UNDERGRADUATE PAGE

The Well-Rounded Man

S student in an American university, or institution for higher learning, I have often pitied my benighted brethren in the

British Isles. For there, we understand, one may not inter- rupt lecturers to ask questions, a reactionary interest in the litera- ture of the past is prevalent, we hear that it is hard to get a good nutburger at an Oxford cafeteria and that sociology professors seldom take their classes outside to the local jails " to see democracy working." Moreover, no one, evidently, can get a Ph.D. by writing a dissertation on the Aunt Image in Joyce. Times must be hard.

But, above all, American students feel most sorry for their oppressed English colleagues when they read their university bulletins. In the U.S.A. every university is obliged to publish each year a large catalogue containing a list of the courses it offers, and woe to the financial status of that institution which cannot schedule courses on every conceivable subject under the sun, ranging from journalism to prophecy. This is thanks to the ideal of the well- rounded man which we all cherish. Recently, in a letter to The Times Literary Supplement (October 27th, 1950), Professor Douglas Bush, of Harvard, put the case for us in a nutshell. Speaking of the relative merits and demerits of English and American universities, he commented:

" Whereas the English student pursues a rigorously specialised programme in one subject, the American is both required and encouraged to study in other fields as well."

Professor Bush went on to comment on the " importance attached to breadth of knowledge " in American universities. Just how broad our democratic system is in the student's ability to elect courses in such an institution can be seen at once from a few examples. Let us look at the official descriptions of some of the courses given by leading universities. To start with, if you want to be really broadly educated, you can take the University of Minnesota's study of "the responsibility of citizenship in a demo- cratic society in a world of conflict " or that of Carleton College, right up to date, of " the disintegration of the nascent system of world organisation." After that, consider, as a representative example, the group of courses offered under " areas of life activities " and " vocational sequences " (sometimes called, elsewhere, " voca- tional orientation " or "adjustment guidance ") by the University of Minnesota. Here is a handy one: " G.C. IA—Individual Orientation. This is a discussion course designed to help the student better understand himself and others, especially in appreciating how his behaviour reflects his scale of values. Contributiqg information is drawn from such fields as psychology, philosophy, sociology and anthro- pology, and the student applies the information to his own and others' behaviour." Or, again : "G.C. 27—Introduction to Leisure Time Activities. In order to explore the possibilities of recreation within leisure it is necessary to develop first an understanding of the leisure pro- blem and then a philosophy of recreation." However, the lucky students of this institution, baffled perhaps by the task of creating a philosophy of recreation without leisure, may receive the same credit by electing to take, with more modesty, G.C.14—Clothing Selection, Purchase and Care, or G.C.15—Food Selection and Purchase.

By now the reader will have observed how very practical all these courses are. Here are the titles of some more specially ti.eful ones: "Children's Radio Programmes (University of Minnesota); Fundamentals of Camping (Boston University): Introductory Household Equipment (Columbia University); Personal Defence Activities (Uffiversity of Illinois)." One of the bulkiest sections, interestingly enough, of these college catalogues is that devoted to the heading " Education " or " Educational Administration," including courses, often enough, on " Planning College Catalogues. Research in the Adaptability of Curriculum - and so forth : Boston University, for instance, offers such courses under this head as E.Bus. 188—Consumer Business Education and E.Bus. 155—Methods and Materials in Distributive Education. Moreover, should this sort of study prove boring, the student can always write about it in his leisure time. Infinite are the number of courses one may take on writing in our univer- sities. My own alma mater, Columbia University, is particularly strong in this field. Here are a few examples: " G.S. Writing, 11-12—Magazine Article Writing. This course will give instruction in the writing of articles based on the

writer's own observation and experience, on interviews and on printed sources. The technique of personality sketches, con- fession, reportorial, institutional and discussion articles, book reviews and essays.

G.S. Writing 41.42—Juvenile Story Writing.

G.S. Writing RA 2—Commercial Correspondence."

The University of Minnesota is even more liberal. There you might consider taking: "G.C. 31A—Practice in Descriptive Writing. ' Write what you mean ' is the by-word of this course, which shows how to give vividness, life and colour to writing."

Surely our English counterparts must see how fortunate we are when, at Columbia University alone, any of us could tomorrow elect to take any of the following courses and receive credit for it towards a degree:

" Fine Arts 119—Art in Daily Living. Guided trips to museums, galleries, housing projects, &c., to see various art

expressions and developments. Consideration also given to such areas as home planning and furnishings, including colour, fabrics. decorative objects, pictures. No previous art work is required.

Social Science 396x—Field Work in Marriage. An oppor- tunity for observation and participation in actual field situations for qualified students.

Ed 209 MF—Film Forum. This course is a practicum in intercultural relations.

Cookery 103—Meal Management. This course stresses enter- taining in the home.

Ed 200 MH—Mental Hygiene. Emphasis is placed upon experiences in the family.

Dance 193C—Social Dance. Basic steps in foxtrot, waltz, rumba, tango and samba. Fundamentals of leading and following.

Phys. Ed. 153B—Gymnastics and Stunts. Techniques for advanced tumbling. Emphasis is placed on selection of materials."

As you can see, ours is a full life at an American university. At Columbia we have the seminar system, and can take seminars in The Regulation of Public Utilities as well as ,in Manufacturers Price Policies or Controllership Practice (described in the catalogue as " a study of the major phases of controllership practice "). At Chicago University there is, of course, the " great books " pro- gramme, including as it does the many epics of American literature. Surely you must agree that there is hope for this country yet when one of its leading universities schedules a course entitled The Meaning of Life.