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The Spike: or, Victoria College Review, October 1910

The Spike or Victoria College Review

page 5

The Spike or Victoria College Review

(PUBLISHED TWICE IN THE SESSION)

The Editorial Committee invites contributions, either in prose or verse, on any subject of general interest from students or officials connected with the College All literary communications should be addressed to The Editor, Victoria College, Wellington.

Subscriptions are now due, and are payable to Mr. G. M. Cleghorn, Financial Secretary, Victoria College.

Editorial.

"It never seems to occur to parents that there may be an education which, in itself, is advancement in life; that any other than that may perhaps be advancement in death; and that this essential education might be more easily got, or given, than they fancy, if they set about it in the right way; while it is for no price, and by no favor, to be got, if they set about it in the wrong."—Ruskin—"Sesame and Lilies."

In an interesting and thoughtful article in a recent number of " The Atlantic Monthly," Ernest O. Sisson, treats of the "Educational Emergency" that has arisen in the United States, and his observations and conclusions must commend themselves to every thoughtful observer of the trend of out University. He shows that all the earlier writer magnify the moral aim of education. " Milton's definition unmistakably declares his view : 'I call, therefore, a complete and generous education, that which fits a man top perform justly, skillfully and magnanimously all the offices, both private and public, of peace and war.' As to the classics he says: 'The main skill and ground work will be to temper the pupils with such lectures and explanations upon every opportunity as may lead and draw them into willing obedience, inflamed page 6 with the study of learning and admiration of virtue, stirred up with high hopes of living to be brave men and worthy patriots, dear to God and famous to all ages.' With Dr. Arnold, of Rugby, one ideal is always supreme, that of moral thoughtfulness and devotion to duty; all else is auxiliary and subordinate . .. When we come to current educational discussion to find a surprising change of emphasis" . . . far less stress is laid upon the moral element." This latter statement Mr. Sisson amply substantiates, by a reference to the numerous reports of those commissions on education which have provided such excellent evidence of the trend of educational thought in the United States.

A little reflection convinces us that in our own discussions we have suffered from the same neglect of what is really the main point at issue—the ultimate aim of all education. We have discussed the merits and demerits of our syllabus and the method of conferring degrees, and have to a very large extent left the main question untouched and neglected. The classics have girded up their loins and defended their ancient citadels against the determined advance of science, and the natural science and the natural science and mathematical subjects have stood firm against the shocks of short-sighted utilitarianism. The battle of degrees has served to add confusion to the conflict and the system of an examining University, and English examiners have been embroiled in the struggle. The dust and turmoil of these many-sided issues have served to temporarily distract attention from the main object of education, an object which has been so clearly and forcibly stated by Milton, and insisted upon by all the educational leaders of the past.

Only the valor of ignorance will contend that the object of education is the acquisition of knowledge. The short span of life is not enough to enable us to take all knowledge for our sphere. Nor will any but the shout-sighted contend that specialization should be our aim. For a specialist, although useful, must remain an exception, and education cannot deal only with exceptions. No! the object of our education—of our University—must be the formation of character, the faculty of seeing and electing to follow what is right and true. In order to train these faculties we must needs cultivate each individual's power of judgment and decision, page 7 quicken his perceptions, and endeavour to awake his creative power. The acquisition of a certain amount of information as a basis of a large number of our judgments, and as an instrument for the perception of larger and nobler truths is, of course, essential. But this is but the foundation of knowledge, and should be acquired prior to a student's entry to the University. The function of higher education must be to train the judgment and awaken individual observation. How, then, are we performing this function?

Even in New Zealand—far from the hub of the Universe—our life has become too restless, too complicated. And too strenuous. So is it in university circles. The average student often has the opportunity to devote his first two academic years wholly to his studies; but too often chooses to spend these halcyon days in confined drudgery in a law office or school, with the result that his work is neglected, his studies narrowed, and his College course expedited and scamped. This—Heaven save the mark—is specialization ! This is education!

These are the fortunates who have it in their power to achieve—partially at least—the true ideal of a University. They could take an interest in the wider aspects of their work, appreciate its possibilities, realize its advantages, and simply revel in their studies. Alas ! they reject the proffered gifts, and prefer " the dusty road along the flat to the bracing air and wondrous view from the high peaks of Olympus." They voluntarily and deliberately join the restless, the hurrying and the superficial. The day's work over, they attend lectures which, perfunctorily taken down, are not remembered or considered until the dread examination days. After lectures—and woe betide the Professor who prolongs his lecture—the student hastens to the work of the social or athletic organizations with which he is connected, and then—oh ! hideous word—to " swat." Where is the opportunity for such a one for reflection, introspection originality? When does he seek and insight into the great moral truths underlying the acquisition of knowledge and its application? What incentive of opportunity has he for attempting to create, to his own feelings? It would be better to take one subject, to take one book and appreciate and page 8 master it thoroughly, than to have a smattering of dozens. This would not be specialization—we do not mean a narrow book or subject—but one of wide range and recognized moral value. Better it is to acquire even a faint realization of application of knowledge to the problems of life—of a certain amount of philosophic contentment—than a dozen degrees. We fear that at present we tend rather to destroy of weaken ideals and character than to raises them.