Learning to lecture

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1900s, 1910s, 1920s, 1930s, 1940s, 1970s, 1980s, 1990s, classics, economics, education, English, French, geology, Higher Education Development Centre, history, medicine, philosophy, physics, psychology, teaching, technology

WR Morris lecturing in the ‘old anatomy lecture theatre’ – now the Gowland Lecture Theatre – in the Lindo Ferguson Building, 1949. Anatomical drawings and skeletons were popular visual aids from the medical school’s earliest classes onwards. Image courtesy of the Hocken Collections, University of Otago Medical School Alumnus Association archives, MS-1537/441, S17-550c.

The University of Otago’s founders followed Scottish precedent in their choice of curriculum and also in teaching methods: rather than the Oxbridge-style tutorial, teaching was based on the professorial lecture. That had the advantage of being economical and many subjects got by with just one staff member for the first few decades. The professor did all the teaching, except in the sciences, which were first to acquire assistants, necessary because of the laboratory classes which supplemented lectures. Humanities subjects had no tutorials until the 1940s, though in some cases the classes were small enough that professors became well acquainted with their students. As mentioned in a recent post about the history department, history professor John Elder told a young lecturer whose students showed marked progress after he introduced seminar discussions: ‘These young men like to hear themselves talk but you’re paid to lecture and you’ll therefore lecture. So long as I’m head of this department, there’ll be no discussions’.

Elder was not the only professor suspicious of tutorials. They eventually sneaked into arts subjects as the rehabilitation department funded tutorials for returned servicemen and women in the wake of World War II; they became standard additions to the lecture programme soon after that. Sometimes the impetus for this innovation came from students and sometimes from staff. In 1948 Frank Mitchell, the education professor, reported that ‘this year the Honours students on their own initiative organised tutorials for students taking Education I. I hope that it will soon be possible to conduct regular tutorials for all stages’. In the same year departing philosophy professor David Raphael noted that tutorials were ‘not just a desirable luxury’ in that subject, but ‘essential for adequate training. Philosophy is a way of doing things with one’s mind, not a set of facts to be learned, and consequently the student must be in a position to practise the accomplishment in question’. Tutorials required a bigger investment in staff, but the growing student roll justified that.

Academics of course varied greatly in their teaching styles. Founding classics professor George Sale, notorious for his disdain of students’ abilities, preferred the stick to the carrot. John Murdoch, in reminiscences of his own teaching career, wrote of meeting some of Sale’s honours students after a lecture in 1907: ‘They had just received their corrected Latin proses, and the most successful had gained a mark of “minus 300”. Sale deducted marks, 10, 50, 100 or more for a mistake, according to his estimate of its seriousness’. Murdoch had little respect for the methods of the early 20^th century professors: ‘Otago University as I knew it was in effect a glorified coaching school’. Although the academic staff were ‘capable and well-qualified’, suggested Murdoch, their teaching was determined by a system whereby courses were ‘set by regulations applying to all four [University of New Zealand] colleges, and the success of their efforts was gauged by examiners in England’. Such conditions made ‘inspirational teaching almost hopeless if not quite impossible’, at least in English, ‘a notoriously difficult subject to teach’. Future high school principal Muriel May, an Otago student of the 1910s and 1920s, recalled that Thomas Gilray, the English professor, ‘taught by dictating at a relentless pace to his benches of scribbling students in the Lower Oliver classroom …. at the prearranged dates we regurgitated. There were no seminars, no discussions, originality was not fostered nor were personal opinions encouraged’. There were always, of course, some inspiring teachers. May also recalled that George Thompson’s French lectures ‘were invariably stimulating and enjoyable. (Latin students made comparable claims for the classes of Professor Adams.)’ Lecturer Agnes Blackie was in love with physics, which she found ‘brimful of interest’. ‘I can’t imagine a better subject for a lecturer’, she wrote in her reminiscences. ‘Lectures can be illustrated with fascinating demonstrations which bring the subject to life for the students and are fun for the lecturer to operate’.

From the 1950s, with greater local control of the curriculum and the widespread use of tutorials in addition to the traditional lectures, labs, clinical teaching and field trips, academic staff had greater flexibility in teaching. Their adoption of new technologies varied. Visual aids did not have to be high-tech: the beautiful anatomical drawings of John Scott, who was a skilled artist as well as first dean of the medical school, were used at Otago for many decades. Others used glass slides and a ‘magic lantern’ projector to show images. John Mackie recounted its use by Noel Benson in 1929 first-year geology lectures; it was ‘a contraption on a tripod which stood behind the lecture bench. Believe it or not, this projector incorporated an arc-lamp which spluttered, fizzed and made other dangerous noises, although as a source of light it was quite spectacular’. The notoriously absent-minded professor occasionally tripped over its wires ‘and the whole contrivance would crash to the floor’; that happened also on the day he rushed to extinguish the light after discovering students had replaced his first slide with a full-frontal nude. Slides remained a popular teaching tool, though shown through a more compact slide projector from the mid-20^th century, with the slides themselves shifting from glass to film negative to digital format.

In 1940 the dean of arts and sciences, Robert Bell, reported that several departments took advantage of a new scheme for borrowing ‘sound-films’, finding them ‘an extremely valuable and effective addition’ to teaching methods. Not every academic liked new technology; John Howells, who retired from the economics department in the 1990s, commented ‘my major advancement in the technology area stopped with the biro pen’. The emergence of the Audio Visual Learning Centre (AVLC) in 1973 ‘was regarded with suspicion by some staff members who had visions of classes being handed over to various mechanical gadgets’, reported the staff newsletter in 1977. By then, the ‘prejudice’ was ‘disappearing’, with 30 departments already using the AVLC. Its use ranged from ‘tape/slide/workbook programmes’ for anatomy courses to a ‘film providing “evidence” for a simulated Supreme Court trial’ for law students. The impetus for the centre came from the medical school, which was concerned about how it would manage its larger intake of students; it provided space for AVLC academic director David Teather and his team, with a production centre in the Adams building and a study centre with library of audio visual resources in the Scott building.

