EXPERIMENT STATION RECORD. 



Vol. XXII. February, 11)10. No. 2. 



The distinction between government and administration in the 

 management of educational institutions is not always as sharply 

 drawn or as carefully observed as it should be. There is frequent 

 confusion in the minds of governing boards as to their duties and 

 those of the president of the college and other officers; and this con- 

 fusion leads to an assumption of tlie duties of the executive by the 

 board, which the latter is not fitted by training or experience .to 

 discharge. The result is detrimental to good organization and effi- 

 cient administration, and leads to no end of internal difficulty. In 

 a broad way it retards the development of the proper spirit and the 

 conception of an institution for higher learning. 



This difficulty is by no means new in our agricultural colleges and 

 experiment stations. There has been reason to expect, however, that 

 it would pass away as the institutions grew in years and in expe- 

 rience and the example of the whole system became crystallized into 

 a method of procedure. AA^iile this has been the case quite generally, 

 there continue to be evidences of the evils which result from an 

 improper attitude and a false conception on the part of persons 

 selected to govern these institutions. The matter is so vital to the 

 progress and welfare of the colleges and stations, and to their general 

 standing in the educational world, that it seems worthy of considera- 

 tion. 



As state institutions the agricultural colleges and experiment sta- 

 tions stand in unusually close relation to the public. In many ways 

 besides through their appropriations they feel the pulse of the people, 

 and their proper development depends upon an enlightened public 

 opinion. Being creatures of the State, they are often regarded as 

 subjects for special control and direction from a variety of sources, 

 in order that they shall carry out the will and the ideas of the people 

 in all matters. The necessity for a broad and consistent policy and 

 a just conception of the position and requirements of such institu- 

 tions is not always fully realized by the public, and the recognition 

 of these matters depends in a general way upon the education of the 

 people of the whole State. 



The people's part in the government of educational institutions is 

 exercised through the governing boards, sometimes elected by popular 

 vote, and more often appointed by the governor. It is on the assump- 



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