Theundergraduateorcollegiateschools，thatnowbulksolargeinpointofnumbersaswellasintheattentiondevotedtotheirwelfareinacademicmanagement，haveundergonecertainnotablechangesinotherrespectsthansize，sincetheperiodofthatshiftingfromclericalcontroltoabusinessadministrationthatmarksthebeginningofthecurrentr間ime。Concomitantwiththeirgrowthinnumberstheyhavetakenoveranincreasingvolumeofotherfunctionsthansuchasbeardirectlyonmattersoflearning。Atthesametimetheincreaseinnumbershasbroughtachangeinthescholasticcomplexionofthisenlargedstudentbody，ofsuchanaturethataveryappreciableproportionofthesestudentsnolongerseekresidenceattheuniversitieswithaviewtothepursuitofknowledge，evenostensibly。Byforceofconventionalproprietya\"collegecourse\"——theduetermofresidenceatsomereputableuniversity，withthecollegiatedegreecertifyinghonourabledischarge——hasbecomearequisiteofgentility。Soconsiderableistheresultinggenteelcontingentamongthestudents，andsodesirableistheirenrolmentandthecountenanceoftheirpresence，intheapprehensionoftheuniversitydirectorate，thattheacademicorganizationisingreatpart，andofstrategicnecessity，adaptedprimarilytotheirneeds。
Thiscontingent，andthegeneralbodyofstudentsinsofarasthiscontingentfromtheleisureclasshasleavenedthelump，arenotsoseriouslyinterestedintheirstudiesthattheycaninanydegreebecountedontoseekknowledgeontheirowninitiative。Atthesametimetheyhaveotherintereststhatmustbetakencareofbytheschool，onpainoflosingtheircustomandtheirgoodwill，tothedetrimentoftheuniversity’sstandingingenteelcirclesandtotheseriousdeclineinenrolmentwhichtheirwithdrawalwouldoccasion。Hencecollegesportscomeinforaneverincreasingattentionandtakeanincreasinglyprominentandvoluminousplaceintheuniversity’slife;asdoalsootherpolitelyblamelesswaysandmeansofdissipation，suchasfraternities，clubs，exhibitions，andtheextensiverangeofextra—scholastictrafficknownas\"studentactivities。\"
Atthesametimetheusualandaverageageofthecollegestudentshasbeenslowlyfallingfartherbackintotheperiodofadolescence;andtheirregularitiesanduncertaintemperofthatuneasyperiodconsequentlyarecallingformoredetailedsurveillanceandamorecircumspectadministrationofcollegediscipline。Withabodyofstudentswhoseeverydayinterest，asmaybesaidwithoutexaggeration，liesinthemainelsewherethaninthepursuitofknowledge，andwithanimperativetraditionstillstandingoverthatrequiresthecollegetobe（ostensiblyatleast）anestablishmentfortheinstructionoftheyouth，itbecomesnecessarytoorganizethisinstructiononacoerciveplan，andhencetoitemizethescholastictasksoftheinmateswithgreatnicetyofsubdivisionandwithameticulousregardtoanexactequivalenceasbetweenthevariouscoursesanditemsofinstructiontowhichtheyaretobesubjected。Likewiseasregardsthelimitsofpermissibleirregularitiesofconductandexcursionsintothefieldofsportsandsocialamenities。
Tomeetthenecessitiesofthisdifficultcontrol，andtomeetthemalwayswithoutjeopardizingtheinterestsoftheschoolasacompetitiveconcern，aclose—cutmechanicalstandardization，uniformity，surveillanceandaccountancyareindispensable。Asregardsthescheduleofinstruction，bonafidestudentswillrequirebutlittleexactingsurveillanceintheirwork，andlittleinthewayofanapparatusofcontrol。Butthecollegiateschoolhastodealwithalargebodyofstudents，manyofwhomhavelittleabidinginterestintheiracademicwork，beyondtheacademiccreditsnecessarytobeaccumulatedforhonourabledischarge，——indeedtheirscholasticinterestmayfairlybesaidtocentreinunearnedcredits。