By the time this photo was taken in 1983, medical school lectures had become much more relaxed and technology enabled the use of film and other audiovisual aids. Please get in touch if you can help identify the lecturer or class! Image courtesy of the Hocken Collections, University of Otago Photographic Unit archives, MS-4368/086, S17-550b.

Academics using the AVLC ‘face some adjustment of their teaching methods and their attitudes’, noted the staff newsletter in 1975. There was already wider consideration of teaching and learning methods in the university, which new technology helped accelerate. In 1971 the lecturers’ association ran a well-attended seminar on teaching methods and suggested the university set up a research centre on higher education. In 1973 Otago appointed Terry Crooks as a lecturer in the education department, with half of his time devoted to research and advice on university teaching. He, the lecturers’ association and AVLC ran occasional sessions on teaching methods; for instance, a 1976 session looked at the use of film in university teaching, with staff discussing Otago-made films they had used in anthropology, physical education and medicine. Psychology lecturer Louis Leland ‘introduced a film which demonstrated the training of laboratory rats’. He made ‘a similar film each year with rats trained by the current year’s students and uses this to demonstrate to the following year’s students that training rats is within their capability’. In 1976 senate established a higher education research and advisory centre (HERAC) committee. HERAC and the AVLC often worked together and in 1978 they merged under a new acronym, this time destined to last: HEDC, or the Higher Education Development Centre.

Although HEDC had few staff in its early years, it performed a significant role; ‘there was growing awareness of the need for stimulating teaching’ reported the director, David Teather, in 1983. A recent two-day seminar on ‘helping students succeed’ had attracted 140 staff and ‘there was now hardly a department which did not make regular use of the resources at HEDC’ for producing teaching aids. That was just as well, since students ‘now came from school expecting to make use of technology in their work’. Computers became a significant part of that technology, and in 1986 Graham Webb joined the HEDC team; his ‘major responsibility’ was ‘to advise staff members on the educational uses of computers on campus’. Otago’s computing services centre also developed a team with expertise in computer-aided learning and in the 1990s HEDC’s audio-visual production section joined them as part of information technology services. HEDC continued to research and disseminate information on tertiary teaching, provide advice and run courses, notably for new academic staff; from 1996 staff could obtain a formal qualification – a postgraduate diploma in tertiary teaching – taught by the centre. The centre also supported Otago staff from other departments working on teaching-related research and new innovations. To help ‘enhance’ learning and teaching, the university offered special grants for research and innovation in teaching.

HEDC assisted with course evaluations, which gave students an opportunity to provide feedback on their teachers and courses. Staff could use them to identify weaknesses in their teaching which required work, or as evidence of their skills when seeking promotion. In an era of growing emphasis on quality assurance, they helped ‘measure’ courses in departments which were up for review. With a growing body of research from staff and postgraduate students on many aspects of higher education, plus a range of courses and support services for academics wanting to make their teaching more effective, Otago had travelled a long way from the days of Sale scoring papers at ‘minus 200’ and Gilray ‘dictating at a relentless pace’.

A class underway in the late 1980s or early 1990s in the Castle Lecture Theatres. The overhead transparency was a popular teaching tool for many years, later largely overtaken by Powerpoint digital slides. Unfortunately, the resolution of this old negative isn’t good enough to read what’s on the screen – if you can identify the class, lecturer or year, please get in touch! Image courtesy of the Hocken Collections, University of Otago Photographic Unit archives, MS-4185/060, S17-550a.

Looking back at history

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1880s, 1910s, 1920s, 1940s, 1950s, 1960s, 1970s, 1980s, 1990s, 2000s, 2010s, art history, economics, history, law, library, Maori, politics

Professor Angus Ross engaging another generation of potential history students at the Taieri High School breakup ceremony, 1965. Image courtesy of the Hocken Collections, Taieri College archives, AG-629-015/060, S17-542a.

History has been around for a while! It first appeared at the University of Otago in 1881 when John Mainwaring Brown, the new professor of English, constitutional history and political economy, taught constitutional history to a class of two students. It was a subject designed for lawyers, covering ‘the development of the English Constitution, and of the Constitutional relations between the Mother Country and the Colonies’. The course, compulsory for the LLB degree, was also open to BA students. Mainwaring Brown’s career was cut tragically short when he disappeared during a tramping expedition in Fiordland in December 1888. The university council recognised that it would be difficult to find somebody capable and willing to teach all of the subjects he had covered and appointed a new professor of English, with separate lecturers for constitutional history and political economy (economics). Alfred Barclay, one of Otago’s earliest graduates and a practising barrister, taught constitutional history for many years, except in the early years of the 20th century when the law school was closed and the subject wasn’t offered.

Harry Bedford, Otago’s first ‘English history’ lecturer. This photograph, taken by William Henshaw Clarke around 1902, was his official portrait as a Member of Parliament. Image courtesy of the Alexander Turnbull Library, General Assembly Library parliamentary portraits, 35mm-00168-f-F.

In 1914, history emerged as a subject in its own right with a new course in ‘English history’. It was taught by Harry Bedford, who had been Otago’s economics lecturer since 1907. Bedford had an impressive CV; he was a brilliant local graduate who started his working life in his father’s tailoring business, served a term in parliament, and practised law while lecturing at Otago. The syllabus for ‘English history’ included ‘a study of the outlines of the History of England, including the development of the constitution down to 1900’, with a more detailed study of a different period each academic year. Constitutional history continued as a separate course for law students, and Bedford also devoted two special lectures a week to ‘Modern History, as prescribed for Commerce students’ from 1916. Bedford was an inspiring teacher and his appointment to a new professorship in economics and history in 1915 came as no surprise. Sadly, he was another promising young professor destined for a tragic death; he drowned during a beach holiday in 1918. With the times still unsettled due to war, the council appointed Archdeacon Woodthorpe, the retired Selwyn warden, as acting professor. But they felt the time had now come to separate the growing disciplines of economics and history, and in 1920 John Elder of Aberdeen was appointed to a new chair in history, endowed by the Presbyterian Church.

