College and Research Libraries Book Reviews The Outlook for Higher Education. John Dale Russell, ed. University of Chicago Press, 1939. 256p. $2. T H E E I G H T E E N C H A P T E R S are written by specialists who have undertaken as best they can to peer into the f u t u r e of higher education. T h e analysis proceeds along five different l i n e s — ( a ) institutional or- ganization, ( b ) the clientele and (c) the finance of higher education, ( d ) certain external influences, notably social security, the foundations and the accrediting bodies, and (e) special educational services such as extension and the solution of educa- tional problems through cooperation. T h e principal value of the analysis lies in the sweep of vision with which the basic problems of higher education are regarded. T h e trends cannot be summarized in de- tail, but a few can be enumerated to suggest the scope and character of the treatment. M o n t a n a , Oregon, N o r t h Carolina, and Georgia provide illustrations of a movement toward coordination of state-controlled higher education. In each state a professional executive, supported by a board of regents or trustees, carries the responsibility of regulating the higher in- stitutions. It is a pattern of organization that offers hope of eliminating unneces- sary duplication of effort, unnecessary expense, and, at the same time, of improv- ing the quality of work. T h e multiplication of junior colleges is probably a transition movement in public education which may in time elongate the curriculum of the high school and relieve the university of the first two years of its program. Enrolment increased during the "tu- multuous thirties," with the heaviest in- creases in the universities under public control. W h i l e attendance has been af- fected by unusual circumstances, present enrolments seem likely to hold up. In the face of this trend, public and private institutions are, for different reasons, find- ing it more difficult to secure funds with- out resorting to higher tuition charges. T h e f u t u r e of financial support, however, is brighter than it has at times been pic- tured in recent years. T h e flow of foundation money has changed. Instead of helping specific in- stitutions, the foundations are supporting ideas, specific experiments, research activi- ties. In supporting activities more prog- ressive than the university practices they proposed to supplant, the foundations have, without disturbing institutional autonomy, exercised an influence on higher education which is significant but which in the nature of the case is difficult to appraise. T h e accreditation movement, an amor- phous growth, has gathered enormous strength, but it is now passing through a critical period which will probably bring changes in accrediting procedure. T h e two papers on accreditation are written from different points of view and carry different implications as to how thorough- going these changes are likely to be. T h e entire book deserves wide circula- tion among educational administrators, members of faculties, and librarians. Par- ticular attention is called to " T h e Financ- ing of Research," by Raymond M . Hughes. A brief but significant part of this