15 ~ I VOL. V. No.4. DECEMBER, 1962

1:;00------.------.----.--.----.------"' VESTES THE AUSTRAUAN UNIVERSITIES' REVIEW

LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES

T. H. Silcock

PROFESSIONALISATION OF FOREIGN STUDENT ADVISERS IN THE UNITED STATES

Stewart E. Fraser

UNIVERSITIES AND THE TEACHING PROFESSION

F. R. Chappell

USE AND ABUSE OF EXAMINATIONS

Boris Ford

JRNAL OF THE FEDERAL COUNCIL OF UNIVERSITY STAFF ASSOCIATIONS OF AUSTRALIA

!lCRIPTION: £1 YEARt.Y 5/- PER T!I!lUE. VESTES JOURNAL OF THE FEDERAL COUNCIL OF UNIVERSITY STAFF ASSOCIATIONS OF AUSTRALIA

VOL. V. No.4 DECEMBER, 1962

CONTENTS FEATURES: LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES T. H. Silcock 3 THE PROFESSIONALISATION OF FOREIGN STUDENT ADVISERS Stewart E. Fraser 14 UNIVERSITIES AND THE TEACHING PROFESSION F. R. Chapp<1l 20 THE USE AKD ABUSE OF EXAMINATIONS Boris Ford 26 BRITISH UNIVERSITIES NEWSLETTER Our U. K. Corrupontienl 34 A NOTE: AUSTRALIAN UN IVERSITY STUDENT EKROLMENTS, 1959- 1963 R. B. Davis 19 BOOK REVIEWS 39-51 LETTER TO THE EDITOR 52 NOTES AND NEWS 56 FEDERAL COUNCIL: REPORT OF 1962 A.G.M. 58 REPORTS OF N.S.W. STAFF ASSOCIATION 61 CENSURED ADMINISTRATION 64 TASMANIA'S VISITATION AND ACADEMIC TENURE 64 AUSTRALIAN UNIVERSITIES SUPPLEMENT 68

General Editor: Mr. E. L. Wheelwright, University of Sydney Associate Editor: Professor R. H. Thorp, University of Sydney Book Review Editors: Professor P. H. Partridge, Director, Research School of Social Sciences, Australian National University ( U.S.A. and COllada ) .. Dr. Sheila Rowley, School of Economics, Univer­ sity of N.S.W. ( U.K. and Australia). Busi,less MaT/ager: Elaine Mayer, 18 Sofala Avenue, Lane Cove, N.S.W. OB 2055). Vults is a quarterly journal distributed to members of Staff Associations of all Australian Universities. Vestes is also available on subscription. (£1 to Business Manager. Single copy 5/-.) 2 VESTES

Worthwhile MELBOURNE books • • •

TasDunian Wild Life (Michael Sharland) A beautifully illustrated guide to the animals and snakes of Tasmania. Cloth 25/ -; Pap" 15/-

A History of Australia (C. M . H. Clark) Volume I of Professor Clark's masterly history takes the story from the earliest times to the Age of Macquaric. (Second impression now available.) 57/ 6

The Sydney Scene (Birch and Macmillan) The Sydney story from the founding to today. told by contemporaries. 47/ 6 (Also available-the Companion Volume-The Melbourne Scene. 42/ - )

IlDmigration: Control or Colour Bar? A sane and rc::asoned statement of the case for change in Australia's immigration laws. 12/ 6

The SiDlple Fleece (ed. Alan Barnard) This book is a veritable encyclopaedia of the Australian wool industry-a MUST for any private library. 63/ -

Melbourne Studies in Education 1960-61 (ed. E . L. French ) The three earlier volumes have established this scries as required reading for all who are concerned with education. This volumc, more than twice as big as the preceding one, contains eleven essays by noted authorities. 47/ 6

Melbourne University Press Parkville, N .2, Victoria, Australia London and New rork: Cambridge University Press

Publishers Booksellers Printers 3

LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIESt

By T. H. SILCOCK*

NY foreigner involved in the academic life of Southeast Asia A must often be puzzled at human attitudes to language. Before the war, academic teaching in the area was conducted in four lan­ guages, English, French, Dutch and Thai. Pali, Arabic and Latin were used for religious instruction, and there was some special lan­ guage teaching. Now there arc eight languages of academic instruc­ tion. Dutch has disappeared, though there is probably more technical literature in Dutch about South-east Asia than in any other language. Burmese, Khmer, Vietnamese, Chinese and Malay have been added. In nonc of these, except Chinese, is there enough technical material on most modern university subjects to keep an intelligent undergra­ duate occupied for a year. The very few university teachers available are mostly somewhat halting in these additional languages. No good technical periodical literature is yet produced in any of them. The politicians who have introduced these ch?ilges are themselves nearly all educated in "Vestern language" from which they have absorbed many of their political ideas. T~.ey know that the use of the Southeast Asian languages wi!!, for many years, handicap their peoples, by depriving them of easy access to useful knowledge. Yet they arc not, like the advocates of Welsh or Gaelic teaching, unworldly visionaries, setting the survival of a national poetry above all material considerations. Their dreams are of machines and national income statistics, housing, and perhaps above all, technical education. In every university, worried professors, conscious of their nations' great difficulties in supplying enough new scientists are alarmed at the students' inadequate knowledge of any language with a technical literature. They wonder whether patriotism really does oblige them to create new technical terms for phenomena which both they and their students could explain much better in a foreign language. Though themselves ardent nationalists, they are forced to try to explain to politicians why certain things cannot be done. No material, perhaps, is available in Vietnamese; or no one would be competent to make a Burmese translation of that particular text. Subconsciously they prob­ ably realize that the politicians know this. But the politicians' survival, in competition with others even less well-informed, depends on their making these demands. They must find someone with some prestige, ffhis article is an adaptation of part of a rorthcoming book on Uni.,asitu, in $own·East .Asia. - Emeritus Profeqor of Economic. or the University of ~lalaya, Vi.itinlj: Fellow in the School of Pacific Studiel, AUltraiian Nal.ional Unintsity. 4 VESTES to produce the training and be made a temporary scapegoat. No one responsible to the electorate dares to admit the truth about the lan­ guage issue, or even to appear lukewarm in forcing the popular myth on those whom they know to be telling the truth. Language is not a rational matter. An electorate exists because its members are citizens of a nation. This nation must, to survive, be organized as a nation. Power comes to those who appeal to the forces that make it a nation. So the political situation creates the language issue. Many respond with little to the demand for a national language, but at best they stand aside from the struggle for power; at worst they are cast for the role of traitor in the tragedy of nation-building. Modern nationalism, however, is no mere functionless insanity. It is precisely because they believe that their people's economic condi­ tion results from their former lack of a government of their own, that most educated Southeast Asians consider it urgent to make themselves nations. For only as nations can they govern themselves, without falling under foreign rule. A national language is an important means of fostering a national identity. Ifwe do not understand this we can· not credit the sanity of those who want to train J avanese chemists and engineers through the medium of Malay, a language native neither to thcJavanesc nor to a majority of the people of Indonesia and without a technical vocabulary or literature in these subjects. Malay is Indo· nesia's national language; and no plan of teaching chemistry in English can be tolerated except as a stage on the way to teaching it in Malay. As for teaching in Dutch, which most teachers still speak in their homes, and many students know at least as well as they know Malay, this is wholly impossible even as a technical expedient during a critical shortage of chemists, in spite of the good technical literature in Dutch. A stranger might suppose that the hatred of everything Dutch was so passionate and widespread that teachers' and students' feelings would be outraged. But this also is an oversimplification. The passion is real at certain levels, and hence a useful weapon of nationalism. No one would dare justify teaching in Dutch. Sooner or later he would be passionately attacked politically; in the Indonesian context any vigorous reply would be treachery to the nation; a scapegoat would have to be found, and the person responsible would lose his job. We should not impute lack of courage to university teachers who compromise over la nguage. vVithout themselves hating the western languages, they mostly share the desire for a strong national identity and understand the pattern of competition among politicians. The progress of their countries requires compromise bctween the needs of technical progress, for which they are responsible, a nd those of politi· cally viable universities for which they are also responsible. In some situations the universities fi ght a successful rearguard action against unrealistic haste in linguistic changes. But such successes normally depend on giving active help in other ways to national language and sentiment. The real conflict may be less than the apparent one. National con­ sciousness in most of these countries need not involve a reaction against LANG UAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES 5 the main media of international scientific communication. Only in Burma has this reaction gone so far that most university students lack even a reading knowledge of any language with a technical literature. For such conflict as there is, the colonial powers are in part to blame. Their governments, except the American Government in the Philip­ pines,l can all be accused of parsimony and indifference. Metropoli­ tan governments, before the Second World War, failed to make education in the colonies the instrument of aggressive economic and social development which it had become at home. Colonial govern­ ments themselves, responsible not to a local electorate, but to the metropolitan government, could hardly be expected to be very radical in educational policies. The articulate local pressure groups were not anxious for high government expenditures, which would mean more taxes; and other lines of expenditure yielded more obvious gains. By the twentieth century, however, the educational duties of govern­ ments were fairly well recognized and more pressure might well have been exerted on colonial governments to perform them. Whatever allegations are made against the Americans in the Philip­ pines, they are not accused of trying to keep the people uneducated. This, more than anything else, has led Philippine nationalism to accept the English language, certainly for all higher education. Indeed, dis­ cussion in the Philippines of possibilities in primary, secondary and higher education seems remarkably free from political protest. Con­ troversy rages not between English and Tagalog, but between Tagalog and other local languages, and this concerns mainly the primary schools. Everywhere else in the region- except in Hong Kong2- it is accepted that the medium of instruction in the universities will be the local national language ; but policy differs about the timing of changes and the meaning of the term "medium of instruction".3 The attitude of the politicians is usually barely literate. They are waiting for the professors to produce the university text-books in the national lan­ guage; because the professors are not doing this rapidly enough, the programme of teaching in the national language in the university has to be delayed. There are, however, differences among the professors and civil servants themselves as to what can o.r should be achieved. I n Burma both universities have been subjected to a good deal of political pressure on the language issue. In Rangoon the independent existence of the university is respected- as it is not in Mandalay~ but it has been subjected to political attacks for delay in teaching wholly in Burmese. The Rector4 courageously withstood these attacks and at the same time worked out a system by which two parallel streams should be taken in all faculties, one in English and one in Burmese. Because of the low standard of language teaching in tne schools the academic staff did not expect the Burmese stream to be able to read at all widely in English. Yet they seemed to be treating this as a challenge to try seriously to devise practical courses that would avoid memorizing of text-books or notes. Some of them hoped, with pass degree students, to give as much true university instruction and to change students' attitude to knowledge as much, as they had 6 VESTES managed to do before. The present standard, in the English stream is low, with far too much memorizing; but the university is trying realistically to salvage as much as possible, both by emphasizing more reading in the English stream, and by preventing the uuniversity te.xt·book" approach, of the politicians and the student body, from being realized in the Burmese stream. In Thailand there has always been a policy of teaching in Thai, but encouraging students to read foreign books. During the Japanese occupation, and immediately after it, the secondary school system expanded very rapidly,5 but foreign language teaching could not develop so fast. The Thais have concentrated on English only, instead of several different foreign languages in the schools. Even so, many students have been reaching the universities, who can no longer use foreign books. The situation is causing some anxiety. Thailand is trying to raise the standard of English teaching in the secondary schools, and has received some British and much American aid. The country has had no experience of colonial rule and its Janguage policy suffers from no traumatic distortions. In Cambodia no policy statements on language in the university had yet been issued in 1960. Teaching in Khmer was being actively pressed, both in the schools and in those faculties where it was pos~ sible ; it may be assumed that Cambodia, with its intense pride in the ancient glories of the Khmer, will be no exception to the general Southeast Asian policy of university education through the medium of the national language. The precise form which this will take is still to be determined. University planning in Vietnam has shown something of the inter~ national spirit of French culture.e Although in the schools standards suffered from an over~rapid change from French to Vietnamese, each of the universities, in its own way, has retained a regard for standards and for the international academic community. Saigon has continued to emphasize its international character. Its reaction from colonialism has been a reaction against exclusive restriction of its international contacts to France. Courses are given in English as well as in French; there are studies in Chinese culture, along with a general shift of emphasis towards Vietnamese. The university not only insists that students must be able to read fluently in a foreign language. It bases its defence of this policy not on inadequacies in local technical literature, but on the desirability of making Saigon a centre of international exchanges. This agrees with the Government policy of trying to build up national prestige by making Saigon a centre of international confer~ ences and meetings. It is probably the most sophisticated defence of academic values to be found in the whole region, and reflects great credit on the vitality of university life in Saigon. On the other hand the National University at Hue, which has adopted a policy from the very beginning of teaching wholly in Viel~ namese, has also emphasized, like the pre-war Thai universities, the LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES 7 need for all students to be able to study texts in English or French. or both. Unfortunately the Vietnamese universities have not been able fully to implement these policies. The change in the school system has resulted in a marked decline in reading standards in foreign languages, but so long as the universities follow this policy, the decline may be merely temporary. In Indonesia Dutch was abandoned immediately as a medium of instruction at all levels, although the national language of Indonesia was still an unfulfilled aspiration. The J apanese by prohibiting the use of Dutch had fostered the Malay language as a lingua franca among the different language groups. The educated could therefore use it much more widely than before the war. Sailors and traders had used elementary Malay for centuries among the islands. The war had cer­ tainly strengthened the language. Moreover, the Tndonesian s, like the Dutch, are good linguists. This made possible the extraordinary shift, not only from Dutch to lndonesian as the medium of instruction, but from Dutch to English as the medium for reading of technical literature by the university staff. The change in teaching from Dutch, with its considerable technical literature, to the almost undeveloped Malay language, was made at first without any other appreciable change in method. The system of free study and oral examinations was retained. Staff and students had to read in one unfamiliar language, English, and communicate in another, Malay. But there were very few books available in Malay or English ; a nd enormous numbers of students, wanting oral examina­ tions, seriously reduced the staff's time for lecturing, the only effective method of instruction available. That they achieved anything at all speaks well both for their individual ability and for the training given them by the Dutch. The use, effective or not, of the Malay language as a university teaching instrument, and the extraordinary increase in the fluency of the whole educated class in English, within ten years, are outstanding achievements by any standard. It is not, however, reasonable to pretend that under these condi­ tions a considerable fall in academic standards can be avoided,7 nor that Indonesia, for all its 90 lnillion peoplc::, can be expected to produce a technical literature suitable for university education within two generations. If, however, one can look away from the extravagant claims, at what is actually happening, developments taking place as a result of extensive American aid are producing a language policy which may ultimately approximate to that of Thailand. English as a second lan­ guage is being quickly improved with supplies of technical books and reasonable reading habits. On this basis with a limited output of elementary texts in Malay, good and relevant university work can be developed. In Malaya, language problems have barely yet affected the univer­ sities directly, but they are important and complex in the schools, and this will soon have an impact on university policy.8 The heart of the 8 VESTES problem is that secondary education is conducted either in English or in Chinese, while Malay is accepted as the national language. The Government is expanding secondary education in Malay as fast as it can; but teachers afC hard to find ; the administration needs educated Malays, and in the past far more non-Malays than Malays reached the secondary schools. Malays were given primary education in Malay. The intelligent ones could go on to the Malay teachers' training college or transfer, through special classes, to the English stream, where they competed with non-Malays taught in English from infancy. Those who survived this struggle received rapid promo­ tion in the civil service, in which Malay aristocrats and their British advisers saw with anxiety the increasing predominance of non-Malays. The Chinese also established Chinese-language schools, with little Government help. Each race has envied the other, the Chinese criti­ cising the lack of aid for Chinese schools, the Malays the predominance of Chinese in the expensive English schools. The Malays at first strongly opposed the establishment of the Uni­ versity of Malaya, while the Chinese supported it. The University9 teaches in English only, but has established departments in Malay, Chinese and Jndian studies. To increase the number of educated Malays the Government gives preference to Malays in scholarships to the University, though the University itself does not discriminate once students enter. In protest against these scholarships and the university's unwilling­ ness to teach in Chinese many Chinese withdrew their support and set up a private company to run a Chinese university- Nanyang- which teaches almost wholly in Chinese. Malay has been adopted as the national language and is to be introduced not later than 1967. Because qualified Malays arc so scarce, neither university can possibly introduce courses in Malay unless non-Malays can acquire enough Malay to lecture in it.to This is not at present happening. Foreign scholars usually regard the tendency, in country after country of Southeast Asia, to introduce university teaching in the national language, as disastrous but inevitable. Virtually none of them believe that it will in fact prove possible to produce technical litera­ ture in anyone of these languages, within a generation, sufficient to give academic training at an acceptable standard. Nevertheless they usually believe that so long as the universities retain an emphasis on the capacity to read fluently in at least one major international lan­ guage, the effect on standards may not prove very serious; while any seriolls attempt to eliminate the use of foreign languages by the pro­ duction of "university text-books" in the local language would be a much grea ter disaster. Some comments are needed on this basically correct view of the situation. First, while the suggestion should be resisted that a limited number of text-books in the national language would suffice for uni­ versity teaching, wide reading is not the only way to achieve the transformation of outlook and attitude to knowledge that a university education should produce. ]f the latest knowledge is not emphasized, LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES 9 the purpose of wide reading is mainly to create a critical attitude, a sense of the provisional character of knowledge, and a desire to seek further. I t is possible, though not easy, to achieve all these by other means: exercises, experiments, investigations, translations, discussions, etc.; to give the necessary theoretical and factual knowledge for further local investigations and further reading, from very limited texts; and at the same time to train a reading knowledge of one inter­ national language. Efforts such as that in the University of Rangoon to develop courses in the national language, even with very little reading in other languages before graduation, should not be dismissed as worthless. Probably a university should aim at a standard such that students, by the time they leave, will not merely have a new critical attitude to knowledge, but be able and willing to use foreign reference material to learn more. But the training of this attitude, may perhaps be done by other means than by wide reading, provided it is recognized that much more is needed than memory work and lecture notes. If a university is to use traditional methods of comparative study to develop a critical faculty the level of reading skill must be high. It is sometimes argued, on the basis of recent experience in Southeast Asia, that a university standard of reading skill cannot be expected in a European language unless it has been used as a medium of instruction, and not merely taught as a subject, at the secondary school. Whether this is true or not, European languages will not be used as media in the secondary schools, merely for the sake of the comparatively few pupils who go on to universities. But recent experience is not conclusive. The language of the schools has been changed for political reasons without adequate prior training of teachers. Teachers have not learnt to teach a European language through the medium of the mother tongue. They have no experience of graded translations, such as are common in language teaching in Europe. Without such experience a teacher who merely knows both languages will not normally be very effective in explaining one through the medium of the other. lf several national languages, at present possessing little technical terminology or liLCrature, are to be used in .universities some new problems arise which justify comparative survey and analysis. How are new terminologies to be created? How should limited resources of technical skill be divided between translation and new output? How can a language without technical periodicals be used for research and for publication, and what should be the relation between these two? Languages borrow many technical terms, and it is possible to take the view that this is something to be observed but not directed by any logical principles. We may observe that some new terms are coined and others borrowed, but no one can guide the process. This seems, however, a rather pessimistic position. A good deal of discussion on these questions goes on among Southeast Asian journal­ ists and writers, but it might well form a useful subject for comparative studies and systematic analysis in the universities. At least they could 10 VESTES study the conditions in which a new term is likely to be accepted, and analyse which terms achieve their objectives best if they arc. It remains to enquire how a university which works mainly through a language without a technical literature can take its place in the out­ put of new research. The first problem is relating the work done to new work elsewhere. Clearly those who are to conduct research must know enough of at least onc main language to be able to follow CUf­ rent abstracts. This is much less than would be needed to work through that language. In the natural sciences the language in which research is actually conducted is hardly important, since the main work is observation and measurement. In the social sciences the national language can be used as a medium for original work, for example in studies of social structure, folk·lore and the like. In some, though not all, of the national languages historical material is available, an example being the work at Hue on the Mandarins' Reports in the palace archives. The problem of publication is more difficult. On the one hand it is easy to understand the desire to build up a technical literature in the local language, and produce a current journal of the research being done. Yet a technical paper published, say, in Vietnamese, would be published for at most one or two specialists in the same field, and a relatively small number in the whole subject. It would not be subject to expert criticism, nor become part of any organized body of technical literature. Nevertheless a beginning must be made somewhere. Tentatively it may be suggested that the following types of publica­ tion in national languages would fill an academic need. First, ajournal with reviews of new books in a particular subject, together with survey articles giving the results of recent work in particular specializations. Such survey articles would be an excell ent exercise in keeping abreast of a particular part of a subject, and also solving the problems of new terminology definitively. Next there should be university texts intended as general reference material for a particular year of a student's course. Illiterate politicians may of course suggest, when two or three of these have appeared, that students no longer need a reading knowledge of foreign languages. But the reading time that such work would save on the more straight· forward parts of the subject probably justifies this risk. Finally results of new research which are to appear in international journals, or even more detailed results, should be issued in the local language in cyclostyled form to selected lists of professional people in the country to whom they could be of interest. A service of this kind, which might well be rather cos tly, would probably aUract foreign aid. Standards in other research would almost certainly be raised by seeking publication in international journals. But if young university teachers are undertaking research through a language of Southeast Asia, their proficiency in, say, English or French, might well not be adequate for the high standards of the international journals, even though the research itself were effective and valuable. It would not be at all difficult for the international journals themselves to provide aid in polishing the language of such articles for publication; and founda· LANGUAGE PROBLEMS IN SOUTH-EAST ASIAN UNIVERSITIES 11 tion aid for financing it would almost certainly be available. The real difficulty is psychological- an unwillingness both of editors and of Southeast Asian scholars to believe that learning is not synonymous with command of the subtleties of English or French. Universities using a technically underdeveloped language as a medium encounter special problems of teaching as well as of research. Teaching is in one language, while most reading is in another. If the students' reading ability is inadequate, further language teaching is needed, while other teaching is going on. Some discussion has arisen as to whether emphasis should be laid on a precise and accurate reading knowledge only, without speaking or writing ability. Translation might still be used as a teaching device, but the aim would be under­ standing, not writing, the language chosen. The Japanese have shown that it is possible, relatively quickly, to learn to read a European language without speaking it at all. This complete separation of reading and speech may depend on the Japan­ esc learning an ideographic script in youth. Those whose language had a phonetic script might need at least a rudimentary pronunciation of the European language, like that of most educated Australians using French. Lack of fluency does not normally deny us a reading knowledge of French. But fluency and writing ability need more time and practice. Much depends on which language is used for reading. A speaking knowledge of English is so useful in travel, conferences and inter­ national commerce, that it may be doubtful economy to concentrate on reading knowledge only. But at present the universities do not know how much time could be saved with Southeast Asian students. At least experiments should be undertaken so that the cost in student time will be known. It seems certain that a university using a national language should not spend the very considerable time that is needed to secure rapid grammatical writing of English by Southeast Asian students, most of whose languages lack rigid ideas of number or tense. For status and commercial correspondence this is, of course, very important, and it has therefore loomed large in the traditional curriculum; but it is no more necessary for a student from Southeast Asia wishing to study in English than would an accurate knowledge df the genders of French nouns be to an Australian in a corresponding situation. Fortunately most Australians do not have their literacy in French judged mainly by the criterion of whether they could be efficient clerks working in the French language. Generally the fact should be frankly faced that a student from a university using a national language will need supplementary work in his reading language if he is to go for advanced studies in this lan­ guage overseas. This is not usually recognized. But if a university teaching in the national language takes a pride in the acceptance of its students for graduate work overseas without further preparation, it must be either requiring an unnecessarily high entrance standard of language knowledge, or spending university time on written exercises in English or French, which are much less important to students than 12 exact understanding of their reading, and accurate expression in their own language. Southeast Asian universities do not always admit that the desire to have their students accepted abroad directly for advanced work influences their curricula; but almost every university claims that they are so accepted. This would not happen if the curricula were adapted to local requirements, without any thought of recognition elsewhere. Yet the proportion of students going abroad for advanced study is very small, and supplementary training, at least in language, would be a simple matter. In practice acceptance for graduate work of students trained through the medium of a national language is st.ill not very common. Students are accepted from Saigon mainly in virtue of teaching in French under a cultural agreement, students from Indonesia in virtue of teaching in English under affiliation contracts with American universities. The key case is that of Thailand. Students are commonly accepted by American universities, but normally need language help; for the knowledge of English required in Thai universities is a reading kno w ~ ledge, not a capacity to write or speak fluently about one's subject. These questions will soon become more important as teaching wholly in national languages becomes commoner.