Though the Presbyterians selected, appropriately enough, a ‘conservative and hard working Presbyterian’ from Scotland as Otago’s first history professor, Elder brought considerable innovation to the chair. He continued an extensive publishing career commenced in Scotland, producing both popular and academic works on New Zealand history at a time when ‘it was highly unusual for colonial professors to publish anything’. His developing interest in New Zealand’s history was also reflected in the curriculum, which expanded to include more coverage of this country and other colonies among the broad survey courses on offer. He valued archival research highly; this was made possible thanks to the resources held at the Hocken Library, and Elder required MA students to complete a thesis based on such sources. His dour manner didn’t endear him to students, though, and he soon put a stop to a young lecturer’s introduction of seminar discussions: ‘These young men like to hear themselves talk but you’re paid to lecture … So long as I’m head of this department, there’ll be no discussions’.

William Parker Morrell, photographed in 1930 while studying at Oxford. Image courtesy of the Alexander Turnbull Library, Judith Morrell Nathan collection, ref: 1/2-197548-F.

In 1946 William Morrell – who featured in an earlier blog post on absent-minded professors – succeeded Elder as professor of history. He was a local graduate who studied and taught at Oxford and the University of London, and published widely on imperial and New Zealand history; he later took on the important role of writing the university’s centenary history! Morrell believed not only that history illuminated the present, but that the political state was worthy of study in its own right, and it was through his influence that politics joined the Otago syllabus, initially as part of the history department. Ted Olssen, an Adelaide graduate, was appointed to teach political science and classes commenced in 1948. Students emerging out of the war years and their clash of political ideologies demonstrated an appetite for the subject; it grew and became a separate department in 1967.

Like his predecessors, Willie Morrell believed that New Zealanders’ study of history needed to start with the histories of Britain and Europe, but an imperial framework meant that regions which had come under European control – including New Zealand and the Pacific – also appeared on the syllabus. Gordon Parsonson, who first joined the department as assistant lecturer in 1951 and remains an active researcher in his late 90s, was partly hired because of his interest and experience in Melanesia, acquired during World War II military service there. Angus Ross was another lecturer with expertise on New Zealand and Pacific history, though his distinguished war service had been in Europe. After many years in the department he succeeded Morrell as professor in 1965 and ‘steered the department away from the legacy of imperial history by making appointments trained to look at imperialism from the perspective of the colonised’. John Omer-Cooper, a specialist in African history, took up the newly-established second chair in history in 1973, while Hew McLeod, who became a world-renowned expert on Sikh history and culture, joined the department to teach Asian history in 1971. From 1975 a revamped curriculum gave students majoring in history broader choices; previously compelled to start with European history, they could now, if they wished, focus instead on New Zealand, Australia, the Pacific or Asian history.

Barbara Brookes and Ann Trotter at a Federation of University Women event at the Fortune Theatre, 1993. Image courtesy of Ann Trotter.

Under the umbrella of the histories of various regions, new themes began to emerge, often led by younger staff. Erik Olssen and Dorothy Page, both appointed in 1969 and both future heads of department, became pioneers of social history and women’s history respectively. Ross had a policy of appointing women where possible; although Morrell had also appointed a couple of women in the 1940s, men had long dominated the staff. The policy of recruiting good women academics continued and by the late 1980s they made up nearly half the department. In addition to Page, there were Barbara Brookes (another women’s history expert), Ann Trotter (who taught Asian history and subsequently became assistant-VC for humanities), Pacific historian Judy Bennett and long-serving lecturer Marjorie Maslen.

Angela Wanhalla and Judy Bennett in 2009. Photograph by Sue Lang, courtesy of the history and art history department.

As part of the new movement towards social history, Olssen embarked on the Caversham project, a long-running study of historic residents of southern Dunedin. Generations of honours and postgrad students mined the huge store of data for new insights into work, politics, gender, culture and society in New Zealand’s earliest industrial suburbs. Other new themes which became popular in the late 20^th century included environmental history and intellectual history (the history of ideas, incorporating science and religion), while world history provided an antidote to specialism in particular places and eras. A growing – if belated – awareness of the significance of Māori perspectives of history saw the appointment of Michael Reilly to a joint position in history and Māori studies in 1991. He later became full-time in Māori studies, but in the 21^st century the history department was fortunate to recruit two brilliant young Ngāi Tahu scholars, Angela Wanhalla and Michael Stevens.

History, like any other department, had its ups and downs through the years; funding was often tight and the trend towards lower enrolments in the humanities led to a loss of two staff in 2016. Art history joined the department in 2001, with a change in name to the history and art history department in 2008. Throughout, it remained a highly productive department with an excellent research record, ranking first in New Zealand for history and art history in the 2003 and 2006 PBRF rounds. It was no slouch in teaching either; in 2002, when OUSA gave its first teaching awards, history was the only department to have two people – Tom Brooking and Tony Ballantyne – in the top 10. As a proud graduate of Otago’s history department, I can testify to the great skills of its staff!

Recruiting a new generation of students, 2016-style. These secondary students, photographed at Toitū Otago Settlers Museum, were attending a ‘hands-on history’ course run by the university. Photograph by Jane McCabe, courtesy of the history and art history department.

 

The accounting night school

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1910s, 1920s, 1930s, 1940s, 1950s, 1960s, accounting, economics, law, management, marketing

The Otago University Commerce Faculty Association in 1922. Image courtesy of the Hocken Collections, Paterson and Lang records, 83-070 Box 3, S16-571a.

The University of Otago has been teaching commerce subjects for over a century, but for the first 50 years it was a part-time enterprise. While lectures in economics date back to the 1870s, other commerce disciplines started in the 20^th century. In 1904, in response to advocacy from business leaders who wanted ‘keener, better educated, more live young men’ in the business world, the University of New Zealand approved a new degree, the Bachelor of Commerce. It was closely modelled on similar degrees recently introduced in England’s northern universities. The degree included a mix of subjects, some not yet taught at Otago, so it had little impact to begin with, but a few years later further advocacy from the business sector helped get commerce classes going.

