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Art. XVIII.—On University Education.
[Read before the Philosophical Institute of Canterbury, 26th November, 1874.]
Attention has recently been drawn to the subject of university education in connection with a complete general scheme sketched out by Professor Bickerton. I wish to take advantage of this opportunity to discuss one point in university education, as to the course of instruction to be pursued. Whatever other effect it may have this paper may at least be useful in drawing forth the opinions of others, and in preparing for a good understanding between the Colonial University and the colleges connected with it.
One difficulty seems to present itself consequent upon the liberty of choice now given to students as to the branches they shall study, and upon their proficiency in which they may obtain a degree. It becomes requisite, in these circumstances, to determine the length of time to be devoted to each subject, and the value to be attached to it in an examination for honours.
The proposal has been made, and has met with general approval, that the degree of Bachelor of Arts or Science should be so granted as to be a guarantee that the holder had attended a full course of college study, and had made good progress in his studies; while the degree of Master of Arts or Science should be an honourable distinction, marking considerable attainments, and might be awarded in two grades, M.A. simply, and M.A. with special honours.
It seems further to be agreed upon that the college course should extend over three years; but that students might have the option of protracting it over four or even five years, provided they attended the requisite number of classes, and stood the final examinations. Such a modification would be of great advantage to teachers and others, who, while engaged in needful avocations, desired to prosecute their studies to good purpose.
The length of time devoted to each particular subject, and the prominency
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to be attached to it in a general examination for degrees, afford occasion for considerable differences of opinion; for, naturally, every man will be inclined to estimate highly the special branch which most engages his own attention or is most congenial to his mind. The question as to the comparative claims of the ancient classics and of modern science naturally crops up here. One or two brief rules might be laid down, helping to secure a firm general basis for the arrangement and comparative value of the several branches of college study.
| 1. |
The student should be expected to attend for at least half the year, say 25 weeks in all, at the proper work of their classes, apart from preliminary and final examinations. |
| 2. |
Students should attend college classes and lectures five hours a day for five days in every week of the term. This would give 25 hours a week, or 625 hours for each annual course, and 1875 hours for the three years. |
| 3. |
The number of points for the degree of B.A. should be made 1875 and should be apportioned among the various subjects according to the number of hours devoted to the study of them. |
| 4. |
Students might then have absolute freedom of choice as to the subjects they wished to be examined upon. Two-thirds of the whole number—that is 1,250—might be the minimum for taking the degree of B.A. |
| 5. |
When candidates for university degrees appeared from outside the colleges precisely the same numbers might be required of them under the same examination. But the subjects of examination should be confined to those taught in the affiliated colleges, and to the same comparative estimate of value. |
Of course the subjects taught in any particular college will depend upon the judgment of the Governors, and upon the will of those who may from time to time provide endowments; and it is even desirable that a college should afford a certain variety of subjects beyond the absolutely necessary curriculum. But it were well that some definite course should be indicated, embracing both ancient and modern literature, philosophy, and science; in short, indicating the subjects in which a well-informed man might be expected to be instructed. To such a complete course the highest honours ought to be confined. For it is as well in this place to point out that a university or college course of education has not so much in view the professional knowledge or training which may be required for the definite occupations or pursuits of after life as that solid and liberal foundation of varied information and intellectual discipline upon which the after structure of professional acquirements may be safely and securely raised free from that bias and tendency to empiricism which an exclusively professional training is almost certain to produce.
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Some such arrangement as the following would carry out the views now stated:—
For the first year: Greek language and literature, to occupy two hours a day, or ten hours weekly; Latin language and literature, mathematics, chemistry, one hour a day each, or five hours a week. This would give the full amount of twenty-five hours a week.
For the second year: mathematics and natural philosophy, two hours a day, or ten hours weekly; and English language and literature, natural history, chemistry, and physics, one hour a day, or five hours weekly for each.
For the third year: mental and moral science, two hours a day, or ten hours weekly; history and political economy, French and German languages and literature, applied mechanics and engineering (with mechanical drawing), one hour a day, or five hours weekly each.
Additional or alternative classes might be provided for Greek and Latin in the second year, for jurisprudence, logic, and rhetoric, to the extent of one hour a day each.
Under this scheme Greek would at the end of the course count for 250 points, Latin for 125, mathematics and natural philosophy, with applied mechanics, 500; moral and mental science, 250; chemistry and physics, 250; history and political economy, 125; natural history, 125; English language and literature, 125; French and German languages, 125; making in all 1,875 points.
The proportions of the various departments of study would thus be:—
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| Literature, ancient | 375 |
| " modern | 250 |
| 625 | |
| Mathematics and natural science | 875 |
| Philosophy | 375 |
| 1,875 |
By taking into account the alternative classes, to which many more might in time be added, the highest literary course would admit of 750 points, the highest in philosophy 625 points, and the least scientific or mathematical 500.
It will be perceived that such a course prepares very directly for the more important occupations of after life, and affords the means by which technical instruction, properly so called, may be carried on. At the same time, the student who enters upon his professional studies after such a course is not at all likely to be unduly influenced by the specialities of his calling, or to have a prejudice against the improvements which may come from outside its ordinary routine.
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In making such a summary as has now been given, it will be understood that students will require to devote well nigh as much time to preparation for their classes and revisal of their notes as they spend within the class-rooms. Without such continuous exertion their progress is not likely to be very marked. But ardent study to this extent requires a reasonable limit to the time devoted to it, hence the necessity for one rather long vacation for the sake of both professors and students. Although somewhat diffident as to giving a decided opinion upon the subject, I believe that two terms in the year would be preferable to three, and certainly more advantageous than one term or session according to the system of the Scotch colleges.
I submit these views as a contribution to the discussion of an important subject. It is especially desirable in view of the arrival of two additional professors to the staff of the Canterbury College that we should be prepared to give an impartial and dispassionate consideration to the claims of the subjects they are specially engaged to teach; and also, that they should be aware to some extent of the views entertained by those who possess at least the advantage of some colonial experience. A certain adaptation to circumstances is essentially requisite. In an age when every department of human thought is making such rapid advances, the method of instruction becomes itself a science, and is deserving of careful study in all its branches, from the most elementary to the highest. The aim of our colonial college is to place the highest education within the reach of all those minds which are best qualified to profit by it. And while we labour to make the general education of the mass of society as sound and as good as we can, we shall never more truly promote the interests of the human family than when we afford to the men of brightest intellect and most solid mental power, quite irrespective of class, rank, or wealth, the means of developing their faculties, and of accomplishing those higher ends which they only can reach.
At a late meeting of the Social Science Association in Glasgow the Earl of Rosebery complained that with all the talk there was about technical education no proposals were made to provide technical education for their rulers. He meant that the science of Government and the great questions of social well-being were not made so prominent as they ought to be. What he thus desires for Great Britain is still more necessary here, for the whole community are our governors. The strong active intellects, come from what class they may, are sure to be the leaders in such a land as ours. To provide for such intellects the soundest information and the best mental discipline is the surest means to preserve the liberties of the country from the attacks alike of the demagogue and the despot, and to promote throughout future ages the moral and material progress of its inhabitants.