R EFER ENCES ICf. A. Isidro, The Philippi", &/lI(llfimwi SJstrm. Manila. llookman Tnc. 1949 ch. VII, V ITI , 1'. M onroe (C~la~nnan) SUTUq (Jf flu. Educuliono.l Syslnn of tlu. Philippin, /slunds, Manila, Government Bureau of I'rlllllng , 1925. 2Cf. d iscussion of this is!ue in the R'fX1Tt (Jf tk Commi/lU OIl High" Edu'lllum i" Hong K(JnB ( Keswick R eport). l'long Kong. GO\'erlunent Printer, I)aras. 110- 123 and the RrfrOrl (In 1M U"ictrsil:1 oj H(Jn, KlIn, (Jennings.Logall Report). H ong Kong, Government Primer, 1953, paras. 286-293. 'Cf. "L'Enscignemellt Superieur au Viet Nam: La Faeulte de Pedagogic", j ournal d'Extreme-Orient, 17th October, 1959; ibid. "La Faculte des Lettn:s", 20th November, 1959. Reference may a l,o be made to the parallel UtptJrl 011 /lightr Edlltutioll ill the J\'alionlli unguag" Colombo, Govt. Press, 1956• • The Rector in que-tion, Dr. I·lla Myint, hal.ince resigncd. ' Cf. ~1. L. Manich, jumsai CompufJtwJ EdUClJfion in Thoi/olltl. UNESCO, Pa ris, 1951. '''L'Enscignment Supericur au Vict Nam", loc. cit. 7Most of thmc who w rite a bout Indonesia at present gain access to thc country by participating in projects, the continuation of which they value. Allowance must thercfore be made for thc languagc of dh)lomacy, cr. Bruce L. Smith, i ndonuwn Amui(llli CA-opn-o' ioll ill Hightr EductJtion, InSlitute of Rc:scarch on Overseas Programs, Michigan S tate University, 1960; Raymond U. AlIcn and Others, H ighu Educulion in /rrdomsw. Division o f Education, U.S.O.M. IndOllesia, I.C.A., Djakarta, 1959. 'Cf. D. D. Chclliah, Sluwl Hislor} of EdUCQtiorull Policy in 1M SITlJits StII/tfMnts, Kuala Lumllur, Govern_ ment Printer, 1947; 1-1 0 Scn g Ong. Educolion for Ullity in "11l/O)'(1., Penang, Malayan T cachcrs' Union, 1952; RtfrOrf (Jf thl C(JIwnissWtr (In Unillusily Educoli(Jn ill " 'Io/u)'u (Carr Saundcrs Reporl), Singapore, Governmenl Printinl{ Office, 1948; UtfrOrf of tht Nlln)'(1.nl Unil'usify R,uuw Gammilltl (Gwc:c Ah !..eng R eport) Singapore, Government "rinter, 1960. lAs from hi january, 1962, thc two divisiolll of Ihe Univcrsity of M alaya, at Kuala Lumpur and Sillgapore, have becomc thc U nivcrsity of '\1alaya and the Univcnity of Singapore rcsJ'Cctively. The text rcfers to the former combined univcrsity. lOThe Vicc-Chancellor o r thc Univcrsity or Malaya has statcd Ihat Ihc d iflicultie- of teaching in the national languagc mU$t be O\'CTC()me; Speech at the Convocation ()f thc Unh'ersity of Malaya. Singa_ pon:. SurrdJJ:1 Timls, Kuala Lumpur, 12th j une, 1960. 13

day al the Austin Hospital near Melbourne, con­ holding hundreds of small white paper bags arc to the wards. These little bags are carrying Olll the task of protecting from contamination sterilized \.urg,ea ' dressings, articles of clothing and equipment for . operating theatres and wards. Bl eached Ba!; made by Australian Paper Manufacturers for the making of these bags. The . I"'_~" of A.P.M. quality because in the Ihj::I:,~~~I~J'~~'~;~~~;~I, temperatur es up to unit255 s)degree theses Fbagsahr emunh esitt pressures of 20 pounds pcr square inch for minutes. This is vet another example of how A.P.M. and paperboard" is helping to make Ollf lives safer more pleasant. AUSTRALIAN PAPER MANUFACTURERS LTD. Head Office: South Gate, South Melbourne. Sales Office in all State Capitals OWNED BY AUSTRALIANS a 14 VESTES

THE PROFESSIONALISATION OF FOREIGN STUDENT ADVISERS IN THE UNITED STATES

By STEWART E. FRASER-

HILE it may be a truism that most forms of academic life are Wover-organized in the United States it is a relevant observation to make in regard to those who counsel and administer the 60,000 foreign students in that country. Since 1948, for over a decade, the professional organization of those who minister to foreign visitors in American colleges has grown so that no self-respecting institution is without affiliation to the National Association of Foreign Student Advisors (N.A.F.S.A.). Currently of the 250 universities in America with more than twenty foreign students in regular attendance, few are without at least a part-time administrative official attending to their needs. In all, over 400 institutions have N.A.F.S.A. membership and over 500 persons involved in some aspect or another of international educa­ tion have individual memberships. The functions of these counseling officials were originally limited in scope, and for the most part were of a semi-technical nature. Today, because of increased academic traffic and "intercultural develop­ ments", the Foreign Student Adviser (F.S.A.) has assumed a growing though uncertain role on the American campus. Fulbright advising was initially delegated to him when that plan of cultural exchange became operative and the increased programmes of the Institute of International Education, the Conference Board of Associated Research Councils necessitated his greater involvement. The blossoming of the U.S. Government's overseas programmes and the International Co-operation Administration (now renamed A.I.D.) schemes for education in "emerging areas", aided the Parkinsonian growth of the office and the problems of those who now staff it. While cynicism is not entirely intended, it should be pointed out that it is often the hallmark of"having arrived" when a newly develop­ ing professional organization is able to sponsor an investigation into the status and prestige of its own members. In 1961, a controversial volume was published, entitled Tiu Status of Foreign Stutimt Advising in United States Universities and Col/eges; written by Dean H. D. Higbee of the International Programmes at Michigan State University and sponsored by N.A.F.S.A. Scarcely was the survey out in preliminary draft form than it was realised that an even morc embracive study was needed, "obviously there existed a gap between what was and what

·Aui.tant Director, International Student.' Office, Harvard Univenity. THE PROFESSIONALISATION OF FOREIGN STUDENT ADVISERS 15 should be"; the result was the commissioning of an "evaluative study of the original study" ! From the comparative aspect, the Higbee Report interestingly comments : "In comparison to other Western nations receiving significant numbers of students from abroad, United States institutions cer4 minly allocate more resources for Foreign Student Adviser~type services to those students, though the fewer services provided by other Western nations are not different in kind from those found in the United States. Three basic reasons for providing oon4 curricular services seem to be: (I) to create a favourable image of the Western country, (2) a humanitarian desire to help the foreign student, and (3) administrative necessity. No Western nation appears to have consciously planned activities to maximize the two-way exchange of culture and education." In relation to the efforts being made by the Soviet Union Higbee states: "In the Soviet-bloc nations, great effort is being expended on behalf of foreign students, with special facilities and even special institutions created for them. It is not clear whether the concept of cultural exchange is a part of the motivation behind their pro­ grammes, though it is quite evident that the national interest of the Soviet bloc constitutes a major motivation. To the extent that national interest is recognized and accepted by Soviet bloc educa~ tors as the major criterion for their activity, their programme suffers less from confusion of purpose and lack of candor than that of their Western colleagues, who have not as yet clearly related their participation to identifiable institutional goals." These views, while interesting in themselves, were unfortunately unsubstantiated by statistical or factual analysis of any sort, and obviously thorough and more detailed research will be necessary before arriving at such conclusions. Nonetheless, the above statements reflect the growing interest in the comparative and competitive aspects of international education as seen by many American academics. It is becoming obvious that for professional and other reasons the Foreign Student Adviser is being cast in a "strategic", "diplomatic" and "international" role; at least this may be the case if wishful thinking and professional upgrading have anything to do with present developments in this field. The Higbee Report has perhaps an even greater interest to the "professional F.S.A." in that it identifies him definitely as a very "low man on the academic totem pole" in American universities. The Report shows an inferior position is held by his office in university life and academic affairs. In terms of origins this is partially explained by the fact that the majority of United States universities only started to take institutional responsibility for international programmes since the mid fifties. Of 679 Foreign Student Advisers who responded to the detailed questionnaire used in the Higbee survey, 612 indicated that they had been "detailed off", or requested to assume the position of F.S.A., as the Report indicates: 16 VEST£.'; "While there may have been a lack of candor in the answers, it is clear that the position of Foreign Student Adviser is onc for which few applications arc received, differing considerably from openings in academic departments, for which many candidates vie. I t is similar to most subordinate administrative posts at a university that arc traditionally filled from persons within the institution." There was little consensus as to the professional qualifications re­ quired for the position; nearly a quarter of all respondents to the questionnaire were unable to offer a si ngle sufficient reason for holding this appointment, in spite of the fact that nearly half of all the F .S.A. 's possessed doctoral degrees and 420/0) masters degrees! The time spent on official duties connected with counselling or administer· ing to foreign students' needs amounted to less than one quarter of the tiJne in approximately 900/0 of the institutions polled. From many aspects, the Higbee Report was a severe blow to the prestige and status level that many F.S.A. 's believed they had attained, at least in their own minds and those of their immediate constituency, the foreign student body. It is little wonder that no sooner were the preliminary drafts and data sheets available from the Higbee Report, that a second survey (also foundation financed) was instigated to show what "ought to be accomplished" rather than what was presently being done. The survey presented some dismal facts which indicated that the "professions", self image was unrealised. An undoubted stimulus for this "re·evaluation" came from the Ford Foundation Report, The University and ''''orld Affairs, which appeared at the same time as the Higbee Report was completed. The Foreign Student Adviscrs gather in regional conclaves, usually once each year; in the case of this writer's al'ca, the North Eastern Regional meeting was held at Brandeis University in April, at which common problems to the 5,000 foreign students in the Greater Boston Area were discussed. In addition, the Association holds a national meeting to review the year's work throughout the country and overseas, as well as participating in short training programmes, seminars, uworkshops", etc. This year the theme of the annual conference at Washington was not unexpectedly centred on the implications of the Higbee Report. The Association concentrates its activities and research programmes in various fu nctional areas and the committees listcd below perhaps best indicate the range of interests ofN.A.F.S.A. members: Admissions, African Students, Cuban Refugee Students, Government.Liaison, InstiLute of International Education Liaiso n, Programmes, IMter· national Education Exchanges, Relations Abroad and Research and Surveys. Of these perhaps, thc Government Liaison Committee has been recently the most innuential, and reAects by its success, a growing recognition by thc U.S. Government and its Agencies, of the poten· tially useful function of the Foreign Student Advisers. The 1961 Fulbright-Hayes Mutual Educational Cultural Exchange Act owes much to the vigorous and well directed lobbying on the part of N.A.F.S.A. members, likewise the revision of State Department and Immigration THE PROFESSIONALISATION OF FOREIGN STUDENT ADVISERS 17 and Naturalisation Service formulas and procedures for amditting foreign students and scholars, has shown the effects of "close liaison". In the field of publication the Association has encouraged some pioneering studies in the field of international educational exchange, a production of regular annotated bibliographies of international interest and an imaginative and informative monthly news letter. Intercultural Ph.D. dissertations are generally reviewed and range from the humdrum, Dissertations in the Social Sciences by IlI dian Doctoral Scholars 1933-1953 (University of Michigan) to the more exotic and tantalising researches embodied in, Dating Attitudes and Pattems Among Foreign Students at Purdue UlIiversity (Purdue University). The professionalisation of the Association's members has been materially assisted in recent years by foundation grants to under­ take area research studies in international education. Travel grants enable F.S.A.'s to study overseas, and in addition Fulbright-Fellowships have been made available to attend overseas conferences and under­ take comparative studies. The State Department has recently financed a N.A.F.S.A. study tour to bring six European F.S.A.'s on a United States study seminar, and this summer for two weeks, an "Asian Workshop" for F.S.A.'s at Yale University is being sponsored through a grant by the Asia Foundation. The Workshop curriculum will be organized around "a series of lectures, including the basic concepts and assumptions of applied anthropology, cultural patterns in South East Asia, and surveys of individual Southeast Asian countries". It is these types of activities, it is hoped, which will give some cohesive­ ness to the "profession" and cncourage "in service development" of its members. From the long range aspects, however, a totally new approach to the problem of obtaining satisfactory personnel has recently been launched. This is a specialised guidance programme initiated last September at Boston University's School of Education. The ncw programme presents a specialized degree plan closely integrated with the ex.isting courses in the field of Counselling and Guidance. The course is primarily designed for students who plan to work in the field of foreign-student programming, either on campus or for organizations or foundations. Undoubtedly, the position and responsibilities of Foreign Student Advisers will develop as a greater number of overseas visitors come to America to study. 1t is anticipated that during this decade, the annual foreign student population in America will be well over 100,000. While in proportional terms she may be lagging behind Germany and France, Switzerland and Austria, the United States has one of the largest "non native" student concentrations in the world. The Fulbright-Hayes Act, recently passed by Congress, recognizes the growing need for adequate orientation, counselling and English language training programmes in American Universities. A key area in particular, namely the expansion of counselling services has been singled out for expansion, viz. 75 Statute 53 1 : "For the purpose of assisting foreign students in making the best use of their opportunities while attending colleges and universities in the United States, and assisting such students in directing their 18 VESTES talents and initiative into channels which will make them more effective leaders upon return to their native lands, the President may make suitable arrangements, by contract or otherwise, for the establishment and maintenance at colleges and universities in the United States attended by foreign students oran adequate counselling service." The altruistic motives which are inherent in this Act have been obscured to date by the fact that so far, Congress has not voted funds to support this ambitious counselling programme. U ntiI that time, obviously, enthusiasm will be somewhat restrained by the Foreign Student Advisers, who are looking to the government for the necessary finance to expand their activities and academic " position". The in­ adequacies of present administrative and personal services at many universities have sharpened the problem of " disgruntled" foreign students returning home. Because of poor initial selection procedures, inadequate English language preparation, and general ::timlessness of a considerable number of overseas students, various " problems" have at last started to "bother" college officials. The growing disenchant­ ment of certain groups of foreign students with American education and the " bitte!' returning student" are necess itating a reappraisal of many programmes currently in effect in American colleges. It has been stated in a recent N.A.F.S.A. Newsletter (March 16, 1962) that, " ... international education as implemented in this country is failing to meet its goals is one of several such accusations appearing in print within the last year. Other indictments have gone so far as to declare categorically that half the international students now in this country will return to their home countries ' mad at the United States." Tne situation has provoked a passionate plea by the President of N.A.F.S.A. to, " ... counter the reports as they occur, and expose them for the misinformed and often absurd assumptions which they represent. It is up to us (F.S.A,'s) to protect and defend our former students from unjust censure, and to make known the constructive long range results being achieved in foreign student programming by U.S. campuses and conununities." Unfortunately, it is not a facile task to identify a disgruntled or unsatisfied student because of the variables involved and the inade­ quate "research techniques" used by many Foreign Student Advisers to ascertain the difficulties of their students. The United States is graduall y being made aware, often in an embarrassing manner, that international goodwill is difficult to purchase through an extensive system of subsidized education for foreign students. This is one of the facts of life involved in international educational " exchanges"; one tha ~ Britain, France a nd Belgium have learnt in differing degrees through their long colonial associations; an aspect of mid-century academic life that countries such as Australia and the United States have had to face persistently during the last decade; and one that Russia is more recently encountering as she opens her universities to an increasing number of students from outside of her own ideological bloc. 19

AUSTRALIAN UNIVERSITY STUDENT ENROLMENTS 1959 to 1963: A NOTE

By R. B. DAVIS*

N the September issue of Vestes, Dr. A. R . Hall discussed university I enrolment projections and used the results of a "technical exer­ cise" to criticize other enrolment projections in N.S.' ''', There is a good possibility that a detailed study of Hall's arguments would not be of interest to readers of this journal, as an enunciation of their validity belongs to a statistical analysis of these assumptions. In fact certain of the techniques criticized by Hall were quite reasonable approximations, while others did not belong to the paper quoted. The estimation of future university enrolments is a practical problem of considerable national importance, and is more than a technical exer­ cise in the theory of statistics. The proof of any projection technique is in the usefulness of the fin al estimates, and the following table gives the enrolment projections and subsequent experience.