The New Zealand Society of Accountants, which controlled entry to the accountancy profession, in 1911 negotiated with the University of New Zealand to have its examinations run by the university; the university amended its BCom syllabus so that its papers and topics met the qualifying requirements of the NZSA. Funding from the NZSA helped smooth the path of the new system. It offered a five-year subsidy to each of the university colleges; when supplemented with a matching subsidy from the government plus student fees this enabled the cash-strapped University of Otago to take on the new venture of teaching specialist commerce subjects in addition to its existing economics programme. In 1912 young Dunedin accountant George Reid, who had completed a BCom with honours at Victoria University College in 1910, commenced as Otago’s first part-time accounting lecturer, and economics lecturer Harry Bedford added to his schedule the business law teaching required by commerce students (mercantile law, rights and duties of trustees, law of bankruptcy and law of joint stock companies). The new classes met ‘a felt want, a fact which is amply demonstrated by the large number of students who have availed themselves of the facilities offered’, noted the university’s annual report; 46 students enrolled in commerce subjects in that first year.

For the first five decades, almost all commerce students were part-timers working towards their professional accountancy exams; they already had full-time jobs. They could have studied at the technical school or by correspondence from one of the commercial colleges, but the University of Otago courses were an attractive option for southerners, for the commerce faculty soon developed a reputation for high quality teaching, with students typically scoring very well in external exams. Though the early teachers were lauded for their professional knowledge, dedication and teaching skills, they were not, of course, without flaws. One accounting lecturer resigned suddenly in the middle of 1947 after he was accused of embezzling bank funds, hardly the desired behaviour of a man educating the next generation of accountants.

Very few students went on to complete degrees in the early decades. By 1920 just five Otago students had graduated with a BCom; the first, in 1915, was Owen Wilkinson. Before he had even received his certificate, Wilkinson had signed on with the Field Artillery and headed to Gallipoli; he later became an accountant in Christchurch and presided over the Canterbury Chamber of Commerce. It was a very masculine world. The first woman enrolled in the commerce faculty in 1914 and by 1917 the female roll had reached 13. The dean, George Reid, reported that ‘during the latter part of the war period, exceptional opportunities opened up for women in the more advanced branches of commercial work’, with a ‘large number of women seeking to qualify themselves by attendance at the classes in commerce’. But in 1920 female enrolments fell, with just 6 women studying alongside 130 men: ‘evidently the reinstatement of returned soldiers in commercial occupations has made commercial training less attractive to women’, noted Reid. The faculty wanted to attract women, stating in bold print in the 1920 calendar that classes were ‘open to persons of both sexes, without restriction as to age or occupation’. But numbers remained low, and by the time the next world war broke out there were just 9 women studying alongside 118 men.

Classes were held outside business hours to suit both students and lecturers, who were practising accountants and lawyers. Tom Cowan, a student of the 1930s and part-time lecturer from the 1940s, noted they ‘shivered through law lectures in the early mornings and … at the end of the day returned to their desks in the Lower Oliver classroom to study accounting’. An anonymous commerce student noted the advantages and disadvantages of part-time study in a 1946 Review article. ‘Because he dissipates his energy for eight hours a day in an office, [the part-time student] invariably approaches his study with a weary mind, which is not conducive to the clearest thought and greatest absorption’. Part-timers had to develop an ‘orderly and efficient’ attitude, ‘qualities to be commended in all who seek advancement and success, at least in the commercial world’. They had ‘little time for the frivolities and interests so precious to the average student’. However, commerce students did support one another through their own students’ association. This organised various social events, including an annual dinner and ball and rugby matches against the law faculty; debating flourished in the 1920s and by the 1930s there was an annual fancy dress post-exam party at the Gardens tea kiosk.

It wasn’t all grim – the 1933 commerce faculty ball, held in the Dunedin Town Hall Concert Chamber. Image courtesy of the Hocken Collections, Box 237-005, S16-548c.

The 1960s were revolutionary for commerce education at Otago. In 1960 – 48 years after teaching had begun – Tom Cowan became the first ever full-time staff member and was promoted to a new chair of accountancy the following year. He set up in an office ‘right under the clock tower, then in a shaky condition. Perhaps there was some hope that an Act of God might crush the Commerce intruder and his fledgling Department, and, with him, the threatening aspirations of his Faculty’, recalled Cowan. From 1962, controversially, Otago’s commerce lectures shifted from the evening and early mornings to daytime, with the advanced accounting courses on Saturdays as part of a compromise with local employers. It was all part of a strategy to recruit more full-time and degree students; the 1960 Parry report on New Zealand universities was highly critical of part-time study, which was associated with high attrition rates, and commerce faculties were the worst offenders. The faculty was now able to introduce tutorials in the evenings, giving students more contact time with their teachers; course standards rose. Employers became more reluctant to employ part-time students, since they needed to be released during business hours for lectures, and full-time study became more attractive. By 1970, two-thirds of commerce students were full-time, a dramatic change from the 8% of 1960, and in the same period degree completions in commerce jumped from 8 to 76. The roll also grew dramatically, like that of the university as a whole; there were 238 commerce students in 1960, but 580 in 1970 (together with an additional 92 external students, mostly in Invercargill). Some of these new students were attracted to the greater diversity of subjects on offer. From the mid-1960s BCom students could choose between three majors: accounting, economics or management. Otago’s first management course was taught in 1962 and marketing courses commenced in 1966; both proved popular immediately and acquired their own professors the following decade … but that’s another story!

Do you have any memories to share of the accounting night school days? I’m keen to track down photographs relating to the commerce faculty (right through to the 1990s) – I’ve found plenty of formal portraits, but would love to see some more interesting images!

Economics – science, art or business?