Forthisreason，andalsobecauseofthedifficultyofcontrollingalargevolumeofperfunctorylabour，suchasisinvolvedinundergraduateinstruction，theinstructionofferedmustbereducedtostandardunitsoftime，gradeandvolume。Eachunitofworkrequired，orratherofcreditallowed，inthismechanicallydrawnschemeoftasksmustbetheequivalentofalltheotherunits;otherwiseacomprehensivesystemofscholasticaccountancywillnotbepracticable，andinjusticeandirritationwillresultbothamongthepupilsandtheschoolmasters。Forthegreaterfacilityandaccuracyinconductingthisscholasticaccountancy，aswellaswithaviewtothegreaterimpressivenessofthepublishedscheduleofcoursesoffered，thesemechanicalunitsofacademicbullionareincreasedinnumberanddecreasedinweightandvolume;untiltheparcelmentandmechanicalbalanceofunitsreachesapointnoteasilycredibletoanyoutsiderwhomightnaivelyconsidertherequirementsofscholarshiptobeanimperativefactorinacademicadministration。Thereisawell—consideredpreferenceforsemi—annualorquarterlyperiodsofinstruction，withacorrespondingtimelimitonthecoursesoffered;andtheparcelmentofcreditsiscarriedsomewhatbeyondthepointwhichthissegmentationoftheschoolyearwouldindicate。Soalsothereprevailsasystemofgradingthecreditsallowedfortheperformanceoftheseunitsoftask—work，bypercentages（oftencarriedouttodecimals）orbysomeequivalentschemeofnotation;andinthemoresolicitouslyperfectedschemesofcontrolofthistask—work，thepercentagessoturnedinwillthenbefurtherdigestedandweighedbyexpertaccountants，whoreviseandcorrectthesereturnsbythehelpofstatisticallyascertainedindexnumbersthatexpressthemeanaveragemarginoferrortobeallowedforeachindividualstudentorinstructor。
Inpointofformalprotestation，thestandardssetupinthisscholasticaccountancyarehighandrigorous;inapplication，theexactionsofthecreditsystemmustnotbeenforcedinsoinflexibleaspiritastoestrangethatmuch—desiredcontingentofgenteelstudentswhoseneedofanhonourabledischargeisgreaterthantheirloveofknowledge。Neithermustitsdemandsonthestudent’stimeandenergybeallowedseriouslytointerferewiththosesportsand\"studentactivities\"thatmakeupthechiefattractionofcollegelifeforalargeproportionoftheuniversity’syoungmen，andthatare，intheapprehensionofmany，soessentialapartinthetrainingofthemoderngentleman。
Suchasystemofaccountancyactstobreakthecontinuityandconsistencyoftheworkofinstructionandtodiverttheinterestofthestudentsfromtheworkinhandtothemakingofapassablerecordintermsoftheacademic\"miner’sinch。\"Typically，thisminer’sinchismeasuredintermsofstandardtextpertimeunit，andtheimmediateobjectiveofteacherandstudentsobecomesthecompassingofagivenvolumeofprescribedtext，inprintorlectureform，——leadinguptothebroadprinciple:\"NichtsalswasimBuchesteht。\"Whichputsapremiumonmediocrityandperfunctorywork，andbringsacademiclifetorevolveabouttheofficeoftheKeeperoftheTapeandSealingWax。Evidentlythisorganizationofdepartments，schedulesofinstruction，andschemeofscholasticaccountancy，isamatterthatcallsforinsightandsobrietyonthepartoftheexecutive;andinpointoffactthereismuchdeliberationandsolicitudespentonthisbehalf。