ESTtMATED A USTRALIAN UNtVERSITY ENROLMENTS 19 59~ 1963 (Tn OUSANDS)

Awtra- 1-laU- Borrie Davis Jiall Barrie (estimates for and Assump- Un iuer- and Barrie NoS.W. rear Actual Dedman tion silies Rodgers' Maxi- adJwted/or A-fa.:i- B Camm;s- Maxi· mum Australia) mum (May) .lion mum (Septem- Assumption ( October) (Afl.~wt) ber) B 1957 1960 1960 1961 1962 1962 1959 .. 47·6 39 -- - - - 1960 . . 54·2 41 53·0 -- - - 1961 .. 57 ·7 45 58·5 60 - - 60·5 1962 .. 63.3 48 64 ·0 65 62 65·7 67·8 1963 . . - 52 70·0 72 66 73 ·1 75·0

-Hall expects his exercise to overestimate the total enrolments for 1962 to 1964. It did in 1962. A detailed article discussing the statistical methodologies of these projections has been prepared and will be presented to an Australian Statistical journal.

-Department of SlatiJtiCl, Unh'eTlily of New South Walet. 20 VESTES

UNIVERSITIES AND THE TEACHING PROFESSION

By F. R. CHAPPELL'

TEACHING profession as such does not exist in Australia today. A However, a majority of educated people will, I believe, agree that it is desirable that all teachers should be university gradua tes with professional training. This desirable state of affairs is not found at present in Australia and is unlikely to come about for many years. Even Scotland no longer has a fully graduate teaching profession, and in the socia-economic conditions of today in Australia it is difficult to envisage (a) a sufficient supply of matriculants to provide for all professions, including the teaching profession, and (b) a sufficient number of female students willing to spend longer than two years in training for teaching. In present circumstances, I wish to argue that universities, and university faculties of education in particular, should feel some responsibility for and interest in the welfare and status of the teaching profession, which is so intimately connected with higher institutions of learning by giving the basic training of the students passing on from one section of education to another. Professor Jeffreys, of Birmingham University, has written (Educa­ tional Review, Nov. 1961, Vol. 14, No. I), " ... the university has a responsibility towards the whole educational system to ensure that teaching at all stages is as good as possible, not only for the sake of future university students, but for the sake of the nation as a whole". He argues that it would be a calamity if the university departments of education were to lose their practical connection with schools and initial training and become places where education is studied in academic insulation. In Australia, Professor L. F. Neal (Vestes, June 1961 and March 1962) has presented a narrower view of the functions of a university faculty of education. He wishes to concentrate only on the most scholarly and intelligent students at post-graduate level and he shows some distaste for both the practical side of teacher training and for the teachers' colleges, who today educate and train the majority of teachers. My own viewpoint is much closer to Professor Jeffrey's than to that of Professor Neal, largely because of experience over the last ten years at the University of Tasmania, where the faculty of education has a wide responsibility for teacher training. Briefly, the Tasmanian system is one of training within the univer­ sity all teacher-students who matriculate and have the ability to under-

-Senior Lecturer in Education, Univenity of Tasmania. UNrvERSITlES AND THE TEACHING PROFESSION 21 take university work. I n this we consider that we are using and train­ ing, better than a teachers' college, all who have this ability and wish to teach. Our training is better merely because it takes place within the university environment. In 1948 the University of Tasmania accepted responsibility for the training of teachers in the State and provided a post-graduate Diploma of Education one year course, and a two year course for a Certificate of Education based on four first year university subjects and a one year training course in principles of teaching, methodology and prac­ tice of teaching. The certificate course was open to those who " have attained the age of seventeen years and hold the Schools Board Certi­ ficate or have qualifications which in the opinion of the Faculty of Education are evidence of a general education of equivalent or higher standard". The Schools Board Certificate is taken in Tasmania after four years of secondary education, but the age provision in the rules ensured that most, if not all, students had also studied matriculation subjects for at least one year. There has not been any lowering of university standards to accom­ modate student-teachers not capable of university work. ]f the students could not reach the necessary standards, they failed and in some years fewer than one-third of the candidates have obtained the Certi­ ficate of Education in the minimum time. However, in this connection two things must be remembered, (a) that only some 35% of Australian graduates obtain degrees in the minimum time; and (b) against the high failure rate must be set the value to the community of teachers with university experience. The intake of candidates is now limited in practice to those with full matriculation and the failure rates in uni­ versity subjects cannot be linked with education students as a group, for they are equal in ability and achievement with the general univer­ sity intake of students. Students with qualifications lower than matriculation are given entry to teaching through a Teachers' College at Launceston, and, although it was intended in the original agreement between the State government and the University of Tasmania that the University would have some overall control and interest in all teacher training, the Teachers' College has remained entirely separate from the Univer­ sity and the Faculty of Education. Any "control" by the University would probably have involved the type of interest taken by a British Institute of Education and would not in any way have affected university standards. Professor Neal would limit the interest of a Faculty of Education in teacher training to post-graduate work only and in this I agree with him only to the extent that it is a desirable ideal that all teachers should be graduates with a further year of professional training. At present, however, it is difficult to persuade large numbers of female students who desire to become teachers that they should spend longer than two years in training A Jarge number of these girls entering the teaching profession do so on a temporary basis only and look to marriage as a career, with teaching as a security against future needs. 22 VESTES In present circumstances lengthening the training period by insist­ ence on all taking a four-year course would seem likely to reduce the number of those entering the profession. However, three or more years' training is becoming the standard for teachers in Britain and four to five years is common in the United States, so that in Australia we should consider carefully whether or not the standard training course can be lengthened. Which is the better method of training these girls for teaching in present Australian conditions? Train them within the universities, where by their talents they rightly belong?- or train them in isolation from other young people training in the universities for a wide variety of careers, in teachers' colleges controlled by the State Departments of Education, who will afterwards be their employers ? In Tasmania, the university training scheme for teachers has been successful in providing teachers of high standing in the community and with at least a modicum of professional background of university experience in both study and social inter-action. No system of train­ ing outside a university can assist teachers to rise to professional status. The Tasmanian Faculty of Education is unusual in that it trains teachers of university quality for secondary, primary and infant schools. We feel that all schools benefit from university trained teachers and although most graduates go to secondary schools, many of our Certificate of Education students serve in primary and infant schools, with marked success and personal satisfaction. Professor Neal has suggested that it docs not matter much what subjects a would-be teacher studies at university, so long as he is per­ sonally suited to school-mastering. I cannot agree entirely that there is no suitable content for teachers-and this "being suited to school­ mastering" has a doubtful ring to me. In primary teaching it is possible perhaps to think that a graduate in oriental languages, philosophy or theology, if interested in primary work, might get by in teaching all subjects by means of intensive preparation, but I cannot consider him likely to be very useful at the secondary level unless his time­ table is most carefully and specially chosen for him. No, the basic subjects in any secondary school are English, mathematics, science, modern languages, history and geography- and woe betide the head­ master with a staff encumbered with teachers without qualifications in at least one of these subjects, unless of course they have other quali­ fications such as in trade subjects, physical education or games. Just as the lawyer is trained mainly in legal subjects and political science, it seems to me that the teacher would normally seek his uni­ versity studies in the fields basic to school academic work. These fields are indeed wide enough to suit most tastes and I am not aware that State departments do more than indicate that teachers will be better qualified for teaching if they study mainly these subjects. Psychology is an additional field which is most useful for teachers and students arc usually encouraged to read this subject. If a student wishes to study an unusual coll ection of subjects, I would suggest that in Australia he would be advised to obtain a Commonwealth scholarship, rather than expect a State department of education to finance his university UNIVERSITIES AND THE TEACHING PROFESSION 23 education as a future teacher. I would doubt if such a student would really be desirous of teaching in schools. "Vhy not aim at the diploma­ tic service or the priesthood, which are more suitable careers for a student with the interests suggested by Professor Neal. Some students do not really desire to teach, but accept the State department scholar­ ship to obtain financial advantage. Perhaps it is wrong for the State Education Departments to offer these incentives to students at school to decide on teaching, but with the present teacher shortages the State must obtain teachers somehow and the alternative of offering high professional salaries appears at present to be politically or economically unacceptable. This brings me to the status of teachers and some suggestions as to how universities can help the teaching profession. Universities today are becoming more and more the training ground for all professions and status careers. I would wish universities to be as ready to train teachers as they are to train lawyers. I would wish faculties of educa­ tion and professors of education to be deeply concerned with raising the slatus of teachers just as similarly the faculties of law and professors of law are in most universities concerned with preselving and main­ taining professional status. The links between the university depart­ ments and the practising professional people in law, engineering, medicine, science, industry, economics, accountancy, commerce and business are often strong and real. I would deplore that any university departments of education should consider themselves aloof from the schools, teachers and teachers' colleges, and cannot see how they would justify such a position. The moves towards professional status of teachers must come mainly from two sources- the teachers and the universities. I. The teachers must recognize that professional status in the eyes of the public can come only by dispensing with the illusion that all teachers are equall y qualified or equally fit to be recognized as of pro­ fessional standing. The minimum professional qualification which can be set up with a chance of public acceptance is that of a university degree and professional training, i.e. a degree, plus a diploma of education resulting from a four-year course. I n addition, a teacher should demonstate competence in practice teaching over a proba­ tionary period to the satisfaction of a professional controlling body. No teacher with less than this minimum can be considered as of professional standing- he is clearly non-professional in the content and extent of his own education and training, and however compe­ tent in practical classroom procedures, cannot be accepted as more than a technician or tradesman in standing. No years of experience or of practice permit a nursing orderly to become a doctor, a legal clerk to become a lawyer, a technician to become a qualified member of the Jnstitute of Engineers, a dental mechanic to become a dentist. No amount of experience will make a two-year trained teacher from either a teachers' college or a university into a professional teacher, unless he takes the time and trouble to do further study and success­ fully pass university examinations proving his education to be of graduate status. 24 VESTES Teachers must recognize these hard fa cts if any members of this occupation are to become a truly professional group. In addition, they must agree on the setting-up of a professional organization to control entry and es tablish and maintain ethical standards suited to the teaching profession. The Australian College of Education mayor may not be the beginning of such a body for the teaching profession. It is difficult, at the moment, to distinguish the pattern of entry to this new educational group and I should prefer a professional control­ ling body to rise in a morc democratic way from the teachers' associa­ tions and federations in Australia. 2. The universities can help teachers towards a profession by en· couraging all who have matriculation to train for teaching within a university amongst other students studying for the whole range of professional careers. Even two-year courses, such as the University of Tasmania Certi­ ficate of Education, are beneficial for teachers, as they mean a student has started on the path towards a degree. There should also be a change of attitude at universities with regard to the status and value of teachers' colleges. These colleges often have lecturers equal to university standards who are performing work of a calibre worthy to be respected by university departments. There should be some recognition by universities of this work, so that portions of certain courses can be assessed for parts of a university degree. If uni­ versities are not willing to face this problem, the American-type solution will eventually take over and the colleges will become univer­ sities at least in name. Perhaps the institute of education of British origin provides an answer more in keeping with tradition at our Australian universities. Within our universities there is also a real need for further collabor­ ation and a proper working understanding between subject depart­ ments and the departments of education. The University of Chicago Graduate Schools provide an excellent example of what can be done in a university to establish useful working relations between depart­ ments, so that all become concerned and interested through commit­ tees in the important task of training teachers. Far too often in Australia, our university colleagues very obviously could not care less about anything to do with teachers and teacher training, thereby overlooking the very obvious connections with their own students and with themselves as part of the educational cycle.

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THE USE AND ABUSE OF EXAMINATIONS

Some Reflections from England

By BORIS FORO* T is a cliche that examinations have many uses and that the surest and I most common way to abuse an examination is to use it for the wrong purpose. Such is the complexity of education today and of its social purposes, that few large examinations can be said to have a single purpose. They very soon find themselves put to a variety of jobs; and a variety of conclusions, some of them quite unwarranted, will be drawn from their results. Moreover, the effect as distinct from the result of an examination is usually incalculable in human and educa­ tional terms: an occasional suicide, an increase in the incidence of enuresis, are only the seismograph readings of what must often be a widespread disturbance in many minds. For these reasons, and parti­ cularly at a time when the pressures towards certification are so powerful, it is salutary to pause occasionally and re-examine the pur­ poses and nature and consequences of the exruninations we set and administer. However, rather than theorise about these matters, I should like to consider certain aspects of two English examinations which are being much discussed at present.

The Eleven-Plus The Eleven-Plus examination is, in fact, taken at ten-plus (presum­ ably it gets its name from the fact that it determines what kind of secondary school children shall go to at the age of II) ; and it is not an examination so much as a battery of tests. Ever since its inception foHowing the 1944 Education Act, the Eleven-Plus has been the most contentious feature of English educational life. The main attacks upon it have been directed not so much at its shortcomings as an examina­ tion, but at the purposes it is designed to subserve. For the Eleven­ Plus is narrowly selective by design; it is a piece of machinery con­ structed to pick out a given percentage of children who are the most likely to profit from an academic form of secondary education. It thus gives its overt support to the assumption that young children can be classified according to their academic potentialities, and that it is right that they should be so classified and then segregated accordingly. This is not the place to enter into the political niceties of this debate, which has been closely tied up with the arguments for and against the comprehensive secondary school. Regarded as a selective device (and it must be understood that there is no one Eleven-Plus examination, but nearly as many variants as there are local education authorities),

-Director, Univenity of Sheffield InstilUte of Education. THE USE AND ABUSE OF EXA.1.UNATIONS 27 the combination of attainment tests in English and arithmetic together with one or two intelligence tests is highly efficient. Writing recently in a book on examinations, Professor Stephen Wiseman, of Manchester University, said:

H ••• the validity coefficients obtained-that is, the correlations between II-plus results and ratings of success in the grammar school four years later-are in the region of 0·85, and sometimes even 0·9. This demonstrates a level of predictive power unmatched by any other selection programme in education, or in personnel selection in industry and the armed forces,v' Even so, the degree of error means that many thousands of children are wrongly allocated every year, and however flexible the arrange­ ments for subsequent transfer, damage may well have been done beyond repair. For it is now clear the children quickly take on the characteristics of the grade to which they have been assigned, and in particular that they will seemingly become as dull or even almost as bright as they are assumed to be. This is a problem which is only par­ tially solved by sending all children together into comprehensive schools, for unless they are going to work in classes containing the whole random range of intelligence (and the assumptions in England are strongly against this), there must be selection within the compre­ hensive school itself and the same kind of problem recurs. A far more serious objection to the Eleven-Plus, when carried out by means of a battery of attainment plus intelligence tests, is that its fundamental assumptions and its criteria of what constitutes "success" in the grammar school are dangerously narrow. "Success" in this con­ text is measured by the results of the ordinary level examination of the general certifi cate of education at 16. This examination, which is set by nine regional boards, is on a subject by subject basis, and inevitably it consists of the kind of papers which are capable of being taken by many thousands of candidates whose answers can be marked by batteries of examiners working to standard instructions. It is, in short, a fairly arid examination testing the amount of ground covered, memory, and journalistic fluency. 1t is successful candidates for this kind of examination that the Eleven-Plus predicts with such remark­ able efficiency. But inevitably this means that children with a way­ ward, eccentric intelligence, or the brooding imaginative kind of child, are liable to suffer; for them, success is of another kind, far less easily measured or predicted. And yet there are many reasons for believing that theirs is the kind of intelligence that is most needed in higher education and in the professions. Moreover, it is not only that certain kinds of imaginative intelli­ gence are placed at a severe disadvantage, but that in their anxiety to ensure that their children get the best possible results, many primary schools start preparing children for the Eleven-Plus at a ridiculously young age and at the expense of their proper education. In the words of the Ministry of Education's own book, Primary Education:

II ••. the education of children in the later years of the junior school becomes narrow, impoverished in substance and overloaded with 28 VESTES repetitive exercises. Sometimes the curriculum is unbalanced and subjects which are not required for the examination are neglected; sometimes the subjects which form the bulk of the examination, English and arithmetic, are robbed of any content that is worthy of the children". There are serious social objections to selection at ten, and these have led to the widespread uneasiness with which the Eleven-Plus examin­ ation is regarded. But the educational objections are at least as serious, if a good deal less publicised, and as a result a good many local edu­ cation authorities have experimented with alternative methods of selection or have even abolished mass-selection altogether by doing away with alternative categories of secondary schools. One of these experiments is of particular interest, because it reveals a commendable sense of educational priorities, coupled with a statis· tistical expertise which is a ll too rare in local government. The scheme is known as the Thorne scheme and it is being introduced in the West Riding of Yorkshire, primarily because it is believed to be an educa· tionally harmless method of selection. At an early stage the staff inspector for research established that there is practically no differ· 0 ence, year after year, between the list of children (say 20 / 0 of the ten~ year-old age-group) which the head teacher will select for the gram­ mar school, and the list which emerges from the battery of attainment tests. Indeed, the first 16 or 17 children (out of 100) on the two lists will be identical, and often in very nearly the same order; the difIicul~ ties occur between the eighteenth and the twenty-second candidates. Once this fact was established, it suggested that the tests could be replaced by head teachers' recommendations, except that the last places to be filled from each school would need to be determined by some other device. The device decided upon was, quite simply, to interview the borderline candidates. Thus a junior school head is now required to submit a list of all the children he believes suited to a grammar school education, in order of priority, plus two further names. The last two children on the list and also the two children below the line, together with the borderline children from the neighbouring junior schools, are brought together for a full day and interviewed and observed by a panel of head teachers from an adjacent area (these heads are drawn from junior and secondary schools). Usually the children are asked to do a piece of continuous prose writing and some arithmetic, though this is entirely for the panel to decide. At the end of the day the panel draws up its list of children recommended for grammar school. In practice, the panel may interview the foul' borderline candidates from school A and decide that a ll of them deserve grammar school places; it there­ fore calls for two more candidates from this school, and this process can continue until the borderline for school A has been established and two children have been left below it. On the other hand, of the four candidates from school B, only one may be of grammar school calibre, in which case the panel calls for the next child above the borderline until, once again, it has found two children of this calibre. Interest­ ingly, though the percentage of grammar school children varies con- THE USE AND ABUSE OF EXAMINATIONS 29 siderably from one school to the next, the varieties within a school from one year to the next varies very little. The Thorne scheme is being introduced gradually and, initially at least, alongside the usual form of selection by tests. In parts of the West Riding it has now been in operation for a number of years, and the results have been far beyond expectation. Measured in terms of subsequent success in the 0 level of the G.C.E., the children trans­ ferred have done very well; they have shown themselves "grammar school types", and the margin of error has been no larger than it was when transfers were decided by attainment tests. Speaking about the scheme at an educational conference last year, Mr. Clegg, the Chief Education Officer for the "Vest Riding, listed its advantages as follows: "Firstly the ordeal goes, even for those who appear before the panel, for those who appear before the panel are dealt with by humane and understanding teachers and they have a riot of a day. Normal work in the junior school continues very much longer into the year. The temptation, the inducement to cram, goes; it is not going to get the teacher anywhere. I t is the sort of thing your panel of five would detect. The collaboration between junior and second­ ary schools is a good thing. The reduction in the number of com­ plaints from parents about eleven-plus decisions is, I can assure you, an extremely welcome thing, and the reduction is not a modest one, but a reduction of about 70% in many cases. Teachers in the primary schools are bearing the responsibility which, in my view, should rightly be theirs, of making the initial lists, and we have the local panels of teachers to whom all matters of this kind can be referred.' ,