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1870s, 1880s, 1890s, 1900s, 1910s, 1920s, 1930s, 1940s, 1950s, 1960s, 1970s, 1980s, 1990s, 2000s, 2010s, accounting, economics, history, mathematics, mental science, statistics

Michael Cooper, professor of economics from 1976 to 1994, gives a lecture. Cooper, whose field of expertise was health economics, also held various senior management roles and chaired the Otago Area Health Board during his time at the university. Image courtesy of the Hocken Collections, 692.00119, S13-217i.

Economics is sometimes derided as the ‘dismal science’, but where does it fit in the taxonomy of academic subjects? Is it a science, an art, or a commercial subject? At Otago the answer has varied through the years. Political economy, as economics was officially termed here until 1916, was one of the founding disciplines of the university. That is hardly surprising for an institution established in a place where new theories of colonisation had been attempted in practice and where a large gold rush had recently occurred: economic theory was a visible force.

In the early days, with few staff, subjects had to be yoked together. Political economy came under the umbrella of mental science, which also covered mental and moral philosophy (or, as we now call them, psychology and philosophy). The first mental science professor, Duncan MacGregor, initially offered a course combining ethics and economics to senior students, but by the late 1870s political economy was a stand-alone course. From 1881 political economy became the responsibility of the new professor of English, John Mainwaring Brown. The calendar for 1882 reveals a course covering six topics: the nature and history of economic science; the production of wealth; the distribution of wealth; attempts to improve the present system of distribution; the exchange of wealth; and the economic functions of governments. After Mainwaring Brown disappeared during a tramping expedition in Fiordland in 1888, the university council decided his replacement as professor should be responsible for English alone, with political economy taught by a separate lecturer. Various lecturers followed, with gaps between appointments meaning economics wasn’t taught in some years; from 1895 to 1906 Frederick Gibbons, who had been Otago’s mathematics professor since 1886, also served as economics lecturer.

The next lecturer, the popular Harry Bedford, was one of Otago’s own graduates. Though still in his twenties he had an impressive CV: he had served a term in parliament, and practised law while lecturing at Otago. Initially appointed to economics, he later added history and law to his lecturing portfolio, and when the university created a new chair in economics and history in 1915 he became professor. Bedford was an inspiring teacher who also led classes for the Workers’ Educational Association; he was much mourned when he drowned in 1918. While an acting professor – Archdeacon Woodthorpe – was appointed, the university council felt the time had now come to separate the growing disciplines of economics and history. In 1920 – almost fifty years after first offering classes in political economy – Otago for the first time appointed a professor solely responsible for the teaching of economics.

Meanwhile, the growing university in 1913 arranged itself into faculties: arts/science, dentistry, home science, law/commerce, medicine and mines. Economics was part of the arts/science faculty, and when the arts and sciences split into separate faculties in 1944 it remained with the arts. Most students in economics in the first half of the twentieth century completed a BA degree, but there was also a growing group of commerce students. The BCom degree was introduced by the University of New Zealand, which awarded all degrees in this country, in 1905 and in 1912 Otago began teaching commerce subjects. Most students – and lecturers – were part-time and many were interested only in completing a professional qualification in accountancy, but for those who wanted to complete the full commerce degree course, economics was compulsory.

There was clearly considerable cooperation between the arts and commerce faculties in arranging economics courses to suit all students. In 1920, for instance, ‘the principles of economics’ offered ‘a general introduction to the subject’, covering ‘production, exchange, distribution, and consumption of wealth; the economic functions of government; the elementary principles of taxation’. This was a course designed for the commercial accountants’ exam. The ‘pass degree’ course covered similar material but with ‘more detailed study of prices, money, and banking, and elementary trade’. Other courses available for honours and bachelors’ degrees included ‘advanced economics’, ‘currency and banking’, ‘logical and statistical methods’, ‘economic history of England’ and ‘economic geography’.

The wide range of courses offered set a challenge for the economics staff, but this didn’t prevent an enviable level of research, publication and public engagement. One of New Zealand’s earliest PhDs was earned in Otago’s economics department by Walter Boraman in 1929; he researched the history of public finance in New Zealand. In the early 1930s Professor Allan Fisher and lecturer Geoffry Billing (who became professor himself in 1947) both studied abroad thanks to Rockefeller Fellowships, with Fisher also taking a year’s leave to act as economic advisor to the Bank of New South Wales. Student numbers remained small, but started to grow rapidly, like the rest of the university, in the 1960s; the stage one class had to be split in 1970.

In 1952 Professor Billing, previously dean of the arts faculty, became dean of the commerce faculty. Economics was now part of both these faculties, though it continued to be administered through the arts faculty. Billing raised the possibility of a new combined faculty of economics and commerce, but nothing came of the suggestion at that time. Tom Cowan, the accountancy professor who succeeded Billing as commerce dean in 1960, wrote much later that ‘there was some fear of dominance by Economics, as indeed happened in some universities overseas’. Cowan, too, advocated a closer relationship: ‘With my own background in Economic studies, I am convinced that tendencies within New Zealand universities for Economics departments to distance themselves from Commerce departments have been contrary to the national interest’. There was a need, he suggested, ‘to bridge a gap that seems to disregard the common ground and interdependence of economic and business studies’.

In 1989 the University of Otago was restructured into the four academic divisions which survive to this day: health sciences, sciences, humanities and commerce (also known as the school of business). Over the preceding decade the number of commerce students had risen rapidly, from around 10% of Otago student enrolments to over 20%; by 1988 about three-quarters of economics majors were working towards commerce rather than arts degrees. Given a choice between the humanities and commerce divisions, the economics department chose to go with commerce. This was a sad loss to the humanities, but a real boon to commerce, which now gained the full commitment of one of the university’s oldest disciplines. The fine scholarly record of the economics department proved critical to the division as research funding became ever more important; some of the other commerce disciplines did not have strong research traditions and economics gave the business school more credit with other scholars and, more importantly, with funders. Economics remained a subject available for both arts and commerce degrees; from 1999 it was also available as part of the philosophy, politics and economics (PPE) major for a BA. But economics also had a wider reach, appearing on the BSc schedule from 2002 as part of a major in economics and statistics, and from 2012 as a major on its own.

