New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-02-22
THE COST OF ELECTIVES.

THE COST OF ELECTITES.
The figures Just published showing the great
and increasing cost OF the elective system as
established at Yale raise some important ques-
tons concerning the prospects and possibilities
of the American colleges. For the majority o.
our institutions are such expenditures pOsslbleF
For the majority OF young men seeking higher
education are the expensive electives worth the
cost? Is there any dignihed and permanent
field for the college that cannot afford themI
In the academic department at Yale the cost
OF instruction has increased in twenty nine years
from S5l.742 to S2OS,1 while the number Of
students has risen from 5S2 TO 1850. In the
nineteen years that the elective system has been
in operation the cost of instruction has risen
1875 per cent. while the number Of students has
increased only Id per cent In the same time
in the Scientific School. without an elective sys-
tom. the cost Of instruction has increased only
40 Der cent. while the number of students has
increased 234 per cent. Twenty-nine years ago.
in the Scientific School. instruction cost S46.lt6
with 224 students. and now Il costs SlO9.13O
with S37 students The academic department
IS now paying out S169 40 per student for IN
struction and receiving $149 SO for tuition. while
instruction costs $3.50 50 per student in the
Scientific School and the tuition IS 500 90. This
takes no account OF the vast and increasing
sums expended on plants for this elaborate sys-
tenn OF education The elective system IS ex-
Densive owing 20 the multiplicity Of studies
chosen BY small groups OF students. 1t also
means TIE investment Of large sums for equip
ment which IS used only 10y a few. At Yale,
out OF Isl studies, 40 are taken by fewer than
ten students each. 80 by fewer than five, by
fewer than two and II by a single student
Now. the use in its proper place Of every one
Of these studies is not TO be questioned. Doubt
less each IS an appropriate part OF some definite
and well arranged course OF study. and should
be taught by all institutions offering that course.
Doubtless also. there should be n few great
universities like Yale where at this enormous
expense the needs and the tastes Of students
the most exceptional can De met in underCradu-
ate courses and every possible aspiration Of the
special investigator gratiied. But must our
whole system Of higher education be made sub
servient 10 the possibility Of raising a. every cen
tire Of collegiate training the millions on millions
necessary 10 sustain a vast array OF undergrad
uate electives and post graduate courses? Are
the colleges permanently 10 be the victims OF
meCalomania, and has the public so lost It's
sense OF the purpose OF collegiate training that
Il Will not sustain the author les Of the smaller
colleges who have the courage 70 say that they
are running a college with generally fixed
course adapted 70 give the training and the cult
ure needed 10y the average young man1
We think not We think there Is future %
usefulness for the colleges, with reasonable but
not enormous endowments. which frankly face
their situation. make no pretence OF competing
with the universities and their diStr9cting array
OF studies. and offer a well balanced course 20
the best possible teaching Of which all their encr-
giles are turned. There are thousands OF people
in this country who svmpathize with Professor
MacDowelTs complaint that our young bache-
Tors OF arts after being left 20 pick their own
way taking studies that please them and fol-
lowing the fashion of the moment, come out
mostly barbarlans. They would De glad Of col
leCes for their sons which would turn out men
thoroughly trained IN the great essential nc
quirements OF capable and cultivated gentle
man. That IS what the great body OF American
students need. and what they should be able 10
secure In every State. Unless they can secure
IT, and secure It better than at the few great
universities which subordinate the ideal Of
training 20 the ideal Of original Investigation, the
colleges have no future. They cannot hope for
unlimited endowments. and Il looks as II I'M
limited endOwments could alone enable the uni
versities 10 keep M the present pace; for tho
richer they are the more impecunious they grow.
The colleges function must be, them 10 do n
few things better than others do them. and we
believe that any college which succeeds in this
has an honorable and even brilliant future be-
fore st. for certainly there IS ready TO welcome
and support II a constituency with qualitative
rather than n cumulative standard Of culture