ORGANIZATION OF A STATE UNIVERSITY 95 



than in the purely intellectual outcome. They should be trained 

 teachers with the social point of view; that is, with a conception of 

 truth as something that comes up out of the great social world and re- 

 turns into the greater social world to make life more complete and 

 worth while. 



There should be no teaching of the younger members of the univer- 

 sity by mere research men. The first contact of the freshman with the 

 university should be with the broadest and sanest members of the 

 faculty. That is to say, the faculty should be strong enough to be able 

 to afford real teachers for the freshmen. There is more to be said with 

 reference to the organization of the faculty and the university in general, 

 but before proceeding to that a brief statement is necessary here about 

 the student body. 



The student body is, of course, the most important part of the 

 university. The rest of the university exists for the sake of the student 

 body. A university student body is always, under normal conditions, 

 an inspiring body. 



In turn, they should be constantly inspired. They should be so 

 carefully looked over on their entrance to the university that the state 

 may be perfectly assured that none is among them merely to waste time 

 and squander the resources of the state and his own life. 



And thus assured of their interests and their ability, the students 

 should have some real share, some genuine control in the organization 

 and life of the university. The university exists to minister to the grow- 

 ing life of the students. It should be used by them as a means to their 

 education ; and since education is a broadly social process, the university 

 must recognize its broadly social meanings and organize itself, demo- 

 cratically, along all the lines that minister to, that support, that compel 

 or nourish any element of democratic personality. The spirit of genuine 

 cooperation and effectiveness should be apparent everywhere; and old- 

 time aristocratic suspicions of the student body should be done away 

 with. Eeal training for democratic living can come only through shar- 

 ing real responsibility. 



Let us now return to a more complete discussion of the organization 

 of the university. The whole faculty, every member being present or 

 accounted for, should come together daily for at least a week before 

 the regular opening of the school term in the fall. Out of the inci- 

 dental or special studies of the summer, the experiences in travel or in- 

 vestigation, or the broadening influences of reaction, every member of 

 the faculty should have something valuable to suggest with reference 

 to the growing problems of the institution and the necessary policies. 

 He who has nothing to suggest as to policy should be regarded as only 

 half a member of the faculty: teaching is not all of university life. 

 Each member of the faculty should feel a share in the determination of 



