PSYCHOLOGY.

Hokitika Guardian, 29 July 1921, Page 4

PSYCHOLOGY.

INCH EASING INTEREST 0 F WORKERS.

During recent years, as life became more complex, the study of economics assumed considerable importance. This was reflected in the increased attendances at university lectures on the subject. Within the past few months, however, the demand for lectures on economics has been almost equalled by the extension of interest in psychology. For three years Professor Lovell lias given a course of lectures on psycholog. to university students which have been very well attended. Recently, at the request of the Workers’ Educational Association, the Board of Tutorial Studies formed two additional classes in psychology, one at Newcastle and one which meets at the Sydney University on Wednesday evenings. The success which has attended their establishment lias been very remarkable. Three months ago the new Sydney class began a course of 2! lectures, with an attendance of .30 students ; now SO to 100 attend regularly. Made up of about equal numbers of men and women, practically every occupation ol importance is represented in the class. Amongst those attending air artisans, typists, teachers, students, lactor.v lore men, commercial travellers, clerks, and welfare workers, including two officers of the Salvation Army. The majority consists of those who wish (o influence other people. The commercial travellers, for instance, aim

a; the development of their full personality : others are working for leadership, while'otlieis, again, who have been interested in psycho-analysis, the study of the abnormal, now wish to study normal psychology. The lectures are listened to with profound attention, and the majority ot the students remain for the tutorial exposition which follows, and by their i|iiestions show an intelligent grasp ol a very abstruse subject. There was no decline of interest when the processes of abstract thought were approached, and ninety students wore present tit the st i Host feet lire of the course, that on ••Tite formation of abstract ideas,’ and the tutorial section of the lecture again .bowed that the points bad been grnspd. The course, now ball-completed, is the same as that given for the l niversity first year arts and science course, and it is a tribute to some ot the students that, lacking the advantages of education possessed by 1. Diversity students, they are yet aide to assimilate similar mental fare.

This class is one of 29 new classes for various subjects started by the W orkets Educational Society in this State during the year Other subjects include mimics, hi-lory, various aspects ol social problems, literature, political science, logic, music and biology. With the growth of classes the number of students lias increased, and I6OU, ot whom 1.300 are effectives, are now enrolled members of tutorial classes. Out of the 1(500, wage-earners or clerks number 1211. teachers 1(57. and IS9 are professional workers. The establishment of permanent tutors doing whole time at Broken Hill and at Newcastle Ims been very successful. At the former town, despite the I,ml times existing. out of an enrolment of 220 there is nn average attendance of 200. The W’.F.A. believes that in the <•<- tension of controversial education, as opposed to dogmatic education, lie* the hope of the world. The dogmatist places before bis audience a sot ol opinions wb-icli be believes to be true, nnd to which lie endeavours to convert his bearers. The controversialist also tins ids set of opinions, but discussion nnd criticism of the subject between lecturer and audience results in a blending nf ideas which it is claimed moie nearly approaches the truth. '|’|ie association lias its critics. The supporters of the existing state of tbin.rs do not like discussion of the question as to whether the present social order is worthy of preservation at all, and those who wisli to destroy tlir present society and erect on its ruins an edifice built to their plans are

angry at criticism of their theory of society before the W.E.A. accepts it. It seems difficult to make any section of society understand that education is not the fitting of theories to the desires of a section, but a search for truth, which alone can set us free from the prejudices, malice, and sectional bitterness which so oppress us to-day. .cmßMMraTaßßagMTOgjaMginiM)