examiners and a large number of examiners jn mental philosophy, science, history, law. commerce, etc., etc., but m.w.the work is performed by’ these examiners is not stated. I understand that Glasgow and Aberdeen are in the same position as St. Andrew’s nnd Edinburgh. Having stated what is done in most ot the universities of the United Kingdom, the ouestion that now requires answer is Ourilt we to have external and independent examiners? In my opinion there ran onlv be one answer to tins question. If we are not to have external and independent examiners, our degrees will be considered of little value, and the control of the University will pass out of the hands' of the Senate, and vest in the hands of the professors. AVhat is meant, it may be asked, by an external examiner? Does it niean an examiner not living in New Zealand? It does not. All that is required, to quote the provision of the charter of the University of Wales, is that the examiner shall not be a member of the teaching staff. He may be a resident in New Zealand or in Australia, or beyond the seas. Some people imagine, that the term “external examiner” menus an examiner residing in England, but that is not the case. hit I am bound to state, however, that 1 believe that the university has received great benefit from its examiners in *he nnst having been selected from leading Sirs and educationists in England. Their reports have been of great laliie. A perusal of their yearly reports shows the strength or weakness of our umversitv teaching. It is also wise to keep in'Touch with English universLies a.nd with English scholars for Imperial reasow;. The political centrifugal forces spe surrounding ns cannot be ignored. To maintain the unity of the Empire, still necessitates a struggle. I have dealt only with this question of external examination. In my opinion there are other matters concerning briber education that require consideration, but the question of examination is, in 11’iv opinion, a crucial one, requiring immediate attention, and it is better to deal with one subject at a tune, lhe sole object of those who are called university "reformers.” and who advocate internal examination, is to place the entire control of higher education in the hands of the teachers.. They believe llv>t such a svstem will be, tho best for education. ' T do not. It ;s for the Government to consider whether their aim. if carried out, would benefit our Dominion. The loyalty of some of the professors to the New Zealand University may bo estimated bv the resolution passed in November, 1919. by the Board of Studies. It reads: — “That the board recognises that the time has come to establish separate universities.” Tho voting, was 15 for and 5 against. If the New Zealand UniversiTy w”erc abolished, we would have each district aiming at having "special" schools. It is not necessary, I hope, to point out that degrees granted by the four O’- perhaps more .separate colleges would nut. iieidc or oilteide if New Zealand, be valued as the degrees of tho New Zealand I' nivi r-ity are valued. The experience of New Zealand in the "abolition" of'even political institutions has not, I should think, been to satisfactory

as to allow the “prentice” hands of the “reformers” to attack our highest educational institution. Another example of their struggle for power is seen in the proposal of the Board of Studies—passed unanimously in 1920—for the appointment of examiners. It was:

"Ip respect ‘of examinations at the pass grade—“(l) In each subject a special Board of Examiners, consisting of the responsible teachers of the subject, together with an assessor.

“(2) Papers to be sot by the assessor after consultation with the teachers in each college. “(3) Papers at each centre to ue marked by the teacher at that centre, and all papers to be also marked by the assesror. "(4) In the doubtful cases opportunity to be given for the assessor to meet the teacher concerned. In case of disagreement between the assessor and the teacher concerned the special Board of Examiners shall decide. "(5) The assessor to be paid for his services; the teachers to be invited to do this work without payment. “(6) The results ns a whole to be dealt with bv the chairman of .the Wellington Committee of each Senate, together with the chairman of Professorial Board.” This proposal was not adopted by the Senate in its entirety, but the majority of the Senate approved of a kind of coexamination bv the teachers and the “assessor.” No doubt the external examiner is called “assessor” to emphasise his secondam’ position. Tn the universities of the United Kingdom, the external examiner is allowed to use the name of examiner. Even if the Senates modified 1 nroposal were adopted (it has not yet been put in statutory form) the critical reports on the teaching of the various university subjects that our external examiners have hitherto supplied will cease. and a most valuable help to our higher education be lost. Further, I may add that some of the "reformers” have not hesitated to sav that the proposal so ailopied is not deemed ft final se’tlemont of lhe question. It is only “a step —the goal is. of course, the complete control of our higher education by the nrnfessors. ~ For many vears past the time of the Senate has” been taken up in discussing this question of external examination to the neglect of other work, and at considerable expense. It is, in my opinit 11. tlmdutv of the Government io sny whether the system of external nnd independent examination is to he continued. or the control of the examinations left to the teachers. If the Government holds the same opinion as the Government of England, then it will 1:0 doubt cans? to be inserted In an amended charter or Act of Parliament a clause similar to the clauses In the charters of ihe newer English universities to which I have referred. If it holds tho opinion that the teachers should be the examiners, then this should he plainly ■tated, and the whole control of higher education will then pass to the professors; and we, who have for years stood by the university and attempted to help it, must see its sole control given ever to the‘so-called “reformers,” and perforce we must retire. It is not for us to take part in its obsequies. In departing no doubt, we will in the ear of tancy near the “reformers” chant. "Mirmidons, rvc feconde Mirmidons. Enfin nous commandons; Jupiter livre lei monde Aux mirnpdons, aux mirmidons.** I have the honour to be, sir, Your obedient servant, ROBERT STOUT.