Welsh Journals

WELSH UNIVERSITY REFORM Are the drawbacks to the federal system outweighed by the fact that the University stands for all Wales. and has the individual support of Welsh sentiment behind it ? An onlooker who thinks as I do would reply unhesitatingly Yes, the advantage outweighs the drawbacks." To represent Wales is not merely to represent a geographical area and a distinct nationality it is to represent also a well-marked type of national genius, characterised by certain intellectual bents, by certain literary aptitudes, by certain gifts of imagination and sympathy. specially manifested in the love of poetry and music type of genius which is peculiarly susceptible to the influence of humane studies. A University which is the one academic expression of such a national genius holds a position of unique interest and of peculiar strength. It would be a great pity to break it up into two or three Universities, no one of which could have the same prestige. If there were but two Universities-one for North Wales and the other for South-the national sentiment would be divided, the strength which it gives would be impaired, and the unavoidable competition, however generous, might possibly be prejudicial to the interests of Welsh education at large." Sir Richard Jebb. The appointment of a Royal Commission on University Education in Wales seems already to have produced, even in this time of grave pre-occupation a revival of interest in educational and national questions. It is very encouraging to find the high tone and liberal point of view adopted by the writers on Welsh University reform in the last issue of this Journal. Instead of the, unfortunately. too common insistence on petty details and biassed opinion, they have at one sweep, risen above the dusty arena of mere controversy and raised the issue into the clearer, calmer fields of national well-being. In discussing their point of view, therefore, we are able to appreciate all the more their sincerity, if we are not at one with them on the practical solution put forward. The crucial fact is that Welsh University Educa- tion has somehow, somewhere fallen short of the mark at which its pioneers aimed. Thus, to quote the writers previously referred to, a young Univer- sity professor, on appointment to one of the Univer- sity Colleges, finds himself cribb'd, cabin'd and confined within artificial and cramping limits. His syllabus is decided for him by his predecessor. His activities are hampered by the too often contrary opinions of his colleagues at the constituent Colleges. In short, the young teacher, anxious to develop his work and personality along lines most fruitful to himself and to his students, finds himself tied to courses of work, "his teaching" aiming "at an external artificial end," driving his pupils to a standard with which he has little or no sympathy, an examination standard, a soul-less thing," and so on. It is a serious charge; one which, if true, is not calculated to inspire confidence in the value of a University education, and to remove which no sacrifice is too great. What, then, is the proposed remedy? It is a drastic one. It is not reform, it is revolution. It is nothing less than the dismemberment of the national and federal University of Wales and the formulation of a local instead of a national scheme of higher education embodied in a system of indepen- dent Universities. No one having at heart the highest interests of the Welsh people would take serious objection even to this sweeping remedy if it were shown to be an essential condition to the attainment of the true aims of University education. But we are convinced that this interpretation of the evil is based on two fundamental mis-conceptions first, that the conception of a national and federal Univer- sity is responsible for the unsatisfactory state of University teaching secondly, that any external removal of the shackles or rattling of chains will necessarily change or even affect the spirit of the teaching carried out in the Colleges. It is not our purpose, here, to defend the national conception of Welsh University education. Spiri- tual, even sentimental in essence, it is not capable of proof, though it may be, and, we believe, is responsible for inspiration and leading. Indeed, the claim for separation appears to ignore not only this fact, but also to substitute commercial for social considerations. It is claimed that the spheres of life in Wales are too separate and independent, that local interests are dominant, and that such interests necessitate local adaptation. There is much to be said for this point of view. But we are not at all sure that this complete adaptation is so necessary as at first sight appears. We are in full sympathy with the demand for specialisation, for science and technology, for commercial training, and all the paraphernalia of industrialism. But a nation does not live by coal and iron alone. The people whose working lives are spent in mine or works have still a vision, and it is this vision which it is the first duty of the University to keep fresh and undimmed. In this sense, and in this sense alone, should the University be democratic, keeping alive in every township and village of Wales the traditions of the past and the ideals of the present, a living institution in intimate touch with the life of the people. For