EDITORIAL. 103 



in that office; and it should at all times stand firmly behind the insti- 

 tution, defending it against unfair or captious criticism and the inter- 

 ference of political or other influences not worthy to be considered in 

 the management of an educational or scientific institution. 



In this field lies its greatest usefulness. If it discharges these 

 duties it will have given strength and dignity to the administration, 

 and done all that can be wisely expected of it. AMien a board as a 

 whole, or through committees, goes beyond this and undertakes to 

 run the institution in detail, it oversteps the bounds of its official 

 province, and trouble always results. 



This view of the board's functions, while accepted at some insti- 

 tutions, is radically departed from at others, usually with the best 

 of intentions, but nevertheless to the embarrassment of the head of 

 the institution. Instead of adding to their efficiency and the economy 

 of the funds, it constitutes one of the present weaknesses of such 

 institutions. Boards often feel, for example, that as the personnel 

 of the college is one of the most important factors in its development, 

 its selection should be one of their chief functions ; and they are not 

 always mindful of the difficulties, mistakes, and injustice which such 

 a course entails. In the case of dismissals they do not appreciate 

 how serious a blow may be struck to academic integrity and to the 

 dignity of the teacher's position, as Avell as to the good name of the 

 institution. 



The selection of the heads of the various departments requires an 

 expert executive, familiar with the requirements of the positions and 

 fitted by association and experience to pass upon the academic quali- 

 fications of men. It is for such duties that the board of regents 

 chooses a president, and upon his fitness and judgment in selecting 

 and attracting strong men to the institution will the strength of its 

 various departments in large measure depend. Ability in this direc- 

 tion has been described as the highest quality of the trained college 

 executive. To sustain him in attaining this ideal is one of the highest 

 functions of the board of regents. 



In other cases, the trustees have themselves undertaken to pre- 

 scribe and revise courses of study, regardless of the teaching force, 

 and have insisted upon the elimination of branches which did not 

 appear to them to be practical. Such action is not only unwise on 

 general principles, but it leads to the grave danger of making the 

 courses too specialized and of overlooking the fact that these colleges 

 are for education as well as for manual training. The grade and 

 general scope of an institution can be indicated without taking the 

 curriculum out of the hands of the experts employed to devise and 

 arrange it with reference to the attainment of desired ends. 



Cases have arisen in which administration by committees of the 

 board has been carried to such an extent as largely to rob the presi- 