Theinstallationofaroundedsystemofscholasticaccountancybringswithit，ifitdoesnotpresume，apainstakingdistributionofthepersonnelandthecoursesofinstructionintoaseriesofbureauxordepartments。Suchanorganizationoftheforcesoftheestablishmentfacilitatestheoversightandcontrolofthework，atthesametimethatitallowsthearrayofscheduledmeans，appliancesandpersonnelatitsdisposaltobestatisticallydisplayedtobettereffect。Underexistingcircumstancesofrivalryamongtheseinstitutionsoflearning，thereisneedofmuchshrewdmanagementtomakealltheavailableforcesoftheestablishmentcounttowardthecompetitiveend;andinthiscompositionitisthepartofworldlywisdomtoseethatappearancesmayoftenbeofgraverconsequencethanachievement，——asistrueinallcompetitivebusinessthataddressesitsappealtoalargeandscatteredbodyofcustomers。Thecompetitionisforcustom，andforsuchprestigeasmayprocurecustom，andthesepotentialcustomersonwhomitisdesirabletoproduceanimpression，especiallyasregardstheundergraduateschool，arecommonlylaymenwhoareexpectedtogooncurrentrumourandtheoutwardappearanceofthingsacademic。
Theexigenciesofcompetitivebusiness，particularlyofsuchretailtradeasseemschieflytohavecontributedtotheprinciplesofbusinesslikemanagementinthecompetingschools，throwthestressonappearances。Insuchbusiness，the\"goodwill\"oftheconcernhascometobe（ordinarily）itsmostvaluedandmostvaluableasset。Thevisiblesuccessoftheconcern，orratherthesentimentsofconfidenceanddependenceinspiredinpotentialcustomersbythisvisiblesuccess，iscapitalizedasthechiefandmostsubstantialelementoftheconcern’sintangibleassets。Andtheaccumulationofsuchintangibleassets，tobegainedbyconvincingappearancesandwell—devisedpronouncements，hasbecomethechiefobjectofpersistentendeavouronthepartofsagaciousbusinessmenengagedinsuchlinesoftraffic。This，thatthesubstancemustnotbeallowedtostandinthewayoftheshadow，isoneofthefundamentalprinciplesofmanagementwhichtheuniversities，undertheguidanceofbusinessideals，havetakenoverfromthewisdomofthebusinesscommunity。
Acceptingthepointofviewofthecaptainsoferudition，andsolookingontheuniversitiesascompetitivebusinessconcerns，andspeakingintermsapplicabletobusinessconcernsgenerally，theassetsoftheseseminariesoflearningareinanexceptionaldegreeintangibleassets。Thereis，ofcourse，thelargeitemofthegood—willorprestigeoftheuniversityasawhole，consideredasagoingconcern。Butthiscollectivebodyof\"immaterialcapital\"thatpertainstotheuniversityatlargeismadeupingreatpartoftheprestigeofdiverseminentpersonsincludedamongitspersonnelandincorporatedinthefabricofitsbureaucraticdepartments，andnotleasttheprestigeofitsexecutivehead;inverymuchthesamewayasthelikewillholdtrue，e。g。，foranycompanyofpublicamusement，itinerantorsedentary，suchasacircus，atheatricaloroperaticenterprise，whichallcompetefortheacclamationandcustomofthosetowhomthesemattersappeal。
Forthepurposesofsuchcompetitiontheeffectualprestigeoftheuniversityasawhole，aswellasthedetailprestigeofitspersonnel，islargelytheprestigewhichithaswiththelaityratherthanwiththescholarlyclasses。Anditissafetosaythatasomewhatmoremeretriciousshowingofmagnitudeanderuditionwillpassscrutiny，forthetimebeing，withthelaitythanwiththescholars。Whichsuggeststheexpediencyfortheuniversity，asagoingconcerncompetingforthetraffic，totakerecoursetoasomewhatmoretawdryexhibitionofquasi—scholarlyfeats，andasomewhatlivelierparadeofacademicsplendourandmagnitude，thanmightotherwisebetothetasteofsuchabodyofscholarsandscientists。Asabusinessproposition，themeretriciousqualityinherentinanygivenlineofpublicityshouldnotconsignittoneglect，solongasitisfoundeffectualfortheendinview。
