TECHNICAL AND PROFESSIONAL EDUCATION 41 



the kind frequently set up the standards, enforce them by 

 examinations, but do not provide any training. Such, for 

 example, is the case in this country with the Institution of 

 Civil Engineers and the Institute of Chemistry. Further, we 

 must note the existence of a great variety of special training 

 schools with professional or technological aims, where 

 a portion or the whole of the work is of university standard, 

 but where there is no direct association with a university or with 

 an incorporated body representing a single interest. Lastly, 

 there are affiliation arrangements for the inclusion of technical 

 studies. 



The next fact that I wish to emphasize is that the authorities 

 who govern these outside institutions and associations are, 

 to a large extent, men engaged in the particular calling con- 

 cerned, and are not primarily academic in their interests 

 and outlook. In some cases a municipality is the governing 

 body. It is to be expected that in any readjustment of 

 educational plans the existing governors will be tenacious of 

 the authority they have already acquired. 



The question now is, What should be the attitude of the 

 universities in this complicated situation ? They do not 

 stand outside, they are already involved in it ; they cannot 

 refuse to be interested. It concerns especially those newer 

 universities which are still developing a fundamental policy. 



The main difficulties of the position appear to me to be these. 

 On the one hand, it may be supposed that those who are 

 primarily interested in special studies, would be very glad to 

 secure for them the certain advantages which come from 

 incorporation in a university. They can hardly refuse to 

 acknowledge the benefit to all young men standing at the 

 threshold of their life-careers, of the humanizing life of a uni- 

 versity, with its great variety of individuals and interests, its 

 broadening influence on intellectual outlook, and its potent effect 

 in the formation of ideals and of character. They fear, however, 



241 F 