The issue of where economics fits as a discipline is a subject of considerable philosophical debate. At Otago, the answer is that it is an art, a science and a business! For over a century it was under the rule of the arts, but in the 1980s commerce took over. Throughout, it has been a popular subject with a strong research record. Do you have any memories to share of the ‘dismal science’ at Otago?

Among the brightest and the best

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1900s, 1920s, 1930s, 1940s, 1950s, 1960s, 1970s, 1980s, 1990s, 2000s, 2010s, anthropology, botany, economics, geology, law, medicine, physics, Rhodes, scholarships, sports, vice-chancellors, women

James Allan Thomson, New Zealand’s first Rhodes Scholar, as he appeared in the Auckland Weekly News, 7 July 1904. Image courtesy of Sir George Grey Special Collections, Auckland Libraries, AWNS-19040707-7-2.

The Rhodes Scholarship – one of the most prestigious academic awards in the world – has shaped the lives of some of Otago’s most gifted graduates. The scholarship, which provides for study at Oxford University, has been awarded since 1902 thanks to a generous bequest from Cecil Rhodes. Rhodes, an English clergyman’s son and Oxford alumnus, made his fortune as a mining magnate in southern Africa. He was an ardent promoter of the British Empire and played a large hand in African politics as Prime Minister of Cape Colony in the 1890s. His business ethics and racial views seem highly suspect today, but the purpose of the scholarship he founded – to promote peace and civic leadership by bringing together young people from the British colonies, Germany and the USA to further their education – remains admirable. The scholarships provide tuition and living costs for two or three years of study at Oxford; they are awarded to young people who demonstrate a combination of intellect, moral character, leadership, physical vigour, and an unselfishness which will lead to a commitment to public service.

There have now been 219 Rhodes Scholars from New Zealand. This country was generally allocated one scholarship per year from 1904, with two per year from 1926 until 1993, when the allocation was increased to three. Otago has a proud record of producing 61 of New Zealand’s Rhodes Scholars, and for some years now has been neck-and-neck with the much larger University of Auckland for first place honours. Rhodes Scholars are, by definition, outstanding people. All have interesting stories and it is not possible to recount them all here. Some feature in items produced to celebrate the centenary of the scholarship, including an Otago Magazine article and an exhibition at the University of Otago Library Special Collections.

Otago’s – and New Zealand’s – first Rhodes Scholar was a geologist, Allan Thomson. He taught at Oxford and worked in Australia before returning to New Zealand, where he was a palaeontologist with the Geological Survey before becoming director of the Dominion Museum. He made major contributions to the organisation of science in this country before his life was sadly cut short by tuberculosis (his initial diagnosis prevented him from taking up a position on Robert Falcon Scott’s Terra Nova expedition to Antarctica).

A considerable number of Otago Rhodes Scholars continued their careers beyond these shores. For example, there were several from the 1930s – when there were fewer scholarly opportunities in New Zealand – who became well known: doctor and Olympic champion Jack Lovelock (1931), journalist and war correspondent Geoffrey Cox (1932), Oxford English professor Norman Davis (1934), and writer and publisher Dan Davin (1936). Quite a few, like Davis, continued their academic careers at Oxford and other overseas universities.

Arthur Porritt in 1923, the year he was awarded a Rhodes Scholarship. Image courtesy of the Alexander Turnbull Library, S P Andrew Ltd :Portrait negatives. Ref: 1/1-018584-F.

Other scholars brought their overseas experience back to New Zealand. Where leadership is concerned, the best known is Arthur Porritt (1923).  At Oxford he completed the medical studies begun at Otago and went on to a stellar surgical career in England, becoming president of the Royal College of Surgeons and British Medical Association. He was also a stellar athlete; his bronze-medal win at the 1924 Paris Olympics was represented by the fictional Tom Watson in the film Chariots of Fire. From 1967 to 1972 Porritt returned to New Zealand and served as the first locally-born Governor General.

Sir Arthur and Lady Porritt in vice-regal splendour for the opening of parliament in 1968. Image courtesy of the Alexander Turnbull Library, Further negatives of the Evening Post newspaper. Ref: EP/1968/2679/6A-F.

Some Otago Rhodes Scholars returned to their alma mater and took up significant leadership roles. Hubert Ryburn (1921) was a mathematics scholar and Presbyterian minister; he sat on the University Council from 1946 and served as Chancellor from 1955 to 1970. Otago managed to entice another former Rhodes Scholar, Robert Aitken (1924), back to New Zealand to serve as its first full-time administrative head in 1948. Aitken left his position as Regius Professor of Medicine at the University of Aberdeen to become Otago’s vice-chancellor; he left in 1953 for a position as vice-chancellor at Birmingham. A more recent vice-chancellor, David Skegg, was also a Rhodes Scholar (1972). Skegg, who graduated top of his class at the Otago Medical School, relished the opportunity to study at Oxford with distinguished medical epidemiologist Richard Doll. In 1980, at just 32 years, Skegg returned to Otago as Professor of Preventive and Social Medicine, skilfully leading that department until 2004, when he became a popular vice-chancellor. He left that role in 2011, but continues as a highly respected research professor to this day.

David Skegg outside the Bodleian Library at the time of his graduation with an Oxford D Phil. Image courtesy of David Skegg.

Others also returned to Otago, sometimes briefly, and sometimes to make a career. A couple of recent examples are Jesse Wall (2008), now on the law faculty staff, and bioethicist Tom Douglas (2003), who remains at Oxford but visited last year to foster research links with Otago staff.

Athletes Porritt and Lovelock weren’t the only famous sportsmen on Otago’s Rhodes list, which also features two All Black captains, Chris Laidlaw (1968) and David Kirk (1985). For Kirk, like some others, the scholarship provided an opportunity to branch out from his original field of study. He was a medical graduate, but studied PPE (politics, philosophy, economics) at Oxford, returning to a career in politics, then business, in New Zealand and Australia. For Kirk, Oxford also provided a welcome respite from his celebrity status in New Zealand as Rugby World Cup-winning captain.