Competitivebusinessconcernsthatfinditneedfultocommendthemselvestoalargeandcredulousbodyofcustomers，as，e。g。，newspapersordepartmentstores，alsofinditexpedientsomewhattooverstatetheirfacilitiesformeetingallneeds，asalsotooverstatethemeasureofsuccesswhichtheyactuallyenjoy。Indeed，muchtalentandingenuityisspentinthatbehalf，aswellasaveryappreciableoutlayoffunds。Soalsoastouchesthecaseofthecompetitiveseminariesoflearning。Andevenapartfromtheexigenciesofintercollegiaterivalry，takensimplyasaquestionofsentimentitisgratifyingtoanyuniversitydirectoratetoknowandtomakeknownthatthestockofmerchantableknowledgeonhandisabundantandcomprehensive，andthattheregistrationandgraduationlistsmakeabravenumericalshowing，particularlyincasethedirectiveheadisdulyimbuedwithabusinesslikepenchantfortestsofaccountancyandlargefigures。Itfollowsdirectlythatmanyanddiversbureauxordepartmentsaretobeerected，whichwillthenannouncecoursesofinstructioncoveringallaccessibleramificationsofthefieldoflearning，includingsubjectswhichthecorpsofinstructorsmaynotinanyparticulardegreebefittoundertake。Afurtherandunavoidableconsequenceofthispolicy，therefore，isperfunctorywork。
Forestablishmentsthataresubstantiallyofsecondaryschoolcharacter，includingcollegesandundergraduatedepartments，sucharesultmaynotbeofextremelyseriousconsequence;sincemuchoftheinstructionintheseschoolsisofaperfunctorykindanyway。Butsincetheuniversityandthecollegeare，inpointofformalstatusandofadministrativemachinery，divisionsofthesameestablishmentandsubjecttothesameexecutivecontrol;andsince，undercompetitivebusinessprinciples，thecollegiatedivisionisheldtobeofgreaterimportance，andrequiresthegreatershareofattention;itcomesaboutthatthecollegeingreatmeasuresetsthepaceforthewhole，andthattheundergraduateschemeofcredits，detailedaccountancy，andmechanicalsegmentationofthework，iscarriedoverintotheuniversityworkproper。Sucharesultfollowsmoreconsistentlyanddecisively，ofcourse，inthoseestablishmentswherethelineofdemarkationbetweenundergraduateandgraduateinstructionisadvisedlyblurredordisregarded。Itisnotaltogetherunusuallatterly，advisedlytoeffacethedistinctionbetweentheundergraduateandthegraduatedivisionandendeavourtomakeagradualtransitionfromtheonetotheother。（5*）ThisisdoneinthelessconspicuousfashionofschedulingcertaincoursesasGraduateandSenior，andallowingscholasticcreditsacquiredincertaincoursesoftheupper—classundergraduatecurriculumtocounttowardthecomplementofgraduatecreditsrequiredofcandidatesforadvanceddegrees。Moreconspicuouslyandwithfullereffectthesameendissoughtatotheruniversitiesbyclassifyingthetwolateryearsoftheundergraduatecurriculumas\"SeniorCollege\";withtheavowedintentionthatthesetwoconcludingyearsoftheusualfourarescholasticallytoliebetweenthestricterundergraduatedomain，nowreducedtothefreshmanandsophomoreyears，ontheonehand，andthegraduatedivisionassuchontheotherhand。This\"SeniorCollege\"
divisionsocomestobeaccountedinsomesortahalfwaygraduateschool;withtheresultthatitisassimilatedtothegraduateworkinthefashionofitsaccountancyandcontrol;orrather，theessentiallyundergraduatemethodsthatstillcontinuetoruleunabatedinthemachineryandmanagementofthis\"seniorcollege\"
arecarriedoverbyeasysophisticationofexpediencyintothegraduatework;whichsotakesontheusual，conventionallyperfunctory，characterthatbelongsbytraditionandnecessitytotheundergraduatedivision;wherebyineffecttheinstructionscheduledas\"graduate\"is，insofar，takenoutofthedomainofthehigherlearningandthrownbackintothehandsoftheschoolmasters。Therestofthecurrentundergraduatestandardsanddisciplinetendsstronglytofollowtheleadsogivenandtoworkoverbyinsensibleprecessionintothegraduateschool;
