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Salient: Victoria University Students' Paper. Vol. 30, No. 6. 1967.

Thieves of time!

Thieves of time!

Sirs,—What is the aim of this university? After only a few weeks here one certainly begins to wonder. I have always been under the impres-sion that an institution of higher learning, for as such most people would define a university, should stimulate creative thought. Thought! What time have we for thinking? No time for any thought that is not related to the next essay.

Some essay topics are highly stimulating: the essay serves merely as an introduction to the topic: it would be interesting to delve further and lead on to other topics from there. But one has to complete the next assignment—often on a completely unrelated subject. One's mind is supposed to be able to jump with great alacrity from one subject to another with never the time to go into each subject thoroughly and deeply. Forget all about each essay as you pantingly hand it in: you can always dig it up again at finals.

Finals! Of course—this is the aim of this university: to produce people with good exam techniques. Writing essays is practice for finals! Finals—the goal for the year's work. Finals—pass and get a degree—all the work was so worth while—you will have "a good job" and the status of letters after your name. Now let's pick the topics to learn —that is a likely question, hasn't come up for three years . Up the good old Kiwi examination system! After all, society categorises one on one's exam results . . .

This is a factory: we are its products. Not creative thinkers but machines churning out essays with monotonous regularity. I am not decrying the fact that essays are necessary; I am only suggesting that their number be decreased.

"But!" cry the departments, "The other departments are increasing their numbers of essays, so we must keep up with them, or our subject will be neglected!" The vicious circle—will it ever end?

"At any rate, if we don't set essays the students won't work, and they will fail"— fail—of course—finals! If we don't want to work that is our misfortune. Those who do want to work would appreciate a little less regimentation of their time.

Time—what about time? That was an interesting lec-ture—made me feel inspired and invigorated, must do some reading on that subject— wonder what my friends think about it? Discussion? Read-ing?—Good Heavens. I'll have to leave it—must write my next essay.

Discussion — Tutorials are for discussion. It's a relief to engage in dialogue instead of being talked at. This method is much more valuable to the student: he can glean the information he really wants from the fertile mind of the lecturer and also share his own ideas. However, usually one spends one's tutorials worrying about the next essay. Fewer essays and more tutorials and seminars please! But of course—the staff shortage.

Enjoy yourself at university. Join clubs, engage in extracurricular activities. Look at the opportunities—Plays! Concerts! Exhibitions! Films! Visiting speakers! Debates! Discussions! Sport! Look at all the "temptations"—for so they are treated—"mere distractions." One feels guilty enjoying oneself when one has essays to write.

What about thought? Good Heavens—you must organise your time. Mustn't let thoughts interfere with your essays! If you must think, set aside a few minutes each day; write it down on your timetable and label it "Thought" —Here's the thought for the day—echoes of Aunt Daisy! I'd better finish this letter now, as I have to go and write an essay.

Sue Cutler.