Cecil Rhodes’s will limited the scholarship to men. By the 1960s this had become a sore point, and from 1968 to 2000 Rhodes Visiting Fellowships were awarded so women who had already embarked on academic careers could also benefit from time at Oxford. Only 32 of these fellowships were awarded, so it is remarkable that 11 went to New Zealand women, two of them from Otago: archaeologist Helen Leach (1980) and lawyer Mindy Chen-Wishart (1992). In 1977 an Act of Parliament overturned the gender restriction and made the original scholarships open to women. Otago’s first woman Rhodes Scholar was law student Christine French (1981); since then women have accounted for just over half of the Otago recipients. The Rhodes Project, established by one of the first American women Rhodes Scholars to promote public understanding of female achievement, provides information about some of the Rhodes Scholar women and their subsequent careers.

Though Otago’s first Rhodes Scholar was a scientist, the list is dominated by arts, law and medical students; the most recent Otago science student to win a Rhodes was Jane Larkindale (1996), who majored in plant biotechnology and physics and is now a research scientist in the USA. Commerce students are even rarer, though Louis Chambers (2013) was a student of economics as well as law. Talented commerce and science students of today might like to consider this a challenge!

PhDs by the thousand

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1920s, 1940s, 1950s, 1960s, 1970s, 1980s, 1990s, 2000s, accounting, biochemistry, botany, chemistry, economics, history, medicine, microbiology, PhD, physiology, postgraduates, research

A PhD is well worth celebrating! Graduates on 13 December 2014. Photo by Michael Thomas, courtesy of University of Otago Marketing and Communications.

In 2007 the University of Otago reached a milestone so significant it held a gala ball at Larnach Castle. A large group of postgraduate students gathered for a convivial evening, celebrating the enrolment of over 1000 PhD students at Otago that year. Students of a century earlier could not have imagined such an event. They would have been shocked at the numbers, for a start, but many would also have no idea what a PhD was. The growth of the premier research degree is one of the significant changes in university life over recent decades.

PhDs are a fairly recent phenomenon in the British and colonial world. The PhD as a higher research degree had its origins in Berlin in the early 1800s and was adopted in the USA from the 1860s. Oxford did not pick up the baton until 1917 but by 1919 it was in all British universities. The University of New Zealand – the federal authority which set the syllabus, conducted exams and awarded degrees for all universities here until 1961 – introduced the PhD degree in 1922, but the programme quickly ran into problems thanks to a requirement for full-time study. That made it less flexible than existing higher degrees, which had been around since the 19^th century. By 1900 three Otago students had earned a Doctor of Science degree, three were Doctors of Laws and four Doctors of Medicine. For those degrees students presented a thesis or publication, completed without any supervision from the university. Settling on a uniform standard for the PhD was another difficulty and, in the face of few enrolments, in 1926 the University of New Zealand abolished the PhD degree.

By the time existing students had completed, there were just nine graduates from the University of New Zealand’s first experiment with the PhD. Three were from Otago, and it’s nice that they were distributed around three of the current four academic divisions: sciences, humanities and commerce. The honour of being the first Otago student to graduate PhD, in 1927, goes to Rudolf Penseler, whose thesis was ‘Experiments on the Synthesis of Apofenchocamphoric Acid’, completed in the chemistry department. He later did further research in England and Germany before returning to a varied career in New Zealand. Following Penseler, James Salmond graduated with a PhD in history in 1928 and Walter Boraman in economics in 1929. Boraman became a secondary teacher and school inspector, while Salmond became a minister, educator and leader in the Presbyterian Church (Salmond College is named for him and his sister).

Arthur Campbell teaching in the first-year chemistry lab in the early 1950s. He was lecturing during the day and working on his own research at night. Image courtesy of Arthur Campbell.

After World War Two, as the country came to value increasingly the research work being done in universities, the PhD degree was re-introduced, this time to stay. Otago’s first post-war PhD graduate was Richard (Dick) Batt, a chemist, in 1948. Like quite a few of that generation of PhD graduates he went on to a distinguished academic career, in his case at Massey University, where he became a noted alcohol researcher. The next made his career closer to home. Arthur Campbell, who was once Batt’s flatmate, graduated PhD in 1953. With the regulations now more flexible, he was able to complete his research part-time while working as an assistant lecturer; in fact he did most of his work late at night in the laboratory. After completing he spent some time researching in Glasgow before returning to the Otago chemistry department, where he later became professor. He eventually retired in 1987, noted as ‘an analytical chemist without peer’. A second 1953 graduate – Lyle Fastier, based in the medical school – completed ‘an experimental study of the mouse encephalomyelitis group of viruses’. The following year Margaret Di Menna became Otago’s – and New Zealand’s – first female PhD graduate, with her microbiology thesis on ‘Yeasts of the human body: their nature and relationships’.

By the end of the 1950s another ten PhD graduates had been added to Otago’s credit, all of them in chemistry and biochemistry with one exception, which was in botany. Through the 1960s the Otago PhD slowly grew in popularity, though it took a while before the prejudice against ‘colonial’ degrees was lost and the best scholars no longer felt compelled to travel overseas for doctoral work. The colonial cringe is now long gone, with candidates coming from all over the world to study here. Good Otago staff attracted good research students, with the medical school a particularly important draw for researchers. Though fields of study broadened through the 1960s and 1970s, a very large proportion of Otago PhDs in those decades were in biochemistry, physiology and microbiology, together with chemistry. Funding was significant in attracting students too. After the devolution of scholarships, once run nationally by the University Grants Committee, Otago committed heavily to providing support for PhD students. In 1995 it boasted of being the New Zealand leader in postgraduate support, granting 97 scholarships (paying full fees plus $12,000) to PhD candidates, plus 89 awards to masters students. Scholarships assumed ever greater significance as the government reduced the duration of its financial support to students.