The New S.C.E. As Mr. Clegg insisted elsewhere, the West Riding did not set out to improve selection, but to avoid t!le particular ill-effects of one method of selection. This question of the backwash of examinations has 1,.111- doubtedly been treated far too lightly, partly, no doubt, because it is far less easy to study than such questions as reliability and validity. An interesting e.xample of this is in the making at this very moment, with the creation of the new Secondary Certificate of Education for less academic children. According to the theory of the 1944 Act, children "failing" the Eleven-Plus and so going to the secondary modern school would enjoy an education regime free from external examinations. In this way they would not be tied to fonnal subject-divisions, but would be encouraged to do project-work and to engage in a good deal of experiment. Many secondary modern schools took up this opportunity and became most exciting places to work in and to visit. But they have had two difficulties to contend with. The first is the difficulty (already mentioned) of the error in selection in the Eleven­ Plus; every year a few children arrive in the modern school, though really they are of grammar school calibre and ought not to be denied the chance of taking an academic course and the appropriate academic examinations. The second difficulty is linked with the first: some children, and undoubtedly many parents, became impatient with the 30 VESTES modern school's lack of measurable results and started demanding examinations at a level below the G.C.E. 0 level; and this impatience grew rapidly as modern schools introduced the G.O.E. 0 level for their brightest children. As a result, the last few years have seen a startling increase of external examinations in modern schools, and this in spite of the Minister of Education's repeated disapproval of the practice. The full extent of this was only brought out when a committee, known as the Bcloe Committee, looked into the matter and reported that the number of secondary modern school pupils taking external examina­ tions increased by 70% between 1958 and 1959, and since then the numbers have been going up ever more rapidly. Faced with this situ­ ation, and in view of the poor quality of many of the external exam­ inations being taken (other than G.C.E.), the BeIoe Committee recom­ lncndcd 2 the creation of a new external examination for the less academic child falling just below the level of G.C.E. candidates. This new examination would be organized in 20 regions, and it would be designed for children aged 16. In this fashion a proportion of modern school children would be able to leave with a certificate of national validity in their hands; a number of poor to bad examinations would have been replaced; and, incidentally, teachers in modern schools, would have been provided with an incentive. This proposal has aroused a considerable amount of discussion. The Bcloe Conunittee, in putting forward their scheme, admitted that they had a strong dislike for external examinations, and they quoted the warning they had often encountered, that "the examination dictates the curriculum and cannot do otherwise; it confines experiment, limits free choice of subject, hampers treatment of subjects, encourages wrong values in the classroom". They also quoted from the Minister's cir­ cular, in which he said that he feared that external examinations "would prejudice the more widespread development of the varied and lively courses already to be found in the best modern schools", and added: "There is also the risk that it would be regarded as an index to the efficiency of the schools, a conception which would be unrealistic and even oppressive in view of the wide differences in their circum­ stances and in the ranges of ability of their pupils". In spite of these most cogent arguments, the Committee proposed, and finally the Minister accepted, the establishment of an external examination, because the pressure in favour of it seemed overwhelming. In view of the severe objections to an external examination of this kind, especially when designed to be taken by less academic children, was there no feasible alternative? The Beloe Committee apparently thought not, but this was perhaps because its thinking followed a stereotyped pattern; if there is to be an examination, then it must have national validity and this means strict and externally checked stand­ ards; therefore the examination must be an external examination conducted on a large regional scale. But this is to take over a G.C.E. attitude of mind, for in fact it seems that about 90% of children leav­ ing the modern school go initially to a job not more than a few miles from their home. As far as getting a job is concerned, they are con­ siderably more dependent upon links between the head and local THE USE AND ABUSE OF EXJ\1o.f1NATIONS 31 employers and the Youth Employment Officer than on being in pos­ session of a piece of processed parchment emblazoned with three or so Beloe Passes. This suggests that a scheme of local group examinations might well have been preferable, though apparently the Beloe Com­ mittee considered this possibility and then rejected it in a few curt lines. In fact there are already many local examination groups in exist­ ence in the country, and their examinations and methods of work arc exceedingly varied; indeed this is one of the great strengths of such a scheme. The factors which seem to be common to a fairly random selection of these group schemes are that they bring together some 15-20 schools only (for more than this would make it impossible to run the group on genuine discussion lines); that they conduct examina­ tions in a variety of subjects (including some which are appropriate to the locality, like navigation and chart work in one seaside group), to a total of about 20- 25 subjects; that the design of these examina­ tions is in the hands of panels of subject teachers drawn from each participating school, together with an external examiner or moderator drawn from a neighbouring modern school outside the group. In one respect, however, almost all the groups seem to differ from each other, which is in the degree to which the group of schools devise common examination papers for the whole group, or alternatively permit each participating school, together with a common external moderator, to devise its own internal examination papers; every possibility between these two extremes seems to be practised. Experience in these various groups confirms that there was a good deal of initial reluctance among teachers to take on this additional responsibility; but after two or three years, this gave way to considerable enthusiasm mainly because this collaboration, through working together over syllabuses and exchang­ ing ideas, fairly quickly becomes more important than the administra­ tion of the actual examination itself. This process would seem to involve genuine teacher-control, an ideal much praised by the Beloe Committee, but hardly likely to have any genuine significance in the case of large external examinations. Looking at the experience of these group schemes, there would seem to be a clear case for a scheme which would amount to creating feder­ ations of local examining groups, each of them- perhaps centred on a university institute of education, for the institutes already bring together most of the educational authorities and associations and interests which would be concerned, and yet they are non-political bodies with no vested interest in acquiring bureaucratic power. A federal group scheme, however,just like an external examining scheme, would still leave the problem of all those many children who would not even take trus, or any other examination; and one of the serious consequences of introducing any examinations is that it multiplies the number of t.imes some children arc labelled failures. But, at least, the group scheme would greatly reduce many of the external pressures which aggravate the life of the school. Moreover, the group schemes already in existence apparently succeed in satisfying both parents and local employers. Incidentally, they seem to have interesting links with 32 VESTES the Thorne scheme described above, for both aim at getting away from the petrifying influence of external controls and pressures and both try to make the procedures of selection and examination subservient to educational policy and, above all, to the work of individual teachers in individual classrooms. This article has only glanced at two examinations out of an infinite number which would merit close and critical investigation. Insofar as any conclusions emerge, the first is that there is, in this country, all but no research into examinations at any level, and such research as exists is concerned almost entirely with narrow utilitarian criteria. It is becoming abundantly clear that the successes measured in this way are all too often illusory. But perhaps the most serious matter of all is that in a sys tem which seems increasingly to lean on external examin­ ations and certification, there should be so little attempt to calculate the cost in terms of genuine education and also of human welfare. The warning of Professor Tuck, of Durha m U niversity, is one that ought never to be forgotten : "Once an examination is established, it is extremely difficult to change it, and practically impossible to abolish it".3

REFERENCES (I) Stephen Wileman, Editor, &amirwlicns and En8lisn &fucalicn, p. 150. Manchester Universit y Press, 1961. (2) &CoMa" SthHl ua1l1i,..uimlS lIIhn- 1M" llu G.C.E. H .M. Stationery Office, 1960. (3) J. P. Tuck, " Aims and Limitations of External Examinations" in TM Gl1Imd Yrli~td' of &iIXa' fiOri_ King'. College, Newcastle·upon·Tyne, 1961.

Forthcoming Issues:

Norman Harper: Asian Students in Australia Trevor Jones: Music and the University David Stmhouse : Promotions- Gowns off the Peg? Geoffre.y Serle : God-Professors and their Juniors A. D . Hope: English D. M . M)'ers: Canadian Universities Rupert Leslie: University Statistics 33

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BRITISH UNIVERSITIES' NEWSLETTER

By OUR U.K. CORRESPONDENT

HE main topic of conversation in senior common rooms recently T (apart, of course, from the good life, and the best way to get the money for it out of the University Grants Committee) has been how to cope with the needs of students in the expanded university system of the future. Public discussion, on radio and television and in the press has largely confined itself to their physical needs, ignoring their mental needs (if any). This has confirmed the gloomy predictions of those anti-expansionists who feared that onc consequence of increased public interest in university matters, would be a quite disproportionate increase in interest in the morc obvious and easily understandable aspects, which would make the really important aspects seem irrele­ vant trivia; after all, if all discussion of a problem takes place in a commonly accepted terminology which has the further advantage of involving only such universally recognized terms as bed or table, those who attempt to complicate it are liable to be regarded as at best obscurantist and at worst as defending a vested interest. As the vested interest obviously isn't money (we haven't any) it can only be idleness (we do have leisure). Most newspaper readers I suspect are capable of getting thus far by themselves; if they are not, they need not want for expert assistance from the inside to do so. 1vlessrs. 11. Young and A. P. Rowe have, I think, got the message over to most readers of the literate Sunday press that the main blockage to university expansion, which we must all think hard about, is the reluctance of university staff's to put in a fair day's work, and their success in getting away with it by using "research" as a smokescreen to cover their idleness. The form in which they presented it was a little more sophisticated than that of course, but that is the part that seems to have stuck, and a look at the remedial measures they suggest does not really suggest that it is an un­ fair impression of their view. One idea being canvassed about the location of new universities for instance, is that they should be located alongside such government and industrial research centres as Malvern, or the new towns. The negative grounds for this put forward are I think shrewd; that the apparent criterion for a university city, of a Trust H ouse Hotel and a cathedral, is dangerously typical of a spirit­ less traditionalism far too widespread in English education, and that it ought not to be necessary to kow-tow to the residential tastes of potential academic staff' in this way. But the positive grounds were less happy; that by doing this a rich source of scarce scientific teaching manpower could be tapped among the government and industrial research scientists already working in these places. A colleague of BRITISH UNIVERSITIES t NEWSLETTER 35 mine remarked that if migration to industry from his department con­ tinued at its present rate the government would have to move the university, if only to catch up with the staff, but it was left to Andrew Young, director of computation at Liverpool to put, in a letter to the Observer, the artfully naive question that caused the amusement. He asked whether the government and industrial scientists would be able to spare the time; if so then they were apparently under-employed at least compared with his department, where shortage of available man­ hours was the main limiting factor! The reply to this might charitably be called a gallant comeback (a change is as good as a rest, and teach­ ing would make a nice change for them!) and I don't recollect any­ onc bothcring to answer it. This debate, though it has done real harm to the public image of the universities, was at least about teaching and research (at least nominally). A more dangerous, less central argument, is the one about the simple physical needs of students. This one, like the other, does not seem to be politically-linked, or not in any way that corresponds to our present political parties; the Conservative seems to regard us as rebellious, the Labour as reactionary, and both as irrationally privileged and probably inefficient. There is some justification for these views. Senior university figures have certainly said some things in public about Government ministers, which were more rebellious than corresponding eminences in other branches of the establish men t would have permitted themselves; and Labour spokesmen enthusiastically going for the Government on the question of more university places have been puzzled, and sometimes audibly distressed, by a fondness for restrictive practices, which the Association of University Teachers is apparently unique among unions in admitting. As for inefficiency, I should think most first-year students are already penning their horri­ fied letters home; "1 started registering at 9 a.m. and I still had not finished by 5 p.m." Part of the increased interest in university matters is because many more families now have direct experience of a univer­ sity, and the hardening public opinion is for this reason disquieting. It is perfectly true that many more families want to get someone in, but this, human nature being what it is, is not evidence that they do not think of the university as a racket. Even those students who do get in, apparently identify themselves so imperfectly with their institution, that when they have to queue for lunch for an hour along a row of open dustbins, they write letters complaining. And the branches of university service looking after students have not, in the past, attracted such prestige or promotion that they are inevitably in the hands of the most efficient and intelligent staff. It is against this background that the rather damp-squib "scandal" of homeless students, raised by press and television, must be seen. It did not build up into much, perhaps because bonafide homeless students proved unexpectedly difficult to find; when I found myself recognizing on the television screen a second-year student of a neighbouring uni­ versity whose complaint appeared to be that his landlady didn't understand him, I felt a good case going by default. Many lodgings are unsatisfactory; the standard offered in many large industrial towns 36 VESTES is acceptable, if scarcel y praiseworthy as a n interlude between pub and factory, but hopeless for a student; as a work-place it very likely won't satisfy the Board of Trade requirements for heating or lighting. Part of the trouble is that exactly those people who li ve in sufficiently large houses to make good student "digs", regard it as demeaning to take in lodgers; a nd the cnons now being made to persuade suburbia tha t it is smart to take in students, whil st en tirely praiseworthy, do produce some curious sidelights on English society. One almost expects to sec some enterprising lodgings officer produce a calculus that two student-lodgers equal one Aldcrmaston ma rch or holiday on the Costa Brava in socia l merit (depending on the socia l circle involved). W e must hope that these efforts will be successful, for students being what they are there is a high enough turnover in student landladies to constitute a problem ; it seems that not many people will put up with students for long if they don't have to do it for money. And ha lls of residence not only tie up a large capital in buildings used even less of the year than most university buildings, but do seem to be becoming less popular with succeeding generations of students. All first-year students seem to want to get in (though not a lways very much), but second-year tastes seem to lie in other directions. It seems unlikely that we shall be able to persuade our fell ow-citizens to take the same unsophisticated pride in our students as the illi terate peasantry of an emergent country; indeed there is some evidence that the normal English attitude (of envious disapproval) has recently intensified. And it is again disquieting to find it being led by people one would have expected to be on the right side. A. D . C. Petersen, of the Department of Education in Oxford, sug­ gested in a radio talk that the limit to university expansion would be set by the cost of student grants. At present any student securing a place can rely on a grant to enable him to take it up, usually about £300 a year. This means in effect that it costs twice as much to provide additional p laces in England as it does in Continental countries. \.ye have to provide both the cost of the place in the univcrsity (through University Grants Committee funds) and a lso the cost of a student living for a year in this compa ra tively expensive environment. On the Continent the la tter charges would be born ultimately by the student, though he would probably borrow to covcr them a nd repay the loan over a period of years after graduation. There is nothing new in this loan system; we had it before the war as far as intending teachers were concerned, it was known as the slave system, and I can remember its being taken for granted by absolutely a ll concerned-education authorities as well as students and univcrsities-that its abolition was a first priority. H owever, we mustn't stand in the way ofprogrcss. The newer arguments in favour of the loan system are that a degree is worth something, or, more typicall y, " has a measurable financial value over a graduate'S lifetime". This extra income is so much clear profit which the graduate receives, because the State has provided him with a university education; he therefore owes repayment from it, to the State, of at least the original sum inves ted, and morally, to his less fortunate fellow-citizens of the whole sum. Otherwise he has BRITISH UNIVERSITIES' NEWSLETTER 37 been unduly favoured. Why should the man who has not got a univer­ sity place (and is therefore condemned to a less well-paid life) pay taxes to support one who has, and will therefore ultimately be far richer? The student ought to keep himself on a State loan if necessary and then repay it as a pay-as-you-earn income-lax payment. If he becomes a clergyman or a teacher and therefore doesn't earn, he doesn't pay. If she gets married, her husband gets a debt as dowry, or you write it off as repaid by her influence on her children; advocates of the scheme differ about this. Some regard marriage by a woman who represents that amount of State capital tied up as reprehensibly irresponsible, and would also make appropriate arrangements at the ports to make sure runaway graduates bought their freedom before emigration. It's fair to say that the basic assumption is not that this is a good scheme, but that there is such a desperate need for university expansion that the present generous arrangements cannot be regarded as sacrosanct. But still! Personally, I think the scheme misconceived. The distressing thing is the amount of support the Petersen scheme has won in senior common room conversation. It is no surprise to find it appeals to those who think that any health service beyond free burial ought to be paid for by the beneficiary. But when you find that young economists of the far (beyond Cousins) left regard it as admirable, the outlook is gloomy. " It will instal some sense of res­ ponsibility into that jeunesse dorie we're getting in the first year. They smoke more than I do." I find it depressing that the generosity of a society to its brighter youth should now be provoking the envy of its teachers, and that egalitarianism should be allowed to get at the scholarships before it gets at the dividends. Partly I think the feeling arises from the low comparative position of academic salaries, and we are having a publicity campaign about that. But I am afraid that at present all parties involved, government, parents, university staffs and students seem to be feeling suspicious and resentful of the others. Such moods do not necessarily last very long, and do not necessarily affect the even tenor of tutorials as much as one might have thought. But I think that is the impression S.C.R. talk gives at the moment.

ALAN BINNS The University, liull.