untilintheconsummateendthefreepursuitoflearningshouldnolongerfindastanding—placeintheuniversityexceptbysubreptionanddissimulation;muchafterthefashioninwhich，inthedaysofecclesiasticalcontrolandscholasticlore，thepursuitofdisinterestedknowledgewasconstrainedtoashiftysimulationofinterestintheologicalspeculationsandadisingenuousformalconformitytothestandardsandmethodsthatwereapprovedforindoctrinationindivinity。
Perfunctoryworkandmechanicalaccountancymaybesufficientlydetrimentalintheundergraduatecurriculum，butitseemsaltogetherandincreasinglyamatterofcourseinthatsection;butitisinthegraduatedivisionthatithasitsgravestconsequences。Yeteveninundergraduateworkitremainstrue，asitdoesinalleducationinadegree，thattheinstructioncanbecarriedonwithbesteffectonlyonthegroundofanabsorbinginterestonthepartoftheinstructor;andhecandotheworkofateacherasitshouldbedoneonlysolongashecontinuestotakeaninvestigator’sinterestinthesubjectinwhichheiscalledontoteach。Hemustbeactivelyengagedinanendeavourtoextendtheboundsofknowledgeatthepointwherehisworkasteacherfalls。Hemustbeaspecialistofferinginstructioninthespecialtywithwhichheisoccupied;andtheinstructionofferedcanreachitsbestefficiencyonlyinsofarasitisincidentaltoanaggressivecampaignofinquiryontheteacher’spart。
Butnooneisacompetentspecialistinmanylines;norisanyonecompetenttocarryonanassortedparcelofspecialinquiries，cuttoastandardunitoftimeandvolume。Oneline，somewhatnarrowlyboundedasaspecialty，measuresthecapacityofthecommonrunoftalentedscientistsandscholarsforfirst—classwork，whateverside—linesofsubsidiaryinteresttheymayhaveinhandandmaycarryoutwithpassablycreditableresults。Thealternativeisschoolmaster’stask—work;orifthepretenseofadvancedlearningmustbekeptup，thealternativewhichnotunusuallygoesintoeffectisamateurishpedantry，withthecharlataneverinthenearbackground。Byandlarge，ifthenumberofdistinctlinesofinstructionofferedbyagivendepartmentalcorpsappreciablyexceedsthenumberofmenonthestaff，someoftheselinesorcourseswillofnecessitybecarriedinaperfunctoryfashionandcanonlygivemediocreresults，atthebest。Whatpracticallyhappensattheworstisbetterleftunderthecoverofadecentreticence。
Eventhosepreferredlinesofinstructionwhichintheirownrightengagetheseriousinterestoftheinstructorscangetnothingbetterthansuperficialattentionifthetimeandenergyoftheinstructorsaredissipatedoverascatteringvarietyofcourses。Goodwork，thatistosaysufficientlygoodworktobeworthwhile，requiresafreehandandafreemarginoftimeandenergy。Ifthenumberofdistinctlinesofinstructionisrelativelylarge，andif，ashappens，theyaredistributedscatteringlyamongthemembersofthestaff，witharelativelylargeassignmentofhourstoeachman，soastoadmitnoassuredandpersistentconcentrationonanypoint，therunofinstructionofferedwillnecessarilybeofthisperfunctorycharacter，andwillthereforebeofsuchamateurishandpedanticquality。Suchanoutcomeisbynomeansunusualwhereregardishadprimarilytocoveringagiveninclusiverangeofsubjects，ratherthantothespecialaptitudesofthedepartmentalcorps;asindeedcommonlyhappens，andashappensparticularlywheretheschoolorthedepartmentinquestionissufficientlyimbuedwithabusinesslikespiritofacademicrivalry。Itfollowsnecessarilyandinduemeasureontheintroductionoftheprinciples，methods，andtestsofcompetitivebusinessintotheworkofinstruction。（6*）
