17

E.—7a,

work, by a limitation of the classes to an effective size, and by the provision of more individual work with small groups of students. The contribution of university education to the life of a State is measured rather by the quality of university graduates than by the number of them. The progress of a nation depends more upon those who are highly trained or highly endowed, or both, than upon the general average of its citizens. In a new country offering so many opportunities to capable men in the work of developing its resources, it is a disservice to divert too many bright young men into the ordinary professions for which they may not be specially qualified, and in which they may find it difficult to maintain a footing. One of the great educational advances of modern times is the discovery of the potency of organized adult education as a form of university extension. The possibilities which lie ahead of such an educational movement are almost illimitable. It is conceivable that a far greater addition to the intellectual and moral resources of the Dominion may emerge from a higher standard of university life and teaching in the professional schools (and to-day even the arts and pure science schools are in a sense professional schools), together with a vigorous and well-conceived scheme of adult education through a special staff of efficient university teachers, than by a system which encourages so many to work under imperfect conditions for university degrees. Of course, it is assumed that the men and women studying in extension classes such as those established under the Workers' Educational Association are engaged in the disinterested study of a subject in co-operation with university tutors, and that they desire additional knowledge and culture for their own sakes, and not as a qualification towards a university degree. Whether a sufficient number of men and women are prepared to undertake such a continuous course of study for its own sake remains to be proved, but, in our judgment, culture so obtained is likely to be a real and vital thing. It is worthy of note that one of the recommendations of the recent Royal Commission on Oxford and Cambridge Universities is that " the future success of extra-mural instruction depends, in our opinion, on its definite acceptance in all universities as an established and essential part of the normal work of a university. This change of view should have far-reaching results."* We are well aware of the fact that an increasing number of university graduates are finding their way into commercial and industrial life. " But the fundamental reason of the change is the fact, now tested by experience, that the intellectual and moral qualities of the university-trained man often render him peculiarly capable of dealing with big economic and business problems, and with the social and human factors which they involve."'!' It must be remembered, however, in applying this to our local problems, that the " intellectual and moral qualities " above mentioned are those which are developed by a student life rich in student activities, and by a system of education not confined to the lecture-room, but reinforced by close and intimate intellectual companionship with cultured men giving individual instruction as tutors. Of this student life the Commission's report states : "We understand that of recent years the intellectual activity among the body of undergraduates has been very remarkable ; among its features are a widespread interest in social questions, an increase in societies for discussion, speculation, and study, and for literature, music, and the drama, and an increasing connection with many activities of the outside world."t Our concern is that the New Zealand University shall be able to build up gradually a university system favourable to a full and abundant university life, rich in the intellectual stimulus of the class-room, the laboratory, or the tutorial class, and rich in opportunities for the many-sided activities of student life. EVENING LECTURE SYSTEM. The system of evening lectures for university students who are engaged during the day in some whole-time occupations is not peculiar to New Zealand. Such lectures are given in the Australian universities, and also in the large city universities

Adult education through extra-mural instruction advocated.

True university education involves more than attendance at lectures.

Evening courses in New Zealand dominate the university work in certain schools.

* Oxford and Cambridge Commission. 1922, sec. 148, p. 123. f Oxford and Cambridge Commission, 1922, see. 31, p. 44. { Oxford and Cambridge Commission, 1922, see. 30, p. 43.

3—E. 7a.