ACADEMICS FADE AWAY "Mr. A. L. Binns, vice-president of the A.U.T., speakin g of the 'myth that the ordinary way of leaving a university 0 teaching profession was death', said that 15 / 0 of the staff lost to universities in the last two years was by death or retirement, and 330/0 because of transfer to other universi­ ties in the United Kingdom. Fifty per cent left the univer­ sities for work abroad or in this country outside the universities" . Times, 17.5.62. 38 VESTES

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BOOK REVIEWS "GRADUATE EDUCATION: A CRIT IQUE AND A PROGRAM"

By OLIVER C. CARMICHAEL Harper & Brothers 1961. pp. 202 plus bibliography, 60/- R. Oliver Carmichael, formerly President of the Carnegie D Foundation for the Advancement of Teaching, has been in and around universities for the whole of a long life, and not American universities only: he has taken a close interest in the growth of the universities of Britain and the Commonwealth. He published in 1959 a useful book : Universities, Commonwealth and American. His recent book is concerned wholly with problems of the United States: and in writing it, Carmichael joins the considerable body of American writers who have recently been examining and lamenting the condition of the American graduate school. Within the last few years, American graduate teaching has been coming in for some extremely severe criticism (as readers of the periodical, Commentary, will know); Carmichael proves to be onc of the severest of the critics. He argues that graduate teaching in the American universities is in a state of chaos. Australians would do well to keep an eye on the large volume of discussion of graduate teaching that has been appearing in the United States for the past five or ten years. Admittedly, many of the problems of the Americans are not ours; many of them arise from conditions that arc unlikely to be duplicated in this country. But some of the conditions and problems may quite well be repeated here; and Australian universities are just now beginning to develop graduate teaching on a considerable scale, but without much thought or dis4 cussion of what they are trying to do, of the connection between graduate and undergraduate teaching, or of the relation of graduate work to the other interests and activities of.the universities. If we are Jooking for experience from which we may be able to profit, and for discussion from which we may be able to learn something, we are likely to find more than is relevant to our purpose in the United States than anywhere else. Carmichael deplores the proliferation of different kinds of doctorates. Traditionally, in the U.S., the Ph.D. course has been the training for college and university teaching; even so, the graduate schools are likely to be able to provide less than 20 per cent of the graduates who will be needed as teachers in the next decade or so. The majority of doctorates now awarded are awarded in the professional schools (medicine, engineering, etc.), or in highly technical fields. In the pure sciences, the social sciences and the humanities (where doctoral study might be assumed to be a preparation for the teaching of under· 40 VESTES graduates) Carmichael considers that in a very high proportion of cases research or dissertation subjects are so trivial, or else so specialized, that the work by no stretch of the imagination could be considered to be the prolongation of a liberal education, or a suitable training for the educator of undergraduates. In this connection he collects some morc recent thesis subjects to add to the famous examples Flexner produced many years ago--"Econornic Decision-Making in Hog Feeding: A New Approach" is onc of his best. It can't happen here? May be; but, at least, increasing numbers of Australian students will choose to work for the Ph.D. degree before they become teachers; and if we don' t allow such students to waste three years on trivialities, we do sometimes a llow them three years of pretty narrow specialization -narrower, in fact, than .the American graduate schools which have their compulsory courses in four or five fields during the first two years of the degree course. We may be right to allow three years of pretty intense preoccupation with a particular research problem without the attempt at broadening through courses and examinations (Australian readers will not be much impressed by Carmichael's ideas of what a really significant Ph.D. course would be like); nevertheless, there is here an important issue of educational philosophy and policy which our undentable complacency, plus our preoccupation with much more pressing matters, have so far prevented us from trying to argue out. Carmichael devotes a lot of space to the enormous waste that occurs 1n the graduate schools. His evidence suggests that rather fewer than 50 per cent of those who enrol for the Ph.D. degree ever reach the goal; and, of those who do, the large majority take from seven to twelve years to complete what is officially a three-year course. Many factors are at work here, and some of them are peculiarly American (no doubt, the common American practice of working one's way through university contributes to the long-drawn-out course) ; Carmichael, however, puts all his emphasis upon the confusion of purpose, and the lack of drive and of organization, that he takes to be chronic in the graduate sector of the American university. And he is able to cite several other authoritative studies which support his account of a general malaise affecting the graduate schools. His argu­ ment about lack of real organization in the graduate schools may surprise Australian readers: one had assumed that at least graduate studies in American universities were much lnore carefully planned and organized, and more conscientiously supelvised and administered, than they are yet in English or Australian universities. But he insists that a great deal of the trouble comes from the weak position of the graduate school in the university as a whole. The dean of the graduate school has no real authority vis-a-vis the ordinary universit y departments and their heads; in the prescribing of Ph.D. work, in the handling of students, and in all sorts of ways, the depart­ ments go their own sweet ways. To Carmichael this means that, although there are now well over 300,000 graduate students in the American universities, the planning of graduate work and the teaching of graduate students is almost entirely a part-time activity. His argument is that the job is too big and too important, too much is at BOO K REVIEWS 41 stake, to be dealt with on this basis. So, as part of the programme of reorganization and reform that he offers in the second half of his book, he strongly argues for one proposal that would cause horror and dismay within the Australian fraternity: viz., that the graduate school should become a more or less independent part of the univer­ sity; that it should be headed by a dean of very considerable powers; that the graduate school should possess its own staff who concentrate mainly upon the teaching of graduate students and supervising their research, without this precluding members of the ordinary university departments being associated to some degree with graduate teaching; in short, that the graduate school should become much more a self­ contained school, and be disentangled from the other responsibilities of the university. This is not a very good book. It is rather loosely argued, and it is maddeningly repetitious. But it does raise some questions, and deal with some problems, that sooner or later we may have to attend to.

P. H. PARTRIDGE

SOME ECONOMIC ASPECTS OF EDUCATION

By P. H. KARMEL The 1962 Btmtine Oration, published for the Australian College of Education, by F. W. Cheshire, Melboume, 1962, pp. 25, 5/-

ROFESSOR KARMEL'S paper is a much needed contribution P to the contemporary discussion of education in Australia, and it is to be hoped that it will be read with the closest attention by those who control the nation's purse strings, and especially by the A. U .C. Committee on the Future of Tertiary Education, of which he is a member. The essay discusses three main topics, the way in which education affects the economy, the mechanism by which resources are allocated to education, and how Australia's allocation compares with other countries. Karmel distinguishes three important ways in 'which education im­ pinges on the productivity of an economy, through the skill of the whole work force, through the ingenuity and inventiveness of techno­ logists and scientists, and through the knowledge and understanding of administrators, which includes of course all those who administer, in both public and private institutions. The effect of education is felt not only on the absolute volume of goods and services which the nation produces at anyone period of time, but also on the annual rate of growth of that production. In fact, it has long been recognized, as Kannel could have added, that the biggest single determinant of economic progress is research and technology, what the classical economists used to call progress in the "industrial arts". Eminent economists such as Marshall in the nineteenth century, and Veblen in the early twentieth, placed great stress on what is vulgarly called 42 VESTES

"know~how". In short, Karmel puts the case for regarding spending on education as an investment, a case which Adam Smith, the "father" of economics, argued nearly 200 years ago. This case is now far more cogent than it was then, for recent Ameri· can studies by Schultz have shown that more than half the annual increase in output of the American economy is due to technological advance and improvements in the work force, including its leadership and direction. Noting this, Galbraith remarks "We now get the larger part of our industrial growth not from morc capital investment, but from improvements in men and improvements brought about by highly improved men. And this process of technological advance has become fairly predictable. We get from men pretty much what we invest in them. So now.in its turn, after land and after capital, labour - highly improved labour to be sure- has come to the centre of the stage. Investment in personal development is therefore at least as useful as an index of progress as investment in physical capital. It could be more valuable". (The Liberal Hour, pp. 45-6.) The difficulty, of course, is that the return on this investment is hard to measure, as its fruits are spread over the whole economy. Nevertheless, it is reasonable to assume that if it can be shown that education is so important for economic progress, then the decisions to allocate resources to education will be intelligently and carefully made. But most expenditure on education in Australia, as in most other countries, comes directly from the public purse. So that the decision to spend more, or less, is a political decision. Karmel emphasises that this decision depends on the competing claims of other public expendi­ tures on health, defence, and national development, and most import­ ant, on votes and pressures for lower taxes. Further, decisions about the level of public expenditure in contemporary society are taken in a climate of opinion which exerts continuous social pressure to expand private individual expenditure, and to hold back public expenditure. Even so, other countries have similar social pressures, and the Australian educational effort compares most unfavourably. For a variety of reasons international comparisons of this kind must be imprecise, but if we take the criterion of enrolment ratios offuU time students in the two keyage groups of 15- 19, and 20-24, Karme!'s table shows that Australia ranks twelfth in the former group, and last but one in the latter, out of a total of 23 countries. If we take the criterion of the proportion of total resources spent on education, Karmel shows that Australia ranks eleventh; if the criterion excludes capital expenditure, then Australia is in fifteenth place. This is a deplorable situation, the more so when it is rea lized that, at present, Australia is among the first half-dozen richest countries per head of population, on any criterion. Small wonder that, in view of the pre­ ceding arguments, Karmel warns that "it seems unlikely that Australia will be able to maintain her position as a country with a relatively high standard of living, if she is not prepared to devote a greater fraction of her annual output to educational purposes". There is no question whatsoever that Australia can afford to do this, what is needed is the political will. The much needed diversion of BOO K REVIEWS 43 resources to education can only be brought about by the raising of public revenue through taxation, Kannel argues, and shows that Australia is a very lightly taxed nation, especially when compared with Western European countries. He believes that "Australians as a whole would be willing to make this transfer (from private to public expenditure) if the case were put clearly to them". The tragedy is that, on the political level, no-one is putting the case. The great merit of this essay is that it sheets home the responsibility for this Australian negligence directly to where it belongs-to our politicians. It is per­ haps too much to hope that the Committee on the Future of Tertiary Education will have the political courage to put the case clearly to the Australian people. E. L. WHEELWRIGHT

EDUCATION AND THE WORKING CLASS General themes raised by the study of 88 working-class children in a northern industrial city By BRIAN J ACKSON & DENNIS MARSDEN Routledge & Kegml Paul, 1962, 28/- "GRAMMAR schools served us well", the authors state. Writing this book has been their way of repaying their debt to the gram­ mar schools of ~1arburton, which they both attended. :Nlarburton is the name they invent for a rich industrial city in the north of England -perhaps Huddersfield. Knowing the dangers of personal involvement in a subject, the authors have deliberately "stepped outside the con­ ventions and not only chosen as a field one that is intimately linked with our own past lives, but so drawn our central sample that we our­ selves would have fallen in it". Having lea rnt that there are two middle classes in Marburton, the one "national, metropolitan in in terest, mobile, privately educated ... who stay a while ... but 'belong' elsewhere", and the other "very local and rooted, of the self-made business-men, works officials, school­ masters, clinging to their home town" we arc given first a picture of the educational experiences of ten of the second kind of middle class children, thrown in for good measure as a backdrop to the main dis­ cussion- the education of the most gifted working-class children. The authors focus their attention on "the upper area of the four main gram­ mar schools: the road to college, university, and the middle-class pro­ fessions. Who are the children who travel this road? How does it affect them, and in particular how is the process felt by the working­ class child and the family from which he comes?- for Marburton is very largely a working-class city". Since fees were abolished in 1944 the number of working-class children going to grammar schools in England has increased, but there has not been a proportionate increase in the numbers remaining long enough to gain an "A" level certificate. The story has been docu­ mented in Social Class and Educatianal Opportullity (edited by Jean 44 VESTES Floud) and in the Crowther Report. The present authors transmute the cold facts and impersonal figures into living characters, so real as to evoke memories of the vivid picture of his working class home and education that D. H. Lawrence drew in Sons and Lovers. The direct quotations from interviews with the 88 children and their parents aTC well handled, so much so that the reader feels the book is about genuine characters, and identifies himself for the time being with the hopes and fears of the submerged middle class, to which it appears many of these "working-class" parents belong. How would the authors draw the lines between social classes in Australia, one wonders? Reading Brian Jackson and Dennis Marsden's book, the English grammar schools suddenly sprang into focus for this Australian reviewer. Great as the . educational progress has been in Marburton since 1870, most of the benefit seems to have gone to middle·class children, at least most of the benefits to be gained from the sixth forms. Their parents accepted the sLxth forms, and the "A" streams as their children's due. But, the authors ask, " \.vhat would have happened to the same children if they had come from a lower social class? How many would have passed the cleven pbs? How many would have sunk into the "c" stream? H ow many would have left before the sixth form? How many would have left the sLxth without a university place?" . The working-class parents, though peculiarly anxious that their children should do well at grammar school, rarely visited the grammar schools, seeing them as part of an alien world "belonging" to others. When their children were graded into the "c" stream they felt ashamed, they did not contest the grading as middle-class parents frequently did. The authors suspect that this failure of contact between school and working-class parents could be a decisive factor in many of the able children leaving grammar schools at 15 or 16. It is one of the misfortunes of any extensive social survey (the "children" are followed through university, and later into married life) that the scene changes while the data are being assembled, ann that the picture is already out of date by the time it is published. The youngest of the people described in this study left school in 1954. The quality of the writing however, will keep it fresh though the story told is already dated. After reading this book, one wonders how much talent we are wast­ ing in Australian schools and universities. How many of our ablest children leave school before 17? Do the children from middle-class homes dominate the Australian universities? The Report of the Committee on Higher Education in New South Wales provided evi­ dence that about 400/0 of the students at the University of Sydney over the last decade have come from the middle-class North Shore, a far higher proportion than would be expected simply on a population basis. Schonell's work indicates that this may also be the case in Brisbane. There is plenty of scope for Australian research on the subject.

SHIELA R OWLEY Uni.ersily oj N,w South Wales. nOOK REVIEWS 45 HOME UNIVERSITIES CONFERENCE, 1961 REPORT OF PROCEEDINGS The Association of Universities of the British Commonwealth. 5/- sterling. This Conference, which is one of the series convened by the Com· mittee of Vice-Chancellors and Principals in consultation with the Association of University Teachers, dealt with two topics: The Structure and Organization of the University Teaching Profession and Problems of the Maturity of Students, Their Welfare and Discipline. To those visitors from Australia who were present, it must all have had a pretty familiar ring. The matters discussed and with some excep· tions the remedies proposed are frequently aired here. The relative emphases to be placed on research qualifications and on teaching qualifications in staff selection, the administratively overburdened departmental head, the unsatisfactory role of the non-professorial academic staff, the lack of promotional opportunities for lecturers, the compartmentalization of knowledge and undue specialization of studies, the immaturity of students, the causes of student wastage and the possibilities of student salvage, the desirability of students being in residence rather than living in their homes or in boarding houses­ they are all here with their usual inscrutable expressions. As is the case in our discussions, staff problems arc more penetratingly analysed than are student problems. The facts relevant to the former are better known to members of teaching staff. Furthermore, it is taken as axiomatic by most of us that our problems are created by the finance granting (or non-granting) authorities and by the university administration whereas the students largely create their own prob· lems. The two openers of the discussion in student problems reported here, are free from both of these restrictions though many who followed them were not. The Rev. Blackie, Chaplain to Edinburgh University, and Dr. Maileson, Director of the Research Unit for Student Problems, London University- an effective combination of the divine and the physician- are free from the personal involvements of the academic teachers and in any case have as their business the solution of student problems of the more human sort. However, the academic rather than the human problems would seem almost by definition to be the central one for students. Until we see what these are and decide what we would regard as solutions of them, we are scarcely in a position to settle issues about their welfare and their discipline. Anxiety and tension may not please the student's psychologically oriented physician, but it may be a condition of his awakening from his dogmatic slumber; some insubordination and breaking of conventions may not please his moral tutor, but it may be a condition of his shaking off the dogmatism of his elders. Professor Brett, an English scholar from Hull, talks realistically on staff problems and though his remarks are addressed to specific and local problems, they have quite general application. Dr. Chilver, an Ancient Historian of Oxford, addresses himself to the problems he sees in his own university. Indeed, he professes not to know much 46 VESTES about other universIties. Once, he falters when he is about to gen­ eralize from Oxford to Cambridge, though in general he seems not to regard the latter as being in the category of "other universities". What· ever his listeners may have believed, at this distance I am inclined to regard his profession as having a solid foundation. He does, however, seem well aware of many of the problems of staff at Oxford, including the scandalous overburdening there of young scholars with fairly routine teaching. There is onc problem that those who remain in Oxford and Cambridge never seem to be as sensitive to as those who are scnt out for missionary duties in other universities, namely the dangers of inbreeding. Those of us who have noticed the A.U.C. copying the U.G.C. in its centralist tendencies should light votive lamps against its adoption of the British rule that the ratio of senior lecturers and readers to lecturers in a university should not exceed 2 : 7. The recent questionnaire and the requirement that its impn'matur be obtained for buildings are startling enough. One might have thought that the elaborate system of checks and counterchecks, stops and goes which constitute the many­ layered gcvernment of each of our universities would have been equal to a reasonable decision on the proper size for a staff member's study or on the proper total undergraduate enrolment. The general contempt in which academic persons hold the competence of one another makes one suspect that these tendencies originate in the academic rather than the non-academic members of A.U.C. W. M. O'NEIL THE SHAPE AND SUBSTANCE OF ACADEMIC HISTORY By R. W. SOUTHERN Oxford University Press N 1850 the University of Oxford faced a crisis. In that year a Royal I Commission recommended that the University should abandon its academic system and restore the University to the nation. In particu­ lar, they recommended the creation of an honours school of history. Within 20 years the subject was defined, and within 50 years one undergraduate in three was reading history at the University of Oxford. But by 1938 the proportion had fallen to just under 25 %, and by 1960, to just over 15 % . The aim of Professor Southern's inaugural lecture as Chichele Professor of Modern History at the University of Oxford, was to explain the reasons for the rise and decline of history as an under­ graduate subject. His answer is a simple one which is presented with the clarity, sympathy and insight which won him his great reputation as a teacher of mediaeval history at Balliol College for the past 25 years. Professor Southern explains that the school of modern history attracted students because it answered a felt need at the time. That is to say, that those who surveyed the world from England in the third quarter of the nineteenth century concluded that their material, and indeed their spiritual pre-eminence were to be attributed to British BOO K REVIEWS 47 political institutions and the Protestant religion as by law established. So they made their courses in history a study of the sources of their own greatness. They studied English history in a broad sweep, and the history of English institutions at depth and in detail. This syllabus succeeded so long as its content corresponded with the interests, values, and way of life of the society it was designed to serve. In this section of his lecture, Professor Southern was on ground acceptable to all the contending groups in his own society. When he moved on from an analysis of the reasons for the decline of interest in Oxford academic history to a programme for the future, Professor Southern abandoned the position of the scholar in which by temperament and persuasion he is very much at home, and took up the position of a partisan. He wants Oxford academic history to move out of the constitutional and political strait-jacket, and take up such subjects as the history of thought and the history of social conditions. Academic subjects tend to reflect the interests and values of the group or groups in power in society. That is a truism. Unfortunately Professor Southern discusses the future of academic history without paying attention to the possible future of English or European society. In this sense he is rather like the Neckers, the Calonnes and the Tur­ gots, who toyed with adjustments when all the signs pointed to a major upheaval. Magna Carta, the rise of parliament, Bate's case, Darnel's case, and Hampden's case provided an excellent intellectual discipline for those who accepted the assumptions of 1870. It is no real solution to the problems of 1962 to suggest that students should also have a look at the intellectual, theological and economic background to, say, Darnel's case, because students now understandably are bored by those who plunge deep into the billabongs; they want their teachers to talk about the main stream. On what that stream is opinions must differ, but one sees little sign that the English historians are in the centre of it. M. CLARK Australian Natio1lal University

A UNIVERSITY PRESIDENT SPEAKS OUT ON CURRENT EDUCATION By CARROLL V. NEWSOM Harper & Brothers, New York, 52·95 Na recent pamphlet, The College and University President at Work, t I a picture is painted of the president of an American university as a fund raiser, business manager, after-dinner speaker and what have you; a man, although usually chosen for his stature in the scholarly world, forced by the circumstances of his office to delegate his educa­ tional obligations to academic vice-presidents, provosts, deans and even to professors. The author of the book under notice, originally a mathematician and now, since 1956, President of New York University, has taken time 48 VESTES off from his work as an organization man to write about education for - whom? Here is the weakness of the book. Part of it consists of some sensible advice that might well be addressed to the parents of a bright schoolboy or young undergraduate; part of it might be of interest to the student himself; part is clearly addressed to those whose work is to plan curricula. It is not surprising that, having such different audiences in mind, the author has not really succeeded in writing well for any onc of them. The ideas, when onc can discern them in the rather cloudy writing, arc unexceptionable for the most part, if not very profound or origina l: all education is really self-education encouraged, or otherwise, by the circumstances and environment in which it is conducted; parents should encourage a scholarly atmosphere in the home and keep an eye on the educational possibilities of television; education is becom~ ing too stereotyped- formal teaching should be replaced by group discussions and individual reading; and so on. Good sound stuff, none of it new and most of it expounded here rather less effectively than in a hundred other publications. When he gets round to discussing teaching and research, however, Dr. Newsom becomes a little heterodox; there should be two staffs, he says, a teaching staff and a research staff, although some outstanding scholars could serve with distinction on both staffs. "But some profes­ sors" J he complains, "who obviously should be affiliated only with the research staff are attempting to maintain their membership in the teaching group; frequently these professors are a source of consider­ able discouragement to their students". The main argument for this segregation of function is, apparently, an administrative one: the real cost of research projects will become apparent and can be accurately charged to the public and private agencies that are served. This is surely to let the administrative tail wag the academic dog. So to one administrator who fancies himself as a quasi-academic still, the book was a disappointment. Perhaps when Dr. Newsom next neglects his officia l duties for another spell of writing he should address himself to his brothers, those harassed presidents and vice­ chancellors, who at present have no more reliable guide than if the G OWTt Fits. J. A. L. Matheson BRITAIN IN THE SIXTIES: EDUCATION FOR TOMORROW