In 1995 Otago had just under 500 PhD candidates in a wide variety of fields, with 38% in the sciences, 34% in health sciences, 19% in humanities and 9% in commerce. The following year Paul Theivananthampillai became the 1000^th person to graduate with an Otago PhD (the count began in 1962, following the abolition of the University of New Zealand). Like many before him the 1000^th graduate was already an Otago staff member; he completed his study on ‘the coalignment of strategic control systems’ while lecturing in the Department of Accountancy. The next 1000 Otago PhD graduates took just nine years to produce. Now (June 2015), the University of Otago boasts 3514 PhD graduates, together with 25 who graduated under the old federal system. Their research represents a pretty significant contribution to the sum of human knowledge! Some of that knowledge can now be accessed freely on the Otago University Research Archive, which has digital versions of many Otago PhDs – happy reading!

PhD graduates during the 25 August 2012 ceremony. Image courtesy of University of Otago Marketing and Communications.

Building for the arts

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1960s, art history, classics, economics, education, English, geography, history, languages, music, philosophy, politics, religion, teacher education, theology

The new Arts Building, photographed around 1970 by Arthur Campbell. The open area at the northern end was later built in to create more teaching spaces. Image courtesy of Arthur Campbell.

“We hope to give the people of Dunedin an arts building they can be proud of,” commented vice-chancellor Arthur Beacham in 1964. Fifty years later, that building is listed for replacement as part of the university’s 15-year building development plan. A new arts building – indeed a whole new humanities precinct – is planned, with construction scheduled to commence late in 2019. It seems timely, then, to look back to the beginnings of the original Arts Building.

Beacham made his 1964 comment as he welcomed the news that the government had granted approval for the University of Otago to obtain sketch plans for a new building to house some of the Faculty of Arts. This was a period of strong central government control over university development. The national University Grants Committee juggled requests for new buildings from the various institutions and made recommendations, which were then approved and funded by the government.

Otago arts student numbers were growing steadily, having doubled to reach nearly 1000 over a decade; they were predicted – fairly accurately as it turned out – to double again by the early 1980s. “Students are being taught in every basement, attic and old house we can bring into use,” noted Beacham. The English department was based in Cameron House, a grand old house which would later make way for Unicol; it also shared space in Lower Studholme, a neighbouring house, with the geography and education departments. Education, one of the largest university departments, also used Marama Hall, while geography had space in Mellor House. Political science and history occupied St Anne’s, yet another old house, once part of Studholme Hall’s accommodation, which would be demolished to create the Unicol site. Classics and modern languages had their home in the old professorial houses, while music, economics and philosophy were in the houses at 403, 411 and 421 Castle Street. Some classes took place in the revealingly named “arts hut”.

A new library was under construction and would open in 1965. Plans were for this to house some of the arts departments – political science, English and geography – until the library expanded to fill the whole building. The new Arts Building would supply teaching space and offices for most of the remaining arts departments. Its site, which had been set aside for a proposed building by the university council as early as 1960, expanded the campus in a new direction.

The site of the new Arts Building is marked ‘Phase I’ in this plan from the 1964 Design Report. The Student Union building is under construction at front left, while in this photo work on the library is yet to commence. Image courtesy of the Hocken Collections, Angus Ross papers, MS-1050/014.

The new building was designed by J.O. Aimers of old Dunedin architectural firm Mason and Wales. His design report of 1964 noted that the long narrow building of six floors would allow for future developments nearby while providing well for “Staff Studies, Seminar Rooms and Research Rooms requiring good daylighting and aspect”. Larger lecture rooms would take up the ground floor space: “This avoids problems in vertical circulation.” Seminar rooms for smaller classes and tutorials were located at the centre portion of each floor, meaning staff offices were in “quiet cul-de-sacs which are desirable in a Faculty of Arts.” Those “cul-de-sacs” would not always be as quiet as the architect anticipated. Ninian Smart, a distinguished religious studies scholar who visited Otago in 1971, recalled “the former dean of arts, reprimanded by the registrar for playing cricket on the matted corridors of the new arts building” (please tell me if you know who that was!). The long corridors would prove a temptation to cricketers of later generations as well – I recall corridor cricket taking place in the history department early in the 21st century.

Building, noted the Otago Daily Times, was “dogged  by Government delays at each stage of planning,” but in 1966 the university received the good news that cabinet had approved a tender from Dunedin firm Mitchell Brothers Ltd for construction of the new building. The total cost, when equipped, would be around £550,000. Occupation was scheduled for 1969, but in September 1968 the builders made an “all-out effort” over two weeks to complete two of the larger ground floor lecture theatres so they could be used by the Dunedin Teachers College. The college’s buildings were destroyed by a large fire on 3 September 1968 and the university – then a separate institution – offered this, along with some other accommodation, as “rescue aid.”

The Minister of Education, Arthur Kinsella, formally opened the Arts Building on 5 March 1969. He noted that the building “was a particularly fine one. The planning had been done economically, and he felt it was good value for money.” These comments were presumably a reaction to the criticism of Prof Eric Herd, dean of the arts faculty, who informed him that the building was “already too small …. Surely it is less expensive in the long run to design a building which will last for 20 years instead of three.” In 1972 the government approved preliminary planning of another larger “arts-library block” – the future Hocken/Richardson Building – which would house several arts departments, allowing others to expand within the 1969 Arts Building.

People sometimes refer to the Arts Building as the Burns Building, as its larger teaching areas are known as the Burns lecture theatres. I was asked recently if these are named after Reverend Thomas Burns, the spiritual leader of the Otago colony and first chancellor of the university, or his nephew Robbie Burns, the poet. I haven’t managed to find the answer yet, but either – or both! – would be appropriate for a building which is now home to the Department of English and the Robert Burns Fellow as well as the Department of Theology and Religion. Others who call the Arts Building home at present are the Departments of Politics, Classics, Languages and Cultures, History and Art History, and the administrative staff of the Division of Humanities.

Like all parts of the university, the Arts Building has seen many interesting people come and go through its history. Though few of its current occupants seem to regret its planned future replacement, it does hold many memories. Do you have any to share?