The Daily News. SATURDAY, MARCH 8, 1919. HIGHER EDUCATION.

Taranaki Daily News, 8 March 1919, Page 4

The Daily News. SATURDAY, MARCH 8, 1919. HIGHER EDUCATION.

Til the report of the Chancellor of the University of New Zealand (Sir Robert Stout) presented forth e consideration of the Senate, there are many notes and comments on educational matters generally, but more particularly relating to questions concerning University teaching, examinations, and scholarships. What the Chancellor says on subjects of this nature is always worthy of attention, for it is tie outcome of a well-trained, scholarly mind, plus an extensive experience of nmversity affairs and an intimate knowledge of tbe value of sound educational methods. Referring to the university, Sir Robert Stout «as&.ii "is in no,,sens§ a private

institution; it is part of the State educational machinery, and if i. is the function of the State to provide education for its citizens it is surely the function of the State to see that education is efficient." This course is pursued in the primary and secondary schools that are under State control by Government inspectors examining the children to see whether the education received by the children is efficient, also whether it is properly given. That is really the only way whereby the test can be applied as to whether the' State is obtaining a proper value for the large outlay involved, hence the contention that externa! examiners should perform a similar function at the University, and thus act as an information bureau for State purposes—all the more' necessary in New Zealand because there is only one University, and not, as in the Mother} land, a choice of many. As the University is the crowning point of the educational career it would seem to be of the highest importance that the soundness of the teaching, the discipline, and the fitness of the professors and lecturers should be all that is desired. The Chancellor paints out that the leading educationalists in Britain apparently see that if higher education is to be popular, there must be more democratic representation on its managing bodies than at present exists, and that one way to popularise education is to give wide powers to local bodies, and he claims that if we keep our central University it must have the power of supervision of teaching colleges, on the iines of the powers given to the Council of the University of Wales. In comparison with other countries New Zealand may be said to be in a youthful stage, and this probably accounts for the Chancellor stating: "We have not yet developed any very strong enthusiasm for higher education, though in some parts of the Dominion much has been done by the public to assist in the development of University colleges. 1 believe that if we have not developed so much enthusiasm for higher education as other countries, it is because our people have not yet realised the fundamental part that the higher education must play if we are to progress in efficiency and in civilisation." That statement is certainly founded on truth, but it fails to fully cover the ground. The Dominion has been passing through its genesis stage; it has had to contend with the problems of falling bush. sowing grass, making roads and railways, and generally carrying on pioneer work, and it takes time to convert sturdy hard-working settlers to realise the fundamental part th,at, higher education must play. Moreover, the Government has not been disposed to render that full measure of help in furthering higher education that was and is so urgently needed "if we are to progress in efficiency and civilisation." New Plymouth has had a desperate battle to tight in this matter, and only the public spirit of a few determined citizens has saved the situation. The value of higher education is fully realised, but although remarkable prosperity has favored the Dominion, the only way in which that prosperity can he achieved and maintained is tf hard work, so that the number of these who can receive the advantages of higher education is necessarily limited. Sir Robert Stout's main print is the need for popularising higher education, and undoubtedly in that respect he stands on very firm ground. There are indications that as the country becomes more settled and the means of rapid transport more available, so will the desire for hipher educatiou become mom evident. One of the surprises of the war was the wonderful organisation of ordinary education institutions on the battlefield. This has been and is being carried on in England as well, and the New Zealand Government has wisely decided to encourage this work by allowing men who have matriculated to be discharged in England and pursue their studies there. It is also proposed to establish 50 bursaries forieturned men studyills' for professions. The scheme to found a "Mayflower" University at Plymouth to celebrate the close of the war and the reconciliation of Great Britain and the United States is a noble ideal, and should do much throughout the Empire to popularise higher education, especially if it is liberally endowed with scholarships assigned to the Dominions. It would, however, bo well for the Government first to do all in its power to supply the needs of higher education in New Zealand, for the strenuous competition ahead demands the cultivation of the highest intellectual gifts by the best means procurable.