96 NATURE 
[Marcu 28, 1912 
jealousies, which existed between the provinces into 
which the colony was once divided—these and other 
local conditions have led to a unique relation between 
the four university colleges and the University itself. 
The latter is governed by a Senate largely consisting 
of laymen without any connection with teaching, 
though a proportion of its members are professors at 
the colleges. Each of the colleges is governed by a 
council, on which, in three of the colleges, professors 
have no seat; while the professorial board in each 
deals with the real academic work of its college. 
The constitution of the Senate and college councils 
is open to criticism, and it is felt in some quarters 
that the professors have not sufficient representation 
on these bodies. 
But perhaps the most curious feature of the Univer- 
sity is to be found in the method of granting degrees 
in arts, science, and laws. The University is purely 
an examining body; by it the examiners are appointed, 
and these examiners, eminent men in their subjects, 
are resident in Britain. They set the papers, to them 
the candidates’ answers are transmitted, and their 
reports are sent out to New Zealand. Everyone 
agrees that this method is cumbrous, entailing much 
delay and inconvenience to candidates; while the pro- 
fessors at the colleges have no direct share in examin- 
ing for the degrees. In early days, no doubt, various 
causes led to some such arrangement; but it is felt 
by some of the younger members of the professorial 
staff, fresh from English universities, with totally 
different traditions and local conditions, that the time 
is ripe for some change. 
Hence has arisen a Reform Association, the execu- 
tive of which has issued a booklet of some 200 pages,’ 
dealing fully, and on the whole impartially, with the 
various grievances complained of, viz.: the organisa- 
tion of the University; appointments to chairs in the 
colleges; finance; examinations; libraries; research; 
with suggestions for reorganisation; followed by an 
appendix containing the opinions of a large number 
of professors, British and American, on the questions 
of external examinations and the constitution of the 
governing bodies. 
Many of the grievances are domestic in character, 
such as libraries, laboratories, appointment of pro- 
fessors, and can only be dealt with by the individual 
colleges; anditis alla matter of money; but there are 
one or two points of wider importance which may 
be discussed here. 
It is within our knowledge that the originators of 
this reform movement are members of Victoria 
College, Wellington, and that the entire staff even 
of that college is not wholly in sympathy; nor can 
it be said that the staffs of the other three colleges 
are in complete accord with the views of the reformers. 
This is partly due to the failure of the originators 
to consult the professorial boards officially or to dis- 
cuss with the older members of these boards the plans 
for reform advocated: so that the pamphlet must not 
be taken as expressing the views of the whole body 
of university teachers in New Zealand. There is no 
doubt room for reforms, though it appears to us that 
some of the grievances about the constitution of the 
Senate, for instance, are exaggerated. We may re- 
mind the reformers that even in the ancient universi- 
ties of Oxford and Cambridge the final body court 
of appeal, Convocation, consists “of a fortuitous con- 
course of members who happen to be able and willing 
both to pay for keeping their names on the books 
and to be present in Oxford on a particular day *“— 
1 “University Reform in New Zealand.’ Published bv the General 
Editors (Profs Hunter, Laby, and von Zedlitz) under the direction of the 
University Reform Association. Pp. 196. (Wellington, N.Z., and London: 
Whitcombe and Tombs, Ltd., 1911.) 
NO. 2213, VOL. 89] 
to vote for or against reform. The majority of these 
men are “‘laymen”’ so far as university teaching is 
concerned; and it is interesting to note that the 
teachers and active members of the University of 
Oxford are hampered as much as—nay, more than— 
the teachers in New Zealand, in their efforts for 
reform. 
As a matter of fact, in New Zealand, if the four 
teachers of a given subject are unanimous in desiring 
any alteration in the syllabus of their subject, the 
Senate invariably adopts their proposals. Even the 
appointment of the examiners is virtually in the hands 
of the teachers, for if the four professors of a given 
subject send up a recommendation to the Senate, it is 
acted on; but, of course, if no suggestion is made, the 
Senate has to make the appointment. Again, the 
professorial boards of the four colleges are consulted 
on nearly every point of importance before the matter 
is dealt with in Senate. It is true that more frequent 
conferences between these boards are desirable, and if 
annual conferences were arranged, many reforms 
would probably be introduced. 
But the chief need seems to be an alteration in the 
present system of examination for degrees. We need 
not here discuss the advantages that have been 
claimed for this procedure—the uniformity and im- 
partiality of the examinations; the maintenance of a 
standard and stimulation of the teachers; and the 
enhancement of the value of the degree—these are 
dealt with fully in the report, and it is claimed that 
the disadvantages outweigh these supposed advan- 
tages. The system is unanimously condemned by 
the British professors who have replied to the ques- 
tions submitted to them.? The majority of the gentle- 
men whose replies are recorded have no acquaintance 
with the geographical conditions of the Dominion, 
nor is it clear whether the examinations for honours 
and scholarships were in their minds; we think that, 
in the case of these competitive examinations between 
men from different colleges, an external examiner is 
necessary, if only in justice to teacher and student. 
The discussion refers to pass examinations only. 
But while it is easy enough to see the faults of the 
system, it is not quite so easy to substitute a new 
plan, as may be seen in the varied proposals sub- 
mitted. 
Three alternatives have been suggested :-— 
(1) That each of the four colleges should be an 
independent university. In theory, no doubt, this 
seems plausible; but when we remember that the 
highest number of students at any college is about 
4oo0 (and in others much less) and the total population 
of the Dominion only about one million, it does not 
seem desirable at present to have four different 
standards for the degrees in arts and science. For it 
must be borne in mind that while most of the pro- 
fessors have had a training in a British university, 
there are some who do excellent work indeed, but who 
have no experience of any higher standard of work 
than that at their own small college in New Zealand; 
and, especially in the case of science, this is detri- 
mental. It is agreed that the present standard for the 
degree is a low one, at any rate in several subjects, 
and one understands that this must be the case when 
matriculation can be passed by children of fourteen 
years of age, and the entrance scholarship, for which 
the schools prepare, is almost of the same standarc 
as the B.A. 
2 Though the opinions of acting professors in New Zealand are not 
included, those of six past professors or graduates of New Zealand are 
recorded ; it is noteworthy, however, that Prof. Rutherford. whose views 
would be valuable, offers no comments on the system. Each of these six 
men gives an opinion more or less different from the other five, and amongst 
them may be found all the various possible plans for degree examinations 
and for reorganisation. 
