CONVENTION OF COLLEGES AND EXPERIMENT STATIONS. 113 



year, and to receive definite credits toward graduation. This would 

 have the effect of standardizing work which is noAv done and for 

 which there are no definite credits, and by reason of which the school 

 suffers in comparison with other schools in presenting college en- 

 trance credits. 



In his discussion of this paper, H. C. Price dealt with the public 

 school secondary courses rather than the secondary schools maintained 

 in connection with agricultural colleges, and stated that in the Ohio 

 College of Agriculture it was the practice to make it more difficult 

 for city boys to enter the college course than for country boys, this 

 being accomplished by admitting country boys upon graduation from 

 a three-year high-school course, while city boys coming from a four- 

 year high-school course must present a certificate of graduation. He 

 said that judging from three years' experience the college of agri- 

 culture had not suffered from such an arrangement. The purpose 

 of the short courses in the college of agriculture, according to Dean 

 Price, is to prepare for the business of farming, and such courses 

 should not be combined with college preparatory courses. 



W. M. Hays referred to the desirability of maintaining secondary 

 courses, for a time at least, in every agricultural college to aid in 

 the preparation of teachers of agriculture for lower schools. 



A plan of university organization was discussed informally by 

 A. R. Hill, who recommended (1) a small board of control, 7 to 9 

 members, to be appointed by the governor from both political parties, 

 whose function should be to confirm the recommendations of the 

 faculty and to lay down general rules under which the faculty may 

 act freely; (2) a faculty consisting of a university faculty to pass 

 legislation for all departments, special faculties of agriculture, law, 

 medicine, etc., to have charge of admission, courses of study and reg- 

 ulations for graduation for tlieir respective colleges, and a junior 

 college faculty, the latter to consist of teachers of general courses for 

 freshman and sophomore years; (3) in state universities an experi- 

 ment station staff; (4) an extension staff witli a permanent director 

 and special faculty working as members of the different departments 

 in the university. No graduate faculty should be provided for, such 

 being an anomaly in a true university. 



Dean Davenport discussed the administrative relations between the 

 board of trustees, the college president, and the dean and director, 

 He stated two theories with reference to the origin of authority in 

 educational institutions, (1) that it is derived from one's immediate 

 superior, and (2) that authority goes with ability and responsibility. 

 He believed that the best organization includes a board of trustees 

 to serve as a legislative body dealing largely with principles and 

 little with details, and keeping the institution in close touch with 



