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and under a single adminstration. Whether this line will be drawn at the end of the present so-called senior year, or at the end of the junior year, or possibly, as some advocate, at the end of the sophomore year, cannot be prophesied. Some men, whose opinions should be of value, have said recently that the elective system in the college has been overworked, and that there should be a return toward the fixed courses for undergraduates, such as were in existence twenty-five years ago. On the other hand, there is in certain quarters a vigorous pressure being made to shorten the combined college and professional courses from eight to seven, or six years; President Butler, of Columbia, having gone so far as to advocate a shortening of the college course to two years.

What are the duties of the administration of a university? To reply to this in detail is, of course, impossible. To reply to it even in a general way one must know the particular university or the particular type of university under consideration. There is likely to be a general similarity in the problems for the presidents of Harvard, Cornell, Princeton, Yale, Chicago, and possibly a few others. But even here the origin, location, and other conditions, make the work of each peculiar to itself.

There is another class of institutions (state universities) in many instances comparable to the ones already named, in size, in income, in number of students, etc., etc. There are still others of this latter class which are more comparable in size, equipment, and educational work with the smaller colleges, of which Knox in Illinois, Wabash in Indiana, and Bowdoin in Maine, may be taken as illustrations. Yet all of these institutions, larger or smaller, named state universities, are, by virtue of being state institutions, called upon to solve many problems which are identical, from the mere fact of their being state institutions. If there is to be a representative body of literature compiled upon the subject of administration, is there not more likelihood of it coming from state universities, which, after all, are more uniform in organization than an equal number of any other kind of institution? There is but one Harvard, one Yale, one Cornell, etc., but there are at least a dozen state universities which are so nearly alike, or at least which have so

similar an organization, similar sources of revenue, similar classes of students in attendance, similar problems for support, that the study of one would reveal a fair knowledge of all. More than this, there are forty other state universities that in many essentials are like the greater state universities-Michigan, Wisconsin, Illinois, etc., and are growing so rapidly that it is not improbable a decade will bring them into the same class in all respects with those that are now recognized as leaders.

Further, the tendency of the age and of the nation is toward state managed institutions. Not that others will cease to exist, but probably few others than state institutions will be founded. Increased strength may be, and should be, given to the colleges already established; but just as the tendency all through the country is to support well equipped, well managed high schools in every community, even though there be already private or endowed schools in the vicinity, just so in every state there is a tendency, already realized in more than forty states and territories, to have a university open to the public for all creeds and classes. So far, Germany is the only one of the great nations which has universities under the control of the general government in such number as to supply the needs of the whole population.

In the United States the whole tendency, since the first settlement by the English-speaking race, has been toward providing education, and since the foundation of the Republic toward providing education at public expense, and since the Land Grant Act of 1862 toward providing "liberal and practical education" at public expense for all the people of every class in the "various pursuits and professions of life." The institutions last referred to have been known in many instances as Land Grant Colleges, because often their origin is due almost entirely to the grant of land made in pursuance of an act passed by Conress, in 1862, granting land to the various states for the purpose of establishing" at least one college in each state" where, after prescribing in detail some courses which must be given, the paragraph ends, "to provide a liberal and practical education for the industrial classes."

In several instances this Land Grant was assigned to already

existing state universities, but where it was not so done a separate institution was established and now exists in every state and territory of the United States. In some cases it is in addition to a state university. In eighteen instances it is the state university.

The state universities had their earliest and most vigorous growth in the Northwest territory, as a result of the ordinance of 1787. In the newer states, such as Wyoming, Kansas, Idaho, Washington, and others, the state university has from the beginning had the united and interested support of the population.