By J OHN VAI ZEY Pel/guin Special, 4/ 6 sterling H I S is a very readable book; it is forcefull y written and expresses T strongly held views in straight forward language. These fa cts, added to its price (Aust. 45. 6d.) and brevity should help it to the large sale it deserves. Naturally, most readers will find at least one item they disagree with; there must be as many viewpoints on education as there BOO K REVIEWS 49 are educators, but the book does compel one to rethink one's own opinions-or prejudices. The author, John Vaizey, is Director of the research unit in education at the University of London and the author of "Costs of Education" (1958) a much larger and more detailed study. His attitude is broadly that of the British Labour Party; like them he advocates the acquisition of the British Public Schools by the State; though whether this somewhat extreme step is the best or only way of breaking the meshes of the "Old Boy" network is insufficiently discussed. His criticism that "the Public Schools have unscrupulously taken more than their fair share of maths and science teachers by offering them better conditions and salaries" makes an Australian blink, as does his assertion that "by 1980, graduates may well be a majority of the (teaching) profession" (this includes primary teachers). Indeed, one thought is that he doesn't know how fortunate, by our standards, British educators are; another, that he might well visit us to see the effect of some of the measures he advocates. His statement that "if the Universities were extended to cover the \vhole of higher education there might at first be a very great drop in standards, but they would almost certainly improve in the long run" would earn him friends in some educational circles here. On the other hand, his passionate pleas for educational advance in the interests of economic well-being, will echo the feelings of many Australians; his criticism of "traditions of leadership which are extremely inappropriate in our modern world" are even more apt in our Asian context; while his claim that educators should have more say in education, and local politicians less, may have some bearing on our situation. Above all, his clear demonstration that it is the duty of the central government to find the large amount of money needed seem very familiar-and right. As is to be expected, he attacks the "eleven plus" examination, and deplores the talent wastage of early school leaving, though here he seems to underestimate the decisive influence of a good (not necessarily synonymous with a wealthy) home background. He docs not to my mind really succeed in overcoming the familiar difficulty: how one reconciles a considerable expansion of the school and university population with the maintenance of academic standards. In passing, it is amusing to find a member of an lnstitute of Education criticising psychologists for their reliance on I.Q. tests; ten years ago school teachers who did likewise were sternly told they were old-fashioned. I would, incidentally, have liked to have heard more school teachers' views on the matter discussed; unlike Australia's Public Service teachers, British teachers have far less need to look over their shoulders before criticising majority views. It will be apparent that this Penguin Speciallivcs up to the standard one has come to expect from the series, in as much as it has shaken some of the reviewer's shibboleths. It should prove equally stimulating to other readers, for it contains far more of controversial interest than there has been space to mention. MICHAEL GREENING University of New South Wales 50 VESTES THE EXPANDING UNIVERSITY

By W. R. NIBLETT Faber, 18j- sterling

HIS book is a personal report of a conference at Oxford in April T 1961 on "The Expanding University: a Christian Appraisal" by its chairman, Professor Niblett of the University of London; the conference itself was referred to in some detail in Alan Binns' U.K. newsletter in the June 1961 issue of Vesles. Professor Niblett himself is well worth quoting: "A society cannot afford the luxury of escaping from radical criticism by its young intelligentsia." "Rarely have our almae matTeS been in such danger of the kind of respect they should not wish to have. ] t is no honour to a university tcacher that he should be looked to primarily as a safe member of the establishment." He is equally provocative in his summing up, where he bluntly says that the Christian may well find a worthwhile ally in the humanist and stresses the content of the Christian belief rather than the possibly empty form. He castigates the angry young men for not being angry enough and hopes that the Christian may be the most lasting radical. The main part of the proceedings seems to have been devoted to dodging the principal issue: can British Universities absorb the half million students Sir Geoffrey Crowther predicts, without radically altering their structure and methods? Although Lord James and Sir Charles Morris both posed the question, most ofthe remaining speakers assumed that the old ordcr would continue: the figure of 3,000 for a student body of a university now being established was thought the most that could be achieved in ten years' time. Unique and valuable though the Oxbridge system might be, few seemed aware that it is scarcely a century ago that Parliament itself drastically altered the character of Oxford and Cambridge in response to the pressure of the Victorian middle class. Apart from a passing reference to the U .S.A. and ourselves, there was little mention of how other countries were meeting the same difficulties, although British and Continental universities are no further apart than are ours. The Vice-Chancellor of Durham University was one of the few exceptions; he directed attention to current practice at M.I.T. and advanced suggestions for the democratisation of university government. Some of the discussion from the floor revealed that younger academics were by no means satisfied with their elders' bland assurances. This book, then, is well worth while reading for an insight into currents of opinion amongst British university teachers, but one would equally like to read accounts of similar conferences in Europe, America, Japan and, indeed, if they are allowed, in Russia and Eastern Europe. MICHAEL GREENING Universily of New Soutlt Wales BOOK REVIEWS 51 COMMONWEALTH UNIVERSITIES YEAR BOOK 1962 Published by the Association of Universities of lhe British Commonwealth, London, 1962. £4/ 4/- slerli,lg (obwi'Ulble for £2/ 19/- slerling by Sillj] members of universities that are member illstitutiolls of the A.U.B.C.) (pp. 1,668 + xxxi) F the A.U.B.C. did nothing else, the production of this annual I compendium of information alone would justify its existence. For each university there is, besides much elsc, a list of teaching staff by departments, number of students, degrees, etc., offered, scholarships, fees, facilities, and even new buildings. For each country there is a most useful introductory survey of developments and problems, rang­ ing over the entire university scene ill each Commonwealth country. Among the entirely new items in the 1962 edition is an introduction to the pages for Nigeria, written by Sir Alexander Carr-Saunders, and a completely new introduction to the Canadian section. The appendices contain summaries of admission requirements, and a desc ription of the Commonwealth Scholarship and Fellowship Plan, as well as an eight page bibliography, in which Vesles is noted for the first time. The book is incredible value for money, and at the conces­ sion pricc a copy should be in every staff common room. E. L. '¥I-lEELWRIGHT

Books for Review-Notice to Publishers Vt!sus welcomes books for review from all publishers, but wish(.."S to confine its allention to books dealing with universities and education generally. It is regretted therefore, that textbooks, and those on particular subjects, cannot be reviewed in these pagcs.-Ediwr.

TELEVISION AT THE UNIVERSITY OF NEW SOUTH WALES A closed circuit television system was inaugurated on 30th October, in Science Hall at the University of New South Wales. The system, which will be available for experiments in university teaching, uses a coaxial cable to broadcast from the Science Hall to an adjacent lecture theatre and three smaller lecture rooms. It is estimated that 25 students could be grouped around each of eight monitor sets, so that 200 students could have the equivalent of a front-line seat at any demonstration. It is a feature of the equipment, which includes two broadcast quality Videcon cameras, that programmes broadcast by any local television station could be screened on the monitor sets. The equip­ ment makes the University of New South Wales the first in Australia to have a comprehensive broadcast quality television system. 52 VESTES

LETTER TO THE EDITOR EDUCATIONAL TELEVISION Sir,- I am directed by the Australian Broadcasting Control Board to write to you and sc=ek your views and assistance in connection with the use of television for educa­ tional purposes. 2. The Postmaster-General, to whom the Board has made an interim report, has approved a proposal by the Board lhat, as a preliminary to a more intensive exam­ ination by it of the issues, it should invite educational bodies generally, and persons, institutions and organizations interested in the use of television for educational pur­ poses, to express their views on the basic quest ions which appear to arise. 3. Expressed in the simplest tenus, the main questions seem to be : for what educa­ tional purposes should television be used, and how should these purposes be achieved? From the review which it has been able to make so far, the Board thinks that in order to secure cxpressions of opinion which may be uscd as the basis for future planning, these questions should be subdivided, and it is proposed to do this later in this letter. 4. As you are no doubt aware, there have been many developments in this field overseas, both for in-school use and for the purpose of general mental enrichment. In general, educational television is expanding rapidly; in many cases not as part of a predetermined or co-ordinated plan, but as a result of particular and urgent local requirements. The following are some of the reasons given for this development : (a) it enables understaffed institutions to cope with a rapidly-expanding school and university population; (b) it has made possible instruction in particular subjects (such as Art and Music) where there is a great scarcity of qualified teachers; (e) it is able to provide students individually with more effective demonstrations of scientific and other practical experiments than is possible under prevailing class conditions; (d) in the universities in particular it has enabled a first class teacher to be brought to the extremely large first-year classes, leaving follow-up work in the hands of less well-trained graduate students j (I) there is developing a substantial minority of adults who seek more infonnative programmes, and a greater diversity of cultural material; (f) it facilitates tcacher-training, initially at student-teacher level and later as a refresher course, and provides for the continuing professional development of the teacher. 5. Our preliminary consideration of this matter- suggests that the claims which are made for educational television are that it might be used for the following purposes : (1) At primary level (a) co-ordinated with classroom teaching (with follow-up by local teacher); (b) substitute for classroom teaching (with or without local teacher); (e) supplementary infonnation and instruction. (2) At secondary level (a) co-ordinated with classroom teaching (with follow-up by local teacher); (b) substitute for classroom teaching (with or without local teacher) j (e) supplementary information and instruction; (d) special studies in particular subjects occupying predetermined school periods at irregular intervals (e.g., English-drama, readings of English literature; science--demonstrations, etc.). (3 ) All

AMERICAN ASSOCIATION OF UNIVERSITY PROFESSORS POLICY ON EDUCATIONAL TELEVISION The statement whichfollows has been preparrd by the Association's Committee C OTl College and University Teaching, Research, and Publication. Although publication in the AAUP Bulletin has been authori<.,ed by the Council, the statement has 'lOt )'et been accepted by the Council as constituting official Associa­ t£on policy. It is printed here in ordfT that conferencn, chapters, members, and other interested persons may have an opportunity to suggest changes, additions, and deletions before further action is taken. T is imperative that a constructive pattern for relationship bctween I administration, fa culty, and students be defined for the use of television in college courses. The following statement relates chiefly to the role of the teaching faculty in the planning and development of such a programme. 1. The major responsibility of the teaching faculty in thc formula­ tion and decision of policies governing the use of educational television and in the planning and preparation of specific programmes should be assured. Though the professor in a televised programme should be wil­ ling to learn from the television experts, he should, as the educational authority, have final responsibility for the content and objectives of the programme. 2. Freedom of the teacher and student to inquire and to learn the results of inquiry should be fully guaranteed. Special care in this AMERICAN .\SSOCIATION OF UNlVERSITY PROFESSORS 55 regard must be taken to assure (a) that the selection and presentation of materials and of points of view remain the full responsibility of the teacher and of his academic colleagues, who have the requisite train­ ing and perspective needed for these tasks; and (b) that different points of view are fairly presented to give the student the opportunity to see, hear, and judge for himself when controversial issues arc involved. Grants, financial sponsorship, and other support should be given and received without conunitments or reservations that would in any way limit the inquiries and expressions of teachers and students. 3. Active and responsible participation of the student in his educa­ tion should be assured. Opportunities beyond the televised programme for student initiative and for personal contacts between students and teachers should therefore be provided through such means as regularly scheduled discussion or laboratory periods, facilities for student ques­ tions, individual consultation, writing and criticism of papers and examinations, and the availability of collateral reading and illustrative materials. 4. Decisions to award credit for televised courses and to fix stand­ ards of eligibility for admission to pursue such courses for credit should be made by the faculty a nd based on educational rather than economic advantages. Adequate means of appraisal of the students' achievement according to the normal academic standards for credit should be established with recognition that special care and additional evidence may be needed in televised courses to maintain these standards. 5. Adequate faculty time should be provided, and periodic studies made to insure that the time allowed is consonant with competent teaching and a reasonable total load. Drastic reduction of other duties will be necessary during the faculty member's preparation for offering a television course a nd during at least his first experience in teaching it. 6. Faculty members directly involved in the production of audio­ visual tapes and films should be given that control over their continued use necessary to protect students from obsolescent teaching and teachers from damaged reputations. Savings accruing from repeated showings in the same institution a nd profits fi'om sales and rentals to other institutions should be distributed with due regard for the I·jghts of teachers in the tapes and films, as in printed materials prepared for their students, and for the institution's responsibility to encourage the growth of faculty members as scholars and teachers. A fitting means of encouragement would be the investment of such savings and profits in provisions for released time in gra nts for study and publication and in improved library and other research facilities. 7. Continuing research should be conducted to determine the effects of television courses on the students' lea rning, on the conditions of teaching, and on the academic conununity in general.

Rrprintedfrom A.A.U.P. Bulletin, Summer, 1961, byarrallgemlllt. 56 VESTES

NOTES AND NEWS THE SALARY AWARD AT THE UNIVERSITY OF NEW SOUTH WALES N 25th September, 1962, Conciliation Commissioner, R . Gorman, O gave his decision in the salaries case for the Academic Staff of the University of New South Wales. The salary ranges awarded by Mr. Gorman (with the previous salaries shown in brackets) were: Professor £5,125 (£4,292) Associate Professor £3,875-£4,525 (£3,192-£3,492) Senior Lecturer £3,04{}-£3,550 (£2,592-£3,042) Lecturer £2,20{}-£2,910 (£1,772-£2,477) Increases granted to lecturers lay in the range £383 to £433, while senior lecturers obtained increases in the range £438-£508. Professors' salaries were increased by £833 while in the Associate Professor group where there are three salary levels increases were in the range £683 to £1,033. A few days after the publication of the judgment the Minister of Labour and Industry, Mr. Maloney, using his power under the Act relating to Arbitration and Conciliation referred the matter to the Industrial Commission to redetermine what rates of salary should be paid to the Academic Staff of the University of New South Wales. This particular action of referring a case to the Industrial Commission after judgment had been given appears to have been quite unprece­ dented. The Staff Association of the University of New South Wales is able to seek an award through the Courts because, for historical reasons, it is an Association within the N.S.W. Teachers' Federation, which is a state registered trade union. The Federation is then able, on behalf of the members of the Association, to seek an award through the State Industrial Commission. In 1957 the first approach to the Commission was made and Mr. Justice Kelleher made an award in December of that year. Subsequently the University raised its salary scale above the award to conform with the Murray Committee recommendations. In February, 1960, the rates payable were increased by agreement between the parties, the agreement to be operative for twelve months. In 1961 the Association sought a new scale of salaries from the University. On this occasion the University found itself unable to enter negotiations because it was made clear that no further financial pro­ vision would be made available to the University to pay higher salaries. The Staff Association then asked the Teachers' Federation to file a claim for a new award. The claim was heard by a Conciliation Conunittee which consists of a Commissioner and two nominees from each party to the dispute. A Committee may, after hearing evidence, NOTES AND NEWS 57 agree on a finding, but in this case no agreement was reached and it was then left to the Conunissioner to make a judgment. Evidence was given at the hearing by several staff members and by the Vice­ Chancellor. The Crown was given leave to appear but submitted no evidence. The new hearing by the Industrial Conurussion is set down to begin on November 19th. It is understood that in this case the Crown intends to make submissions Hin the public interest."

SUPPORT FOR THE ORR FAMILY The Federal Council at its Annual General Meeting in 1961 recom­ mended to Associations that members assist in providing financial support for the maintenance of Professor Orr and his family. Some Associations have established funds for this purpose and have made contributions either directly or through Federal Council to the Orr family. Where an Association has not established a fund, members wishing to make a donation for this purpose are advised that Federal Council will pass on any donations received for this purpose. Donations should be sen t to : The Secretary/Treasurer, F.e.U.S.A.A., School of Civil Engineering, University of New South Wales, P.O. Box 1, KENSINGTON, N.S.W.

I. J. SOMERVAILLE

AUSTRALIAN AND U.K. GRADUATES The following figures compiled by our statistician from official sources, will doubtless interest readers:

Australian Bachelor Degrees Population Bachelor Degrees Ratio as Conjrrred Aged 20-24 years p" 1,000 ,j Percent of (Estimated) age group U.K. Ratio (! ) (2,) (3) (4) Awt. I U.K. I Allst. I U.K. I Awl. I U.K. I 1957 .. 3,024 17,990 612 3,183 4·9 5 ·7 36 1958 .. 3,381 18,941 625 3,222 5·4 5·9 91 1959 .. 3,613 20,565 647 3,273 5·6 6 ·3 89 1960 .. 4,184 22,242 67 1 3,319 6·2 6 ·7 92 58 VESTE.!!

THE 1962 ANNUAL GENERAL MEETING OF FEDERAL COUNCIL H E annual general meeting this year was held at Monash Uni­ T versity in the Alfred Deakin Hall, the first hall of residence to be constructed at this University. The meeting was held on 15th and 16th August and was attended by 24 delegates from 13 associations, and the three Executive members. A short report of this meeting follows. The account given of the meeting is not comprehensive, no reference being made to certain agenda items of a purely formal nature or thought to be of limited general interest. Association members wishing to read a fuller account may examine copies of the minutes held by the secretary of their association.

Report if the Executive This report was published in the last issue of Vesles. There was some discussion at the annual general meeting of the problems involved in maintaining a satisfactory relation between the Executive of Federal Council and the Associations. 'rhe report of the Executive was adopted.

The Orr Case The Tasmanian Association reported that it had adopted a draft Statute of Tenure and forwarded this to the Council of the University, asking that it be adopted. It was also reported that a Visitor to the University (Lord Rowallan) had acted in response to a petition seeking a review of the Orr Case. The Visitor had however declined to take action, on the grounds that the events complained of had occurred some years before. He did however recommend that the University should reconsider the question of tenure for its academic staff. It will be remembered that Federal Council censured the University of Tasmania in December, 1960, partly on account of the unsatisfac­ tory nature of the procedures used by the University in dismissing Professor Orr. Since the adoption by the University of a satisfactory tenure statute would be a guarantee that such defective procedures would not be used in the future the meeting resolved to empower the Executive to act on the censure if such a statute was adopted. The meeting then reaffirmed the censure.

Federal Council The meeting recommended certain improvements to the Constitu­ tion of Federal Council and the inclusion of a clause authorizing the appointment of paid employees. The Executive was asked to put fonvard proposals for the establishing of a position of Senior Admin­ istrative Officer. It was proposed that, if possible, a special meeting of ANNUAL GENERAL MEETING OF FEDERAL COUNCIL 59 Federal Council should be called early next year to consider these questions.

Finance It was resolved that the capitation fee should remain at 30/ -.

Vesles General satisfaction was expressed with the format and contents. It was thought that, although the Editor has a free hand in what he publishes, it would be worthwhile if facilities could be offered for critical articles to be commented on in the same issue. Mr. Wheel­ wright was thanked for his services as editor and re-elected with acclamation.

Future Pattem of University Education The report of the Standing Committee, which had been published in the June, 1962 iss ue of Vestes was adopted. The report had been forw'arded to the Universities' Commission Committee on the Future of T ertiary Education. The meeting resolved that the persons respon­ sible for the report be congratulated.

Australian Universities' Commisjion It was decided that a Federal Council should make a submission to the Commission for the 1964-66 triennium. The meeting expressed disappointment and concern that the A.U .C. had taken no steps towards establishing a satisractory superannuation scheme for Aust ralian univcrsities.

Allowances for Conferences in Australia A report from the Staff' ASS0ciat ion of the U niversity of Tasmania was presented and the following recommendations were adopted: (I ) Attendancc at conferences releva nt to the academic work of a staff' member should be regarded as a usual in cident of his duties to be encouraged as far as poss ible having regard to the sta ff' mem­ ber's other university commitments. (2) Full tourist air fares should be paid' between the member's university and the conference centre in Australia or New Zealand. (3) Maintenance should be paid to a member at the full rate allmved within his university for travel on research or other univer­ sity business, for each day 01' night necessarily spent away from his own universi[y centre.

Salaries Negot£ation Procedure Earlier proposals for machinery to determine academic salaries had not met with complete support. The meeting, in the light of this experience, agreed to the following principles: (I) The review of salaries should be placed in the hands of an inquiry, the membership of which should be agreed between all parties concerned. 60 VESTES (2) While the hearing of the inquiry should be conducted so as to limit the number of parties involved, and should emphasize the procedures of consultation, the inquiry should feel free to request evidence from any party it thinks fit. There should be adequate opportunity to discuss claims before the inquiry, and reasons should be given for the recommendations. (3) A recommendation should be made in such a form that it does not place limitations on the existing discretion of university governing bodies to make appointments within a range, or to per· mit variations above minimum rates. (4) The inquiry should be regarded as an ad hoc body set up to deal with the present ,situation concerning salaries.

