Educational Expansion

In 1957 Sociology was added to the courses of study available for Students at Victoria University College. With the increasing awareness of its responsibilities that came with elevation to full university status, this university added Asian Studies this year as one more' new course available to B.A. students. It is with a feeling of pride that we watch these developments taking place. But we must not stop yet, as there are a considerable number of subjects and degree courses which we must provide in the next few years if we desire to secure a reputation overseas.

Several valuable suggestions have been made in the Education Report of the New Zealand University Students' Association and most of these recommendations have secured the backing of the Victoria University Students' Union Education Sub-Committee. The first such suggestion is for a B.Sc. (Hons.) course. Such a course would be valuable for those students not intending to advance to a Master's degree but who want to learn more of research technique so that they can obtain jobs in research instead of going to technician grade. Application of such a system to other faculties might be advantageous. For example, a B.A. (Hons.) course might prove to be of considerable merit.

A second suggestion is for the inclusion of Theology in the B.A. course. To quote from the N.Z.U.S.A. Report: "There are a number of strong reasons in favour of the inclusion of Theology in the B.A. course. It is intimately connected with many other subjects. In the study of any modern language, for example, students come into contact with authors greatly influenced by the theological and religious currents of their time. These authors must be read in the light of their theological climate, a knowledge of which is necessary for the full understanding of them. Again, in the study of the Classics, little or no attention is paid to the most influential of Greek books. A university curriculum should not contain so wide a gap. Theology is also related to History. Many periods (for example, the Middle Ages and the Reformation) can be fully studied only by a person with a knowledge of their theological background. Philosophy has always been concerned with religious belief and submitted it to reason. Philosophy and Theology have obvious close connections, and one can be more adequately studied in the light of the other. Apart from its connection with other subjects, theology touches on the deepest questions men have ever asked: what is man? what is his destiny? what is the meaning of the universe? Theology is one subject which seeks to answer these questions, and the study of its answers would provide broader knowledge on which a man might base the beliefs by which he will live. Finally, many people argue about religious questions and show, at best, a knowledge of the point at issue which is at about Sunday School or Primary School level. It seems reasonable that an opportunity to study theological questions at a more mature and adult level should be provided in the University." I myself feel that Theology should prove a particularly valuable unit especially if it took the form of a comparative study of religious systems and philosophies.

It is also about time that the local University Council considered the possibility of teaching Anthrapology and Ancient History, and Maori also, at this college. At present, any local students desirous of studying these subjects have to plug away on their own extramurally.

I myself would like to recommend New Zealand Studies as a new subject. Most New Zealand students are grossly ignorant of the many fine achievements in literature made by New Zealanders. Likewise, few students have more than a hazy knowledge of New Zealand history, political institutions and public administration. Might I suggest that this subject be added to the curriculum as speedily as possible, and that at Stage I level the examination consist of one paper on New Zealand literature and one paper on New Zealand history and political institutions?

—T.J.K.