Functions of the Universities

The functions of universities are many. The pursuit of knowledge is an end in itself. As centres of learning the universities have to preserve and interpret the understanding and culture of the past, advance knowledge in the present, and create an intellectual springboard for the future.

Within the broad system of higher education the universities also have special teaching functions. Their basic purpose is to give a first-class education in theories and principles to enable their students to reach a high standard of creativeness, criticism and flexibility. Certainly, they do have to teach how to acquire, increase and employ knowledge. The essential emphasis in university education is on the cultivation of the minds of those with whom lies the heaviest

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responsibility for creating the future.

Universities do train for the professions and teach special skills. They turn out doctors, engineers and lawyers, chemists, physicists and economists. But the majority of their graduates are not trained for specific jobs. Even in cases such as those cited, the education is not narrowly vocational. Degree students are educated in principles as well as practice so that, as knowledge grows and techniques change, they can adapt themselves and keep up-to-date and efficient.

It might possibly be argued, then, that it does not matter what universities teach—physics or geography, sociology or English—so long as they provide intellectual training. This, of course, would be unrealistic; for one thing, people have different interests. Different subjects also require different types of mind and produce different mental skills. The nation also needs certain numbers of dentists and architects, lawyers and engineers. It is not reasonable for universities to teach anything and everything; there must be some consideration for national needs. Universities must certainly educate people in a variety of subject areas in order to meet the future needs of the nation. The main duty of the universities is to produce well-educated people who can construct the future and adapt to it.

From the outside, reading textbooks, writing papers and essays, doing homework, engaging in classroom recitations and discussions, may have all the appearance of work that is good for the mind. But a closer look (and, this is true of college as well as high school) shows how little thinking is really going on. This is child labour, that both keeps the child off the streets and trains him in the carrying out of prescribed tasks. A history examination reveals it all: it asks for names, dates, and conclusions found in the textbook or outside reading. The real questions on the text are: "Did you do the job that you were told to do?" "Do you remember what you were told?" Have you learned to carry out a job carefully and accurately?" "Did you nave the self-discipline to do this job despite all other things and activities that offered themselves?" "Can you sit longer and concentrate harder than the others in class?" (After Ch. Reich)

1. Answer the questions.

1. What does a closer look at academic activities show? 2. Do you agree that this kind of training is also necessary and important? 3. Is the ability to carry out prescribed tasks a part of self-discipline? 4. What qualities does this kind of training develop? 5. What other things must be taught?

2. Give a summary of the text.

3. Be ready to speak about the main functions and duties of the Universities.

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Read and translate the text Name the main university degrees and degree courses.