Review of Present Scales The meeting resolved to seek a new scale of salaries at the earliest opportune time. The scale proposed is as follows: Professor .. £5,650 Reader £4,600 Senior Lecturer £3,300--£4,100 Lecturer .. £2,200--£3,200 Australian Universities Conference It was reported that the Vice-Chancellors' Committee had proposed that the second Australian Universities' Conference be held in August, 1964. The Council favoured an earlier date, May, 1963, and it was suggested that the internal structure of university government might be an appropriate topic for the conference. These conferences were instituted as a result of a proposal made by Federal Council and the first conference was jointly sponsored by the Vice-Chancellors' Com­ mittee and the Federal Council. The Council wishes this arrangement to continue.

ACADEMIC DIVISION OF LABOUR "It is beller for the universities to concentrate only on those students who are capable of absorbing and benefiting from this ultimate fonn of education which they provide. Those who, however capable by ordinary standards, do not have the potential necessary for a university course, should not be required to absorb any more 'general education' than they can cope with, with­ out prejudice to the achievement of as high a standard as possible in their own particular specialty. Let us, therefore, rather than seeking ever larger multitudes in our universities, degrading them to an ever lower common denominator, channel the available resources into the development of our technical colleges to a standard at least on a par with that of the Melbourne Institute of Technology, whose diplomates are welcomed throughout industry with open arms". University ofN.S.W. Bob Miller, President of the Students' Union, 77rarunfta, 30.8.62. 61

REPORTS OF N.S.W. STAFF ASSOCIATION

MONG the reports adopted by the University of New South A Wales' Staff Associations since its annual general meeting in October 1961, there are three which are likely to be of interest to people in universities elsewhere. They deal with university organiza­ tion and staff conditions, communications within the university, and selection and appointments procedures. Summaries of their contents and main recommendations are given below.

J. Report on Universily Organi~ation and Conditions Affecting Recruitment Obviously the purview of this report is wide, taking in such general aspects of university organization as policy making, faculty member­ ship, promotions procedures, and delegation of authority. The drafting committee, indeed, addressed itself to no less general a question than "What changes (leaving salaries aside) would make the university more attractive to academic applicants, and its environment more favourable to good academic work?". In its preliminary report to the executive, the committee stated, inter alia, that from its inception the university had granted complete academic freedom to all staff members and at the time of making its report in 1961 the committee was confident that there was no suspi­ cion of any political or religious tests being applied when considering new appointments to the academic staff. The principal recommendations of the completed report are as follows: (i) The main decision-making body within the university, apart from the council, should consist of the Vice-Chancellor and the deans. (ii) The dean of each faculty should be a full professor and elected to the deanship by members of faculty. (iii) The dean's term of office should be three years. (iv) All permanent members of the academic staff should have the right of membership of an appropriate faculty. (v) Heads of schools' should have delegated to them greater authority in various matters such as authorizing the use of travel funds, purchase of equipment and material, appoint­ ment of teaching fellows, tutors, technical staff, etc., and should have authority to delegate such responsibility to appro­ priate members of the staff of their schools. The report also sets out certain proposals relating to promotion procedures, the most important of which are: (i) The committee to consider such promotions should consist of the deans and the head of the school of the person being con­ sidered (where such head is not a dean). 62 VESTES (ii) It shall be open to any member of the staff at the top of the senior lecturers' range to make application for advancement to the status of associate professor. In this regard an important rider was added to the effect that while high scholastic achieve­ ment should be sine qua !lOll to such advancement, devoted service in teaching, the necessat'Y a nd often burdensome tasks of organi zation and administration might also, quite properly, be taken inLO account. Most of the procedures recommended in the report have recently been adopted, the only major exception being that no change has been made in the method of appointing deans.

2. Report Oil Commu1lications lVi/hill the Ulliversity 'l 'his report treats a problem, which is causing increasing concern in our universities as they expand and lose their intimate character, that of keeping the rank-and-file academic staff (which may include some professors) adequately informed of proposed changes, and of allowing them initiative in the development of the university. Accordingly, cer­ tain of the proposals in the report arc designed merely to improve communications, while others are aimed at giving the ordinary aca­ demic staff some say in university government, e.g. the report recom­ mends that the Staff Association representatives on Council make an immediate report to the Association of the proceedings of each council meeting, that a joint committee of Council and Staff Association be set up, and that representation of the Association be sought on the Professorial Board, the Vice-Cha ncellor's Advisory Committeet and the Qualifications Committee. This report, too, recommends that all full-time academic staff be members of appropriate faculties.

3. Report Oll Selection and Appointment Procedures This report sets out currenttt procedures, certain objections to cur­ rent procedures and suggested modifications. The broad purposes of the changes proposed in the report are to strengthen the role of the Professorial Board and to reaffirm the author­ ity of the selection committee, in the selection of academic staff, (a) by providing ex-officio representation of the Professorial Board at every stage in the selection of academic staff, and (b) by simplifying the existing complex system of reviewing bodies, viz. the report recom­ mends the elimination of reviewing bodies which are not academic in nature or include no academic representatives, such as, for example, the Personnel Suh-Committee of Council. In closer detail, some of the notable recommendations in the report are: (I) The short-listing of candidates for a chair should be carried out by the selection committee. (2) The recommendation of a selection committee, including a re­ commendation regarding salary, should be forwarded to the Vice-Chancellor. (3) Tn the event of any dissent from the selection committee's recom­ mendations the matter should be referred back to the committee. REPORTS OF N.S.W. STAFF ASSOCIATIONS 63 (4) The new report of the committee should be forwarded to the Professorial Board; and if approved by the Board, it should be fonvarded to council with the Board's endorsement. (5) In the event of council dissent from the recommendation, the matter should be referred back to the Board. The report also recommends that no appointment be made, by invita tion or otherwise, except in accordance with the recommenda­ tions of a properly constituted selection committee, that the final report of the committee should be signed by all its members present at a duly constituted meeting; and that, except where otherwise agreed by the Vice-Chancellor a nd the Professorial Board, all members of selection committees be academic staff members of a university. University Council has recently considered selection and appoint­ ments procedures and the Vice-Chancellor has issued a statement of procedures which embodies many of the recommendations of the Staff Associa tion's report. August 1962 tin lOme unh'ersities the tenn "Department" is used instead or"School". tMembcrs of the V-C ...\. C., in addition to the Vice-Chancellor and the llursar, are the deans, who are appointed annually by Council. tt"Cu rrem" that is, at the time tlle Report was drafted.

ADVERTISING EX CATHEDRA? " One of the most significant developments in advertising education is the suggested establishment of a Chair of Marketing at the University of New South Wales. Speaking at the Hoover Marketing Awa rds presenta tion dinner in Sydney, Professor J. P. Baxter, the university's Vice­ Chancellor, said the cost of establishing such a chair at a ny Australia n university would be £20,000". Financial Review, 3.7.62 .

RUSSIAN GRADUATES "By 1980 Russia would have an annual output of 8,000,000 qualified graduates, only some of whom would be for use in Russia, Sir Willis Jackson, professor ofelectrical engineering at the Imperial College of Science and Tech­ nology, said in London. The rest would be for export to under-developed countries and the Western world had to match this effort or else the economic and social conse­ quences would be serious". Times Editorial Supplement, 29.6.62. 64 VESTES

CENSURE OF THE ADMINISTRATION OF THE UNIVERSITY OF TASMANIA

N 7th December, 1960, Federal Council censured the Administra­ O tion of the University of Tasmania, as a result of the final report of Council's investigating committee into the dismissal of Professor S. S. Orr. This report showed that the termination of the appointment of Professor Orr was clearly a violation of generally accepted standards relating to academic tenure in the following respects: 1. The University Inquiries were defective procedurally, in that they failed to accord "natural justice" to Orr. 2. The findings of the University Inquiries were not supported by adequate evidence. 3. In the subsequent litigation, the University of Tasmania con­ ducted its case against the dismissed professor in a manner which warrants explicit condemnation, as conduct totally unworthy of a university. The tenn Administration includes the senior administrative officers and the governing body of the University of Tasmania, and censure was imposed for the sole purpose of informing our members, the profession at large, and the public, that the University of Tasmania has failed to observe academic due process and generally accepted standards of "natural justice" in the foregoing respects. The full text of the censure motion, and the final report of Council's investigating committee, were published in Veslts, Vol. IV, No. 1 (March, 1961, pp. 69-88). Censure of Administrations is reviewed by Federal Council at its Annual General Meeting in August. On July 10th, 1961, Federal Council wrote to the Vice-Chancellor of the University of Tasmania, asking whether the University was contemplating any action which might cause Council to remove the censure. No reply has been received. The Censure was reaffirmed at the Annual General Meeting on 15th and 16th August, 1962.

TASMANIA'S VISITATION AND ACADEMIC TENURE FROM OUR TASMANIAN CORRESPONDENT N August 10th, 1962, the Governor of Tasmania (Lord Row­ O allan), in his capacity as Visitor of the University, delivered his findings in the matter of a petition presented to him four months earlier by ten members of Convocation. Three of the petitioners were TASMANIA'S VISITATION AND ACADEMIC TENURE 65 members of the permanent teaching staff; the other seven (aged from 22 to 82) were graduates of the University of Tasmania, four of them engaged in post-graduate research in arts, science, and economics. Only three of the petitioners had any acquaintance with Professor S. S. Orr at the time of his dismissal. The burden of the petition was contained in the request that the Visitor" ... make a Visitation to the University with a view to making such findings as seem proper ... with regard to the actions taken and the procedures adopted by or on behalf of or within the University . and in particular those relating to or surrounding the dismissal of Professor Orr and matters a nd procedures in cidental thereto and ... to give such directions with regard thereto and to the future conduct within the corporation as will restore to the University and maintain the high traditions and standards common to universities throughout Her Majesty's Realm and Commonwealth". Despite the most comprehensive documentary support of the Peti­ tion, the Visitor found (in part), as reported in the Press, that " the substantial delay that has elapsed between the occurrences and the presentation of the Petition, in my j udgment, makes it right and proper for me in the exercise of my discretion to refuse the relief claimed in respect of them". H oweyer, he stated further, that " Whilst 1 have declined ... to investigate these matters in detail and make findings in relation to them, I am deeply consciolls of their importance and significance to the University as a whole a nd to the academic community in particular. Jssues relating to the tenure of members of the academic staff, and to the procedures and methods proper for the investigation and determination of disciplinary complaints against them, I regard as matters of fundamental importance to the well­ being of the University. I am glad, indeed, to see from its answer (to the Petition) that Council takes a like view. I quote to you a passage from ... the Council 's answer: 'On behalf of the Council, the Vice­ Chancellor (Professor Isles) has consulted with his colleagues on the Committee of Australian Vice-Chancellors with a view to the evolv­ ing, for consideration by the stafT and Council, of standard procedures appropriate for the investigation of serious complaints against mem­ bers of the academic staff.' ... it is my wish and my direction that the University shall diligently persist with its deliberations, in consultation with other university authorities and bodies, to ascertain whether more specific formulations arc desirable to lay down the means and methods and procedures by which matters such as are raised in the Petition should be resolved". Following representations by members of Council and coinciding with the submission by the University Staff Association of an unam­ biguous draft Statute of Tenure, the Council at its September meeting set up a committee (Chancellor, Vice-Chancellor, Chairman of Pro­ fessorial Board, the non-professorial staff's representative on Council, and two lay Councillors) to investigate the tenure question. It is the hope of many that this foreshadows the emergence within reasonable time of at least one positive lasting benefit from the wreckage of the Orr disaster. 66 VESTES FEDERAL COUNCIL OF UNIVERSITY Statement of Receipts and Payments for the

RECEIPTS £ s. d. £ ,. d. Cash at Bank, 10/ 8/ 61 175 7 0 Cash on Hand. 10/ 8/ 6 1 17 5 4 Balance of Capitation Fce, 1960/ 61: Newcastle U.C ... 41 0 0 Capitation Fee, 1961/ 62- Adelaide 517 IO 0 A.N.U. 366 0 0 Melbourne 760 12 6 Monash 121 IO 0 Newcaslle V.C ... 132 0 0 New England 268 IO 0 Queensland 405 0 0 Sydney 611 5 0 Tasmania 100 10 0 Townsville U.C. 10 IO 0 Western Australia 316 IO 0 3,609 17 6 Advance of Capitation Fee, 1962/ 3- Adelaide 300 0 0 Tasmania 76 IO 0 Western Australia 369 0 0 745 IO 0 Contribution towards cost of President's visits­ Adelaide 23 7 0 ,",Vest ern Australia 23 7 0 46 14 0 Contribution t~wards cost of Extended Executive meet- ing: Western Australia .. 44 6 0 Advertisements in Vults 452 18 4 Subscriptions to Vutes 79 I 8 Sale of Offprints 5 0 0 Bank Interest 20 18 7

£5,237 18 5

Audited and found to be in accordance with the books of account and vouchers (S;gned) K. BUCKLEY Secretary I Treasur« 10th August, 1962 67 STAFF ASSOCIATIONS OF AUSTRALIA period 10th August, 1961 , to 10th August, 1962.

PAYME:\TS £ s. d. £ ,. d. Dinner, 1961, Annual Mccling in Sydney 52 4 0 Reimbursement of Dclcgatcs' Expenses, 1961 , Mecting­ Adelaide 56 2 0 A.N.U. 3 1 13 0 Melbourne 59 12 0 Monash 46 18 0 ::\'ewcastle U .C .. 9 17 6 :\ew England 18 19 0 Queensland 65 8 0 Tasmania 64 8 0 \\'l,'S tc rn Australia .. 239 14 0 Vicc-President, F.e.U.S.A.A ... 26 8 0 618 19 6 I ncidental Expenses, 1961 Meeting 3 I I M eeting with A.U.C., Sydney, August, 196 1 7 0 0 Advance of Executive Expenses, 1962 Annual General Meeting .. 56 II 0 Executive Expenses during Year: VisilS of President 10 Adelaide, Perth and Armidalc 107 2 0 Extended Executive Meeting, and meetings with A.V.C.C. and A.V.C., M elbourne, February, 1962 .. 2 12 3 4 Executive Meetings 27 10 6 Incidentals .. 6 6 3 Committee on Future of Tertiary Education­ M eeting, May, 1962 164 13 0 Other Expenses. 35 0 0 199 13 0 Expenses of South African Commiuee 15 3 0 Printing and Hand li ng, etc., of Vestes, three issues 1,667 17 9 Commission and Expenses to Production Manager of VtsttS 224 0 2 Payment for Special Articles for VtsttS 25 6 6 Offprints of Australian Quarterly Article (Rowan's) 11 7 0 I Typing and Duplicating 180 19 6 Stationery 40 0 0 Honorarium to Secretary-Treasurer 200 0 0 Honorarium to Editor of Vt'stes 200 0 0 Honorarium to Supplement Editor of Vt'stt's 50 0 0 LA.U.P.L. Affiliation Fee, 1962 .. 39 8 5 Expenses of Delegate to LA.U.P.L. Conference, 1961 .. 13 16 10 Contribution to A.C.S.P.A. Activities 24 0 0 Purchase of Publications 18 o II Postage 61 8 10 Bank Charges 2 7 6 Balance at Bank, 10/ 8 / 62 1,041 9 10 Cash on Hand, 10/ 8/ 62 26 8 5 £5,237 18 5

of the Federal Council of University Staff Associations of Australia. (Sign,d) A. E. SHAW, Auditor. 10th August, 1962. 68 VESTES AUSTRALIAN UNIVERSITIES SUPPLEMENT APPOINTMENTS, RESIGNATIONS, RETffiEMENTS, PROMOTIONS SINCE JUNE, 1962 LEGEND P = Professor AP= Associatc Professor R = Readcr SL= Senior LcclUrer L = Lecturer A place name-thus, Melbourne, Birmingham, N.S. W.- indicates the Universit y of that name - Indicates the post held was temporary, usually involving post-graduate study of some kind Supplemmt Editor: Dr. A. W. Rudrum, Dept. of English, University of Adelaide APPOINTMENTS ADE LAIDE Nam, Dtpartment Position Previous Appointmtflt GLOW, L. (Mrs.) History L Adelaide· CETZLER, I. L Armidale TREGENZA, J. M. L Oxford· TURNER, I. A. H. L A.N.U. GILLlON, K. L. O ... SL W.A. HUGHES, S. E. Phii'osophy L Manchester· \VINEFIELD, A. H. Psychology L London· PROVINS, K. A. R Oxford SMA-ILES, P. J ... Ceog';aphy L Armidale L),OALL, H. F. Economics P \V.A. WRIGHT, F. K. Commerce SL Industry, Melbourne TULL,]. P. Mathematics SL Ohio PITMAN, Jane SL Tasmania WEIGOLD, E. Phy s i ~~ L A.N.U. PITMAN, M. C. Botan" I.. Cambridge· MACKANESS, C. B. Microbiology P(Personal A.N.U. Chair) HARRI S, J. D. Surgcry SL Adelaide· KIRKWOOD, J. Dentistry L Eastman Dcntal Hospital, London CIIRISTIE, B. J. F. Pharmacy L Ag. College, Roseworthy T A VLOR, B. K. Social Studies L Swansea, Wales O'CONNELL, D. P. Internal. Law P (Personal Adelaide Chair) ROGERS, ,.y. p. Parasitology P (Personal Adelaide Chair) AUSTRALIAN NATIONAL UNIVERSIT Y Ins titutt! of Advan c«!d Studi«!s LEGEND SRF= Scnior Research Fdlow RF = Research Fellow SF= Senior Fellow F = Fellow John Curtin School of M«!dical Renareb WIIITTAKER, V. K. 1.... Biochemistry RF California LOYNING, Y. Php iology RF Oslo STUIBENS. W. E. Experimental SRF Sydney Pathology COOPER, P. O. Microbiology SF Medical Research Council Labs., England SABINE, J. R. Physiology RF Monash RoY, A. B. Physical SF Adelaide Biochemistry M ERCER, E. H. Physical ProfessorialChestcr Beatty Research In- Biochemistry Fellow stitute, London AUSTRALIAN UNIVERSITIES SUPPLEMENT 69 Research School of Physical Sciences Name Departme'lt Position Previous Appointment WALRAVEN, T . Astronomy SF Leidcn Sthn. Station, Trans- vaal SEARLE, L. F U.S.A. HEIER, K. S. Geophysics SF Mineralogisk-Geologisk Mu- seum, Oslo GREEN, D. H . RF Cambridge RALEIGH, C. B. RF California J ANKO, Z. Matl~~malics RF Frankfurt on Main TAYLOR, TEKl.A (M;"') .. RF New York YON ..: ZAWA, M. Thco:~lical RF Hiroshima Physics Research School of Social Sciences B ENN, S. J. Philosophy SF Southampton SEARl.E, E. (M rs. ) H istory RF Huntington Library, Cali- fornia FINCH, P. D ... Statistics F Melbourne Research School of Pacific Studies HEALY, A. M. Pacific History RF A.N.U.· G UNSON, W. N. RF N.S. W. ROOKSBY, R. L. Ar:;hropol~gy RF Manchestcr MIl.LAR, T. B. International RF Columbia, N.Y. Relations BUTT, D. M. B. Economics I'F H . M. Treasury, London STRAATMANS, 'tV. F. RO C.S.LR.O., Canberra MU. U : R, J. D. B. Int e;~at i onal I' Leicester Relations School of General Studies CARNAH AN, J. A • . . Botany S1. C.S. r.R.O., Canberra LIU, T. C hinese SL Northcote Training College, Hong Kong M c DOUGA I.L, L A. Economics L A.N.U. (Institute of Ad­ vanccd S l ud i e~ ) CAIN, N. G. Economic L Melbourne History DOWNE R, L. J. English L Melbourne SMITH, VIVIANE (Miss) . French L New England R IC KARD, j. M. Geology L Geological Survey of Fiji LEARMONTH, A. T. A. Geography P Liverpool ING LIS, K. S. History AP Adelaide BURNS, J. C. Mathcmatics 51. Victoria University of Wel- lington, N .Z. HERBST, P. Philo~ophy P Ox-ford DAHLSTROM, C. E. Physics L Manitoba STAl.KER, R. D. L Nat. Physical Laboratory, Teddington, England TRO'ITER, J. R. Psychology 5L Yale GLADSTONES, W. L Tufts FRIDRIKSOOTTIR, E. A. Stati~~ i cs L I celand Bank of Develop­ ment H EATHCOTE, C. R. SL Stanford H UGHES, R. D. Zooi ~gy SL C.S. I.R.O., Canberra MELBOURNE I SAAC, R. History L Oxford­ PERRY, T. M. Geography SL Queensland RAy, S. N. Indian Studies SL Bombay (5.1. E.S. College) CRAVEN, B. D. Mathematics SL Industry BAKER, J. C. L U.K. Teaching (R.A.A.F. Ac.) 70 VESTES Name D epartment Positwn Previous Appointment SELLECK, R, J. W. Education L State Education Dept. RAnVANSKy,J. L State Education Dept. COLLlNS, J. K. L Private School MARTIN, R. L. Inorg. Chern. P Industry WHITE, J. C. B. Phys. Chern. L A.N.U. COOPER, R. L Melbourne JACKMAN, L. M. O~g. Ch~:n. P Imperial College, London LAWLOR, J. M. L Northwestern FOLSOME, C. E. Z~logy" SL Biological Centre, Boston CoWLEY, J. M. Physics P C.S.I.R.O. SPEAR, R. H. SL Cal. Inst. of Tech.· THOMAS, J. A. R Queensland (R :A.A.F. Ac.) BLOOD, D. C. Vet. Science P Ontario Vet. Call. DEI..ATYCKI, O. App. Science L Industry WILLETT, F. J. Com. and Bus. P Cambridge Admin. GISSON, R. Accounting L Industry HARPER, R. J. A. Economics SL Melbourne STUBBS, P. App. Econ. L U.K. Industry Res. RAPAPORT, A. Architecture L Private Practice LEWIS, W. P. Mech. Eng. L Industry MARTIN, W. R. B. Chern. Eng. SL R.M.LT., Melbourne BROWN,J. B. Obstet. and 1st Asst. Edinburgh Gyn. M UIRDEN, K. Medicine 3rd Asst. Manchester MONASH W A'ITERSON, C. A, Mathematics S1.. Virginia Polytechnic Insti. tute ASCHE, D. S ... STF Private School, Victoria BOLTON, I-l. C. P hysi~~ P (Them. Durham Phys.) McLAREN, A. C, SL Private Industry l .AMPARD, D. C. El c~. Eng. l' C.5.I.R.O. BROGAN, B. W. Econonlics L J ohns Hopkins· SNAPE, R. H. L L.S.E.* F E ITH, H. Politl~s L A.N.U. WALLES, M.J. L L.S.E.· KIRSOf', W . Mod." Lang. SL Sydney BEATON, K. B. L Birminghuln* (German) BROOME, P . L Nottingham* (French) MUECKE, D. C. English SL Newcastle SKINNER, C. Ilistory 5L Malaya (Tndon.) KNOX, B. A. STF Oxford*