Undertheseprinciplesofaccountancyandhierarchicalcontrol，eachoftheseveralbureauxoferudition——commonlycalleddepartments——isacompetitorwithallitsfellowbureauxinthe（thrifty）apportionmentoffundsandequipment，——forthebusinesslikeuniversitymanagementhabituallyharboursalargernumberofdepartmentsthanitsdisposablemeanswilladequatelyprovidefor。Soalsoeachdepartmentcompeteswithitsfellowdepartments，aswellaswithsimilardepartmentsinrivaluniversities，foraclienteleinthewayofstudentregistrations。Thesetwolinesofcompetitionarecloselyinterdependent。Anadversestatisticalshowinginthenumberofstudents，orintherange，varietyandvolumeofcoursesofinstructionofferedbyanygivendepartment;isratedbythebusinesslikegeneraldirectorateasashortcoming，anditisthereforelikelytobringareductionofallowances。Atthesametime，ofcourse，suchanadverseshowingreflectsdiscreditonthechiefofbureau，whileitalsowoundshisself—respect。Thefinaltestofcompetencyinsuchachief，underbusinessprinciples，isthestatisticaltest;inpartbecausenumericaltestshaveaseductiveairofbusinesslikeaccountancy，andalsobecausestatisticalexhibitshaveareadyuseasadvertisingmaterialtobeemployedinappealstothepotentialdonorsandtheunlearnedpatronsoftheuniversity，aswellastothepublicatlarge。
Sothechiefofbureau，withtheaidandconcurrenceofhisloyalstaff，willaimtoofferasextensiveandvariedarangeofinstructionasthefieldassignedhisdepartmentwilladmit。Outofthiscompetitiveaggrandizementofdepartmentstheremayevenariseadiplomaticcontentionbetweenheadsofdepartments，astotheprecisefrontiersbetweentheirrespectivedomains;eachbeingambitioustomagnifyhisofficeandacquiremeritbyincludingmuchofthefieldandmanyofthestudentsunderhisowndominion。（7*）Suchaconflictofjurisdictionisparticularlyapttoariseincase，asmayhappen，thenumberofscholasticdepartmentsexceedsthenumberofpatentlydistinguishableprovincesofknowledge;andcompetitivebusinessprinciplesconstantlyaffordprovocationtosuchadiscrepancy，atthehandsofanexecutivepushedbytheneedofashowofmagnitudeandlargetraffic。Itfollows，further，fromthesecircumstances，thatwherevercontiguousacademicdepartmentsareoccupiedwithsuchcloselyrelatedsubjectmatteraswouldplacetheminapositiontosupplementoneanother’swork，thenegotiationsinvolvedinjealouslyguardingtheirrespectivefrontiersmayeventakeonanacrimonioustone，andmayinvolvemoreorlessofdiplomaticmischief—making;sothat，underthisruleofcompetitivemanagement，opportunitiesformutualcomfortandaidwillnotinfrequentlybecomeoccasionformutualdistrustandhindrance。
Thebroadertheprovinceandthemoreexuberanttherangeofinstructionappropriatedtoagivendepartmentanditscorpsofteachers，themorecreditablewillbethestatisticalshowing，andthemoremeagreandthreadbarearelikelytobethescientificresults。Thecorpsofinstructorswillbethemoreconsistentlyorganizedandcontrolledwithaviewtotheirdispensingaccumulatedknowledge，ratherthantopursuefurtherinquiryinthedirectionoftheirscholarlyinclinationorcapacity;andfrequently，indeed，todispensealargervolumeandawiderrangeofknowledgethantheyareinanyintimatesensepossessedof。
Itisbynomeansthatnoregardishadtothespecialtastes，aptitudes，andattainmentsofthemembersofthestaff，insoapportioningthework;thesethingsare，commonly，givensuchconsiderationastheexigenciesofacademiccompetitionwillpermit;buttheseexigenciesdecidethatthecriterionofspecialfitnessbecomesasecondaryconsideration。Whereverthebusinesslikedemandsofaroundedandextensivescheduleofcoursestraversethelinesofspecialaptitudeandtraining，therequirementsoftheschedulemustrulethecase;whereas，ofcourse，theinterestsofscienceandscholarship，andofthebestefficiencyintheinstructiongiven，woulddecidethatnodemandsoftheschedulebeallowedtointerferewitheachman’sdoingtheworkwhichhecandobest，andnothingelse。