In many of the older states of the middle West the religious zeal of individuals and denominations had established in the pioneer days colleges of the same kind and for the same purpose as were those earliest established in New England. Some of these, had there been no modifications of conditions, might have grown into large universities such as Harvard and Yale. But conditions which we have not time to name were different, and in the Western progress, the growth of the Northwest territory and the mapping out of new states, the educational system was a part of the public's business. A very few in all of these privately endowed or denominational institutions have grown to great size. Whether this is an advantage or disadvantage to the institutions themselves, or to the cause of education, it is not the purpose here to discuss. But the state universities have grown, and in their growth they have seemed to some to be usurping the place already occupied by the existing colleges, and in the course of time the state university has, by virtue of its legislative support and its variety of courses offered, seemed to be an antagonist to these smaller and older colleges. This, however, has in every instance proved to be only seeming. But so alarmed have been some of the smaller colleges in many states, that organizations of the colleges have been effected to block the progress of the state institution. They had an unreasoning terror. In several states where this situation has existed the outcome has revealed that the growth and usefulness of the smaller colleges has not only not been injured by the progress of the state university, but there are many evidences that the success of the opposition would have proven fully as great a clamity to the colleges as to the university.

In this discussion the term "college" will refer to the institution established originally by a religious denomination or by an individual, and whose work is to offer the regular four years college course leading to the degree A. B., and perhaps B. S. also. Some of these have added a single professional school, theology, or medicine, or law, and some have the word "university" as part of their title, but the strength and importance of the institution is the college. Types are those mentioned above, and Miami University, Oberlin College, Iowa College, Lawrence University, Williams College, Amherst College, etc.

The term "university" in this paper will indicate the state university rather than the privately endowed, such as Princeton, Yale, Northwestern, etc.

The administration of each has to do with its constituency. The constituency of the college is its body of students, their parents, and if it be denominational, the denomination which protects and supports it. The fact that all classes and creeds. may be admitted as students, does not mean that the general public is its constituency. Its duty is to the students who come, not to the public outside. The constituency of the state university is the whole population of the state, not alone the students who are registered.

A clause in the Act of Congress establishing the Land Grant colleges outlines completely the duty of the state university "to offer a liberal and practical education to the industrial classes in the various pursuits and professions of life." What could be broader, more comprehensive? There are no other than the industrial classes in America. Hence the provision is to be for everybody. "Liberal and practical education in the various pursuits and professions of life."

The administration of a university must have as its task the preparation of a curriculum for the students in attendance on the regular courses of graduate and undergraduate study and all that is connected with them-that is, the regular work of college, technical and professional schools; and also have in mind the industrial classes, as well those who have ordinarily no direct association with the university as those whose sons and daughters are in residence at the university. University exten

sion in its completest sense should be a part of the work of a state university.

By no means the least important task of the administration (we might as well say president) of a university is the search for, and selection of, suitable men for the widely differing lines of work. The men who fill the chairs of instruction in a college and in the same departments in a university, do not change frequently. That is on the whole, professors of Latin, Greek, French, German, mathematics, philosophy, and a few others, are likely to spend their whole active life in one institution. Of course this statement is a little too sweeping, for conspicuous success may bring a call to a more important or better paid position. But in comparison with the frequent changes in the various engineering departments, agriculture, and the sciences, few positions in life are as permanent as professorships in the first named list of subjects. For the last quarter of a century, and at least for the next like period, the demand has been and will be so great for trained men in practical scientific, and technical pursuits, at high salaries, that it is next to impossible to hold these men for any great length of time to teaching work. The maintaining of a full teaching force, then, throws a vastly greater burden on the president of a university than on the president of a college. The burden is still heavier if the university president would not only see that all departments are fully manned but most effectively manned. He must avoid the serious danger of inbreeding. With many places to fill and frequent changes it is easier to select the men nearest at hand and appoint alumni. Up to a certain point alumni should be appointed, for an institution needs the loyalty and acquaintance with tradition that only alumni can possess, but for the most effective and broadest work the best men that can be obtained from widely scattered sources should be chosen. The president in selecting such men will undoubtedly draw upon himself considerable criticism, for it is a curious fact that inbreeding is looked upon by the constituency of many universities and by that of all colleges as a most precious prerogative. The advent of "outsiders" is viewed with the suspicion that far better material could have been found at home. Possibly this might be

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