NEW ENGLAND PIIILlP, C. M. Geology L Cambridge WALKE R, W. C. Education SL Armidale T eachers' College WAID,]. S. Botany SL Levington Research Stu ~ tion, U.K. HERR , W. MeD. Farm Manage. SL Chicago MORRIS, R. J. H. Physiology SL A.N.U. JAMES, B. F. J. Adult Educ. L New England GARLICK, P. C. Economics L Ghana BINNS, R. A ... Geology L Cambridge AUSTRALIAN UNIVERSITIES SU I'PI .EMENT 71 NEW SOUTH WALES N ame D epartmtflt Positwn Previous . INJOilllment WILKINSON , vV. J. C. Anatomy SL Sheffield L LEWELLYN, K. R. App. Psych. L Sydney· TIRR EL L, R. Biochemistry L N.S.W.'" POCOC K, B. M, Bus. Admin. 51. Industry B u, G. C. Civ. Eng. 51. Birminghalll MA I'/TON-HALL, A. W. 1. N .S.W.· CoNNOR, D. v. E~iuc. iteseareh Sl. Otago DUNWORTH, A. Elect. Eng. 51. Industry SYMES, H. E. J. SL rndust ry, South Africa TAIT, K. E. " L Industry ALLE~,J. M. E~gli sh " L Stellenbosch, South AfriGl COLEMAN, E. A. M. L Industry, U. K. TURr;BuLL, M. R. Hi;:ory SL Industry SHERRARD, H. M. Inst. or High. Exec. Public Service and Traffic Res. DiL RADFORD, J\·liss W. Librarianship SL Public Sen' icc NINIIAM , B. W, Mathematics L Industry, U.S.A. MACKENZ IE,.J. M . Mining Eng. L Industry ROW LAN DS, D. L Industry WILLIAMS, D. VV . Nu~lea r i:lg. SL Industry, U.K. PINHEY, ]. T . .. Org. C hern. L New England BEVERIDGE, ] ... Paediatrics P Private practice Lycos, K . Philosophy L North Wales, U.K. REN r; lsoN, Miss G. Sociology L New England A\\:Gus- LEPPAN, P. Surveying SL :\atal, South Africa

Newcastle University College FIELD, W. G. Civ. Eng. L N.S. W.* ASHWORTH, \V. D. Classics L Public Scn "ic.;e MI LLION, N. M. French L Durham THORNTON -SM ITH, C. ll. 1. Melbourne'" BUTLER, G. D. l\ 1 ~~ h. Eng. 1. XS.W. J OHN, I. D. Psychology L l\ lclboul'l1c* WHITE, 1... A. Surveying L Industry

Wollongong University College T ASS ICKER, O. J. Elecl. Eng. SL Industry ARNOLD, P. C. WI ech. Eng. L J ndustry LOWREY, M. J. L Industry :\lAINSBRIDGE, B. Ph;:sics L Rice, U.S.A.·

Broken Hill BAKER, W. E. Geology L [ ndustry

QUEENSLAND CARR, W. 1-1. Architecture L Private Pract ice DOI-I F.RTY, M. D. (Miss). Biochemistry L Brandeis University, U.S.A.'" GEORGE, M. H. C hemistry L Tech. Coil. , Birmingham KELLY, R. A .. Classics L Education Dcpt., N .S. W. CAMPBELL, W.]. Education R Sydney Unive rsity CURRIE, M. French L Institut d'Etudes Anglaises, Paris TIMMS, D. W. G. Geography L Cambridge· PLA YFO RD , G. Geology L Geolog. Surv. of Canada CROOK, D. P ... History L Public Service KAY, M. 1... M. L San Jose College GERBER, P. La:~ SL Private Practice J ONES, A. S. Mathematics L Melbourrie'" PARFITI, R. T . Pharmacy L Nottingham PRESLEY, C. F. Philosophy p Adelaide 72 VF..sTES Name Departml1ll Positioll Previous Appoilltmmt SMIT H, B. Philosophy A.N.V.· H UXIIAM, C. J. Physiology L Brisbane Hospital C H A M BERLAI N, Mrs. E. R. Remcd. Educ. L Chicago· M CCosKER, P. J ... Vet. Clin. L Cambridge· Studies

SYDNEY T mtNI::R, J. F. Agric . Chcm. l' C.S.I.R.D. L UKINS, H . U. Biochemistry L Texas· VA1.DER, P. C. Botany SL Public Service B R ISK, M . L. .. C hem. Eng. L Sydney· B UC KLOW, M . Economics L Reserve Ban k T U R NEY, C. Education L Sydney· F INLAY, E. A. S. ~Iect. Eng. SL Binningharn GODDARD, B . R. SL N.S.W. M ONDEL, R. H . L T ech. F.c1uc. Dept. GOL DBERG, S, L. C h"a llis C" hair P Melbourne of Eng. Lit. S INCLAIR, K . V. Frcnch tiL A.N.U. CARNEY, T. F. History ,\ I) R hodesia and Nyasaland J ONES, C. F. T . SL New England KER, j . L Harvard· M EAN E Y N "­ L N.S.W. C AR DES': C: C.' SL U.S. Merchant Marine Aca- demy SUTTON, K. C. T. SL A.N.U. SPINK, r. W . A. l\ i ~s i c L School Teacher, U.K. LACK, R UTI! E. O rg. C helll. L Sydney· STRONG, K . L. C. Oricntal L T okyo Women's C hristian Studies College LARGE, M . I. Physics SL J\·lanehcstcr ALLE:"<, L. R. ., L l\ lanchester SCB UMACI-I E R , R . ;\,1. Psychiatry SL San J ose, U.S.A. R ODGER, R . S. Psychology SL Belfast H UNT, E. B. L California H ARTLEY, W. J . Vet. 'Med. SL Wallacevillc Animal Re­ search Station, N.Z. ~I ORR I S, VAI. ERIE B. Zoology L Wallaceville Animal Re­ search Station, N.Z. TASMANIA M UR F' ET, I. C. BOlany L Tasmania· BIC KNELL, P. J . C lassics L Natal H OCKING, A. Economics L Southampton· J OHNSTON, C. L. Education L Tasmania· ANDREWS, D. F. Geography L New England· H OWES, V. R. Physics L Reading hElL, H . H . J. Psychology L Duke, U.S.A. WESTERN AUSTRALIA SOMERS, M . Agriculture L New England WILLIS, J. C lass. and R London Ane. I-lisl. ROBIl"SON, R. C. Philosophy L Witwatersrand KOVESI, J. C. L New England LAING, N. F ... Econ." and SL Sydney Comm. MOORE, D. W. C. Compo Centre D. I.C. Private r nd ustry J OS KE, R. A. Medicine Snr. Asst. W.A.· SPENCE, F. M. Obst. & Gyn. Jr. Asst. King Edward Memorial H ospital, Middlesex, U.K. AUSTRALIAN UNIVERSITIES SUPPLEMENT 73 RETffiEMENTS AND RESIGNATIONS ADELAIDE JVame D r/JlIrtmmt Position .,vew AjlfJO illlmmt Dlr n oN, G. P. I I. English SL Private work SMITH , Miss S. A. L ROIm ... PrivalC w(JI'k L.lvI NGSTONE, R . S .. German" L ;\ lonash I NG LI S, K . S. H istory I( .\ .l\'.U. PRESLEY, C. F. Philosophy S L Q_ueensland HENNElT, J. W . Comm('rCt~ S L I\ lonash Rov. A. U. BiochcmisllY SL A.N.U. LIPPAY, F . I'll ysio logy R Hxtircd QUlRK,J. P. Agric. CIH'm. R \V .A. MII_LERD, A. A. " ., SL C.S. LIt.O. S I'OONER, E. C. R. i\lin., I\lct., & P Private pra ctice Chcm. Eng.

AUSTRALIAN NATIONAL UNIVERSITY Institute of Advanced Studies John C urtin Sch ool of M edical R esearc h

MAC KA NES!5, G B . Exper. Path. R ,\t\('la idc LASCELLE5, A. K. RF Sydney J OKLIK, W. K. i\. l i~robio{~gy F U.S.A. M ORRIS, R. J. H . Ph ysiology RF New England ITO . M. RF J apan ' l... :I IMANN-GRUBE. F. i\ lic rohiology RF (;crmany

Re8ear c h School of Physical Scien ces TA\' LOR , R . U. Nudcar Phys. RF Overseas j O Il NSON, H. Parliele Phys. F Private Industry

R esear c h School of Pacific Studies (ll ternat. RF Brandeis Relations F EITII, H . Pacific I-lislory RF )..I onash

School of General Studies S INCLAIR, K. V. French S L Sydney Su·rroN , K. C. T . Law S1.. Sydney FAIlENS, A. J ... Mathematics L Institute of Advanced S tu- dies, A.N.U. BAtER, K. E. i\.l. Philo~op h y P Pi ttsburgh TAYLOR, O. 1\1. Ps),chology L I.i\·crpool

MELBOURNE .lasKE , W. D. Philosophy L ,\Ionasl) FITZPATRICK K.AT II LEEN History AP Private Research SHA-RP, F. ' M usic SL U. K. H ARRISON, E. 5L Royal Coil. ~lu s., U.K. " DAVIS, A. W. Malhematics L A.N.U. F INCH, P. D . Statistics 5L A. N.U. ROG ERS, j. S. Grad. Stud. Dean Re tired DoWNER, L. J. Law SL A.N.U. DUNCAN, j . F .. Inorg. C hern. R Victoria Univ., Well ington GERSHON, S. Pharmacology SL

MONASH ASC II E, J. P. )..-Iathematics STF 5.)" 1.0., Atherton Hasp. 74 VESTES NEW ENGLAND .Name D ejlartmm l PositiQn New A/Jpuillilllttli SOMERS, M. S. Nut ri tion L IVA SIIAW, J. H . Aduh Edue. 8L N.S.W. PIN IIEY,J. T . Org. Chcm. L N.S.W. CoOl-I LAN, B. L. D. German P Adelaide GI'.TZLER, I. H i'i tory ), Adelaide KOVESI • .J . Philosophy L \V.A. RYDER, M. L. Livestock S L f\ g ricultural RCS{:llrch Coun· Husbandry cil of Edinburgh DALE, W. A. .. Classics L T oronto R ICHARDS, R. A. Pub. Adminis. 8L )"1onash JONES. G. F. T . History L NEW SOUTH WALES DUTCHER, W . S. Civil Eng. 81.... Sydney DAY,K. W. L Private Industry GODDARD, B. R. Ei~ct. E~g. L Sydney DERBYSHIRE, E. Geography L M.EANEY, N . K . History L Sydney CHATTER)I, S. O. Mathematics L ~Iichigan St::lte Uni versit y CLANCY, B. E. I. .\ .A.E.C. SZOMANSKI. E ... SL A.A.E.C. QUEENSLAND H WANG, U. K . Anatomy 8L Atomic Energy Research, Korea REITSMA, A. J. Economics 5 1, School of Economics, ~eth· erlands SYDNEY KON IJN, H. S. Econ. Stats. SL LAING, N. F. Economics L IVA 'l'AYLOR, C. \ V. Elect. E.ng. L Private Indust ry, U.S.A. KIRSO P, 'W. French L :\tonash R EESE, T. R ... History L h.IFI'E, J . A. Law SL STEHDENS, W. E. Pathology SL A.:'i.U. R E IS!'

TASMANIA PITMAN, E. J ... :\-Iathernatics L Adelaide

WESTERN AUSTRAUA Biochemistry L Lo ndOiI (Reseal'eh)

PROMOTIONS (Above Senior Lecturer )

AUSTRAUAN NATIONAL UNIVERSITY Institute of Advanced Studies

John Curtin School of Medical Research JVame Department New Appointment Preuiow Appointmmt CAlRNS, H. J. Microbiology PF SF CURTIS, D. R. Physiology Professorial Fellow SF in Neuro-- pharm. AUSTRALIAN UNIVERSITIES SUPPLEMENT 75 Research School of Physical Scien ces TAYLOR, S. R. Geophysics P SF

Research School of Pacific Studies CORDEN, W. 1\.1. Economics PF SRF MOUP.U; KI,J. A. International PF SF Relations

School of General Studies J OIINSTON, G. K. \V. English A P CoRUln ~ r, D. C. Pol. Sci. AP

MELBOURNE isAAC, J. E. Economics P R SAM~: K, R. A. Comm. Law R 8L B URNSTOCK, J. Zoology R SI.. ROCIII?, A. F ... Anatomy R SL PATTERSON, J. Mech. Eng. R SL STEVENS, L. K. C ivil Eng. R SL

NEW SOUTH WALES SPEED", C. B. Elect. Eng, I' l)roject Scientist, Institute of High­ way and Traffic Research BRYANT, H. . A. i\ lech. Eng. I' AI'

SYDNEY WAT~ON, T. A. Agric. Botany I' AI' (Plant Breeding) GAUR I~~L, A. C. Anatomy AI' SL WILKES, C. A. .. Aust. Lit. P (N("w Chair) S!. RlITIIERI'ORD, R. S. C. Econ. Stats. p AI' EDWARDS, H. R. Econ. Theory I' SL B RAMsnm, E ... Ilistory R SI. IUAD, J. R, Medicine AI' SL FINCKII, E. S ... Pathology AP 8L LYONS, 1... E. Physic. Chcm. R 81. COLl. IS-CEORGF., N. Soil Science I' AP

OlllTUARY

M. W. Pouiter, Senior Lecturer in the Department of Education in the University of Queensland, who was elected to Federal Senate, died on September 2nd, 1962. Professor F. P. Dwyer, of the Biological Inorganic Chemistry Unit in the Imtitute of Advanced Studies, A.N.U., died on J une 22nd, 1962. Professor L. C. Webb, of the Department of Political Science in the rnstitute of Advanced Studies, A.N.U., died on June 23rd, 1962. 76 SUBSCRIPTION FORM VESTES THE AUSTRALIAN UNIVERSIT IES' REVIEW Business Manager, Yes/eSt 18 Sofala Avenue, Lane Cove, N.S.W., Australia. Enclosed Cheque/ Money Order for £ 1 for annual subscription to Vesres- four issues, posted. (Overseas subscription, 25 /- (Australian).) ULOCK LETTERS PLEASE Name

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Vol. III, No. I The Government, the A .U.C. and the Universiti es (I. F. Cuirns) (March 1960) The Commonwealth Government and the A .U.C. (A. J. f orbr:r) University Libraries (Andrew D. Osborn) Sydney University Bookshop (T. B. South .... "II) What the Students Told the A.U.C. (R. J . Wallarr) New Zealand Universities (F. W. H olmes) Vo l. III , No.3 The World of the Uneducated (Viu-Admira/ H. G. Rickovrr) (September 1960) Legal Education in the University (Zdman Cu_n) Monash Univenily (I. A . L. Matheson) The Case for a Student Health Service (W. II. Trdhowan) Vol. III, No. 4 Report of the A.U.C. (December 1960) A National Approach? The Universily of New South. WHles (J. I'. Baxf!",) Psychiatric Teaching and Practice in Australia (W. II. Trl'flwwuI/ Building Our Universities (Denis Winston) Teaching Chemistry (A . E. Afl!xander) The Tutorial System in the Arts Faculties (T. I . Mitchell) Vo l. IV, No.1 AusfraUon Universilies: Trends in Mathematics (I. Guni) (Mlrch 1961 ) Causes of Failure (Phi/Up Hughes) The Arts Degree (A. I. Rosl!) Should We Revise Our Methods? (De"k van Abbe) The Russel Ward Case The Orr Case Report Vol. IV, No.2 Australian Universities: Computing Centre (/ohn M. Bf'nntlf) (JuDe 1961 ) Academic Performance (D. A. Anderson) Function of a Department of Education (L. F. Nta/) Industrial Relations (Kingsley Laffer) C.S.I.R.O. and the Universities (S. H . Bastow) Vol. V, No.2 Report on Future of Tertiary Education (June 1962) New University Architecture (Waller Dlllmry) University of Western Australia (GOrt/Oll Sll'pJwnson Political Science (L. F. Crisp) Problems of Engineering Education (D. II. Norrf!') Vol, V. No.3 Religion and th.e Unh'ersity (J. L. A'Iackit') (September 1962) New Universities in Britain (A.fa Briggs) Greek (G. P. Shipp) Unh'ersity or New England (R. D. Mat/gwick) Sources of ACHdemic Staff (S. Em-I'/) Proj«(ing Universit y Populations (A. R. 1/(111)