Mat 14, 1909] 



SCIENCE 



785 



TABLE V 



Expenditure and Receipts per Student in Yarious Departments of Yale University, for the Tear 1907-8" 



educational system. As a matter of 

 mutual aid, as well as good faith, all 

 chartered institutions should publish a 

 complete annual financial statement. 



And now, to sum up this survey, which 

 has necessarily but touched upon main 

 issues. 



What are the conclusions to be drawn? 



Considering the vast and growing army 

 of students and the marvelous broaden- 

 ing of the field of study which is oifered, 

 the impossibility of the ideal of a univer- 

 sity "where any person can find instruc- 

 tion in any study," unless it can com- 

 mand unlimited endowments, becomes 

 sadly apparent. For, if it depends at all 

 upon tuition fees and attempts to raise 

 these to the actual cost of the yearly in- 

 struction, it will destroy the first part of 

 its democratic ideal— some worthy per- 

 sons will inevitably be excluded by the 

 expense. 



In the writer's judgment it can best 

 fight off the evil day of financial or edu- 

 cational insolvency by frankly limiting its 

 field. The term insolvency is used ad- 

 visedly — for any ' institution which can 

 only run by cashing in the loyalty of its 

 employees through lamentably underpay- 

 ing them, is no less: than financially in- 

 solvent. And any institution which pre- 



" Report of the Treasurer of Yale University for 

 the year ending June 30, 1908. 



tends to and advertises educational 

 resources which it does not possess is edu- 

 cationally bankrupt. 



The trend is strong in the direction of 

 limitation of field. Throughout the land 

 we see a clearer and cleaner conception of 

 the difference in nature between the college 

 and university. For pedagogic, disciplin- 

 ary and economic reasons this distinction 

 is growing more and more marked and in 

 obedience to them institutions are shaping 

 their activities. The greatest educational 

 reform going on in America to-day is in- 

 volved in viewing our educational system, 

 from the primary schools up, as a whole 

 organism, each division having its distinct 

 part to play, in regard both to its direct 

 relation to the world at large and to its 

 relation to the other parts. To arrive at 

 the evident demand of the world at large 

 with reference to higher education we may 

 consider these facts: in 1905-6 with a 

 population of 83,935,399 in the United 

 States there were 279,270 students receiv- 

 ing higher instruction; the total number 

 of degrees granted was 20,655, which in- 

 cluded 1,386 masters of arts and 327 doe- 

 tors of philosophy. Standing out most 

 impressively we have the fact that a very 

 small number of institutions of genuine 

 graduate rank would sufiice to fill the 

 present needs of the nation. And it is 

 precisely this work which is most expen- 



