"Yes, I like being here at Victoria very much," said Associate Professor L. H. Palmier, Head of the Asian Studies Dept. "Vic Is a university In the true sense." He explained that this was mainly j because the place was still small, enough for one to meet people with interests in many other subjects apart from one's own.

Victoria had improved a great deal during the four and a half years Dr Palmier has lectured here.. However, he would like to see administrative performance accelerated in the future. He felt that this could be achieved by recruiting additional capable staff.

Education in Asia

Professor Palmier spoke of an essential difference between N.Z. students and their Asian counter-parts.

"Western students are generally far more lackadaisical in their studies. In Asia, among this generation, there Is a great urge to receive the highest possible education. There is great keenness against great odds—the expense of books, the lack of studying room, and light to continue work after dark."

He told of the tremendous pressure in some subjects, for example, maths, and physics. "Staff can literally pick and choose whom they take."

The professor accounted for this desire for education. He said that because it was not free, it was valued highly. The social structure was generally aristocratic, and the aristocracies valued learning. This, he said, was the very opposite of the egalitarianism which exists in New Zealand.

This thirst for education evidently exists on a national scale. "In spite of the general poverty," said Dr Palmier, "the government grants money to the university with a liberal hand." In the new universities, there were few restrictions on expenditure. The buildings were extremely modern and Vic's Easterfield Block compared very favourably with them.

University staff in Asia were very scarce indeed. The professor told of circumstances in which it was common practice for a man to lecture at one university for a few days, then fly to another hundreds of miles away to continue teaching. Dr Palmier stressed the importance of students being interested in their courses at the University. I He thought it a great pity that many students take subjects they were taught at school, simply because they had always been taught them. "Never after University," he said, "will you get such a chance to study and find out about what interests you."

His Philosophy

When asked about his philosophy, the Professor displayed caution. "That is a difficult question to answer," he commented. "Whatever one says is likely to be misinterpreted. And anyway, it is impossible to say anything favourable about oneself."

After some thought he continued;

"I think one retains one's mental balance by trying to forget oneself in a cause or a goal. That is best achieved if one does not insist on recognition of one's contribution to it."

"My goal has varied," said the Professor. "I feel it is double-sided 'at the moment. I want Westerners to understand the problems of Asia. I also wish to help in what way I lean, to overcome or to alleviate the problems that exist. Our society should encourage service in a cause, rather than personal achievement."