Ascheduleofinstructiondrawnonsuchlinesofefficiencywouldavoidduplicationofcourse，andwouldcurtailthenumberofcoursesofferedbyanygivendepartmenttosuchamodicumasthespecialfitnessofthemembersofthestaffwouldallowthemtocarrytothebesteffect。Itwouldalsoproceedontheobviousassumptionthatco—ordinatedepartmentsintheseveraluniversitiesshouldsupplementoneanother’swork，——anassumptionobvioustothemeanestacademiccommonsense。Butamicableworkingarrangementsofthiskindbetweendepartmentsofdifferentuniversities，orbetweentheseveraluniversitiesasawhole，areofcoursevirtuallybarredoutunderthecurrentpolicyofcompetitiveduplication。Itisoutofthequestion，inthesamemanneranddegreeasthelikeco—operationbetweenrivaldepartmentstoresisoutofthequestion。Yetsourgentlyrightandgoodissuchapolicyofmutualsupplementandsupport，exceptasabusinessproposition，thatsomeexchangeofacademiccivilitiesparadedunderitscloakisconstantlyofferedtoviewinthemanoeuvresofthecompetingcaptainsoferudition。Thewell—publishedandnugatory（8*）periodicconferencesofpresidentscommonlyhavesuchanostensiblepurpose。
Competitiveenterprise，reinforcedwithasentimentalpenchantforlargefigures，demandsafullscheduleofinstruction。Buttocarrysuchascheduleanddotheworkwellwouldrequirealargerstaffofinstructorsineachdepartment，andalargerallowanceoffundsandequipment，thanbusinessprincipleswillcountenance。Thereisalwaysadearthoffunds，andthereisalwaysurgentuseformorethancanbehad;fortheenterprisingdirectorateisalwayseagertoexpandandprojectthebusinessoftheconcernintonewprovincesofschoolwork，secondary，primary，elementary，normal，professional，technical，manual—training，artschools，schoolsofmusic，elocution，book—keeping，housekeeping，andafurthervarietythatwillmorereadilyoccurtothosewhohavebeenoccupiedwithdevisingwaysandmeansofextendingthecompetitivetrafficoftheuniversity。Intothesediversandsundrychannelsofsandthepressureofcompetitiveexpansioniscontinuallypushingadditionalhalf—equipped，under—fedandover—workedramificationsoftheacademicbody。Andthen，too，sanecompetitivebusinesspracticeinsistsoneconomyofcostaswellasalargeoutputofgoods。Itis\"badbusiness\"toofferabettergradeofgoodsthanthemarketdemands，particularlytocustomerswhodonotknowthedifference，ortoturnoutgoodsatahighercostthanothercompetingconcerns。Sobusinessexigencies，thoseexigenciesofeconomytowhichthebusinesslikegoverningboardsareverymuchalive，precludeanydepartmentconfiningitselftotheworkwhichitcandobest，andatthesamestroketheyprecludetheauthoritiesfromdealingwithanydepartmentaccordingtosuchameasureofliberalityaswouldenableittocarryontherequiredvolumeofworkinacompetentmanner。
Inthebusinesslikeviewofthecaptainsoferudition，takenfromthestandpointofthecounting—house，learninganduniversityinstructionareaspeciesofskilledlabour，tobehiredatcompetitivewagesandtoturnoutthelargestmerchantableoutputthatcanbeobtainedbyshrewdbargainingwiththeiremployees;whereas，ofcourse，inpointoffactandofitsplaceintheeconomicsystem，thepursuitoflearningisaspeciesofleisure，andtheworkofinstructionisoneofthemodesofalifesospentin\"theincreaseanddiffusionofknowledgeamongmen。\"Itistobeclassedas\"leisure\"onlyinsuchasenseofthattermasmayapplytootherformsofactivitythathavenoeconomic，andmoreparticularlynopecuniary，endorequivalence。Itisbynomeansherebyintendedtoimplythatsuchpursuitofknowledgeisanaimlessorindolentmanneroflife;
nothinglikedissipationhasalegitimateplaceinit，norisit\"idle\"inanyothersensethanthatitisextra—economic，notwithoutderogationtobeclassedasagainfulpursuit。Itsaimisnottheincreaseorutilizationofthematerialmeansoflife;
norcanitsspiritandemploymentbeboughtwithaprice。Anysalary，perquisites，orsimilaremolumentsassignedthescholarsandscientistsintheserviceofcivilization，withintheuniversityorwithout，are（shouldbe）inthenatureofastipend，designedtofurtherthefreeuseoftheirtalentintheprosecutionofthiswork，thevalueofwhichisnotofapecuniarykind。Butunderthestressofbusinesslikemanagementintheuniversitiesthedriftofthingssetstowardlettingtheworkofscienceandscholarshiptothelowestbidder，onaroughlyapplicablepiece—wageplan。Theresultisaboutsuchadegreeofinefficiency，wasteandstultificationasmightfairlybeexpected;whereofthereareabundantlymanyexamples，thathumbletheprideofthescholarsandrejoicetheheartofthecaptainsoferudition。
Thepiece—wageplannevergoesintoeffectinsetform，orhasnothithertodoneso，——althoughthereareschoolsofnominallyuniversitygradeinwhichthereisarecognizedandavowedendeavoursotoapportiontheweeklyhoursofclass—roomexercisestothepayoftheteachersastobringthepayperclass—hourpersemestertoapassablyuniformlevelforthegeneralbodyofthestaff。Thatthepiece—wageplanhassolittleavowedvogueintheacademicwageschememayatfirstsightseemstrange;thebodyofacademicemployeesareasdefencelessandunorganizedasanyclassofthewage—earningpopulation，anditisamongtheunorganizedandhelplessthatthepiece—wageplaniscommonlyappliedwiththebesteffect;atthesametimethesystemofscholasticaccountancy，workedoutforotherpurposesandalreadyappliedbothtoinstructors，tocoursesofinstruction，andtodivisionsoftheschoolyear，hasalreadyreducedalltherelevantitemstosuchstandardunitsandthoroughequivalenceasshouldmakeasystemofpiece—wagesalmostamatterofcourse。Thatithasnotformallybeenputinpracticeappearstobeduetotradition，andtothatlong—termcommonsenseappreciationofthenatureoflearningthatwillalwaysbalkatratingthisworkasafranklymaterialisticandpecuniaryoccupation。Theacademicpersonnel，e。g。，areunabletoridthemselvesofafastidious——perhapssqueamish——
persuasionthattheyareengagedinthisworknotwhollyforpecuniaryreturns;andthecommunityatlargeareobscurely，butirretrievablyandirresponsibly，inthesamesuspiciousframeofmindonthathead。Thesameunadvisedandunformulatedpersuasionthatacademicsalariesareafterallnothonestlytoberatedaswages，isdoubtlessaccountableforcertainotherfeaturesofacademicmanagementtouchingthepay—roll;notablythefailureoftheemployeestoorganizeanythinglikeatrades—union，ortofallintolineonanyworkablebasisofsolidarityonsuchanissueasawage—bargain，asalsotheequivocalfootingonwhichthematterofappointmentsandremovalsisstillallowedtostand;hencealsotheunsettledethicsofthetradeinthisrespect。
Fordiversreasons，butmainlyreasonsofcompetitivestatistics，whichresolvethemselves，again，inthemainintoreasonsofexpedientpublicity，itisdesiredthattheenrolmentshouldbeverylargeandshouldalwaysandunremittinglyincrease，——dueregardbeingalwayshad，ofcourse，totheeminentdesirabilityofdrawingintotheenrolmentmanystudentsfromthehigherlevelsofgentilityandpecuniarymerit。Tothisenditiswell，ashasalreadybeenremarkedabove，toannounceaveryfullscheduleofinstructionandafreerangeofelectivealternatives，andalsotopromoteacompleteandvariedlineofscholasticaccessories，inthewayofathletics，clubs，fraternities，\"studentactivities，\"andsimilardevicesofpolitelyblamelessdissipation。
Theseaccessoriesofcollegelifehavebeenstronglyontheincreasesincethebusinessr間imehascomein。Theyareheldtobeindispensable，orunavoidable;notforscholarlywork，ofcourse，butchieflytoencouragetheattendanceofthatdecorativecontingentwhotakemorekindlytosports，invidiousintrigueandsocialamenitiesthantoscholarlypursuits。
