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Salient. An Organ of Student Opinion at Victoria College, Wellington, N.Z. Vol. 19, No. 10. September 10, 1955

A Liberal Education

A Liberal Education

A liberal education should prodnoe more than a highly trained intellect. It should help to provide a satisfactory philosophy of life," said the Chancellor of the University of New Zealand, Sir David Smith, in his annual address to Senate at Lincoln College last month. "Newman declared this thought when he said . . . .

A habit of mind is formed which last through life, of which the attributes are freedom, equltableness, calmness, moderation and wisdom; or what in a former discourse I have ventured to call a philosophical habit.

.....(It is not) the function of a University, as a University to inculcate any particular creed or philosophy......In a University which is freely organised and not conditioned to some pre-determlned end the true student is likely to arrive at a worthy philosophy of life. Experience shows that when a student can freely study with the aid of scholarly exposition, great literature, whether secular or religious, history or philosophy, it is likely that that which is best, that that which is first-rate in human personality will make its own appeal to him and will be adopted by him.

"I think also, that the free and untrammelled pursuit of science should likewise tend to the perception and adoption of noble ends. For the scientist pursuing truth must have regard to the views of others and must recognise that he himself may be wrong until his solution has been demonstrated as true.

"Scientific work therefore should develop a respect for human personality and a feeling of co-operation. On the other hand, science cannot give the knowledge of what Plato called "the science of good and evil" which can be derived best from the study of the great problems of human personality and these am revealed, as I have Indicated, in great literature, in history and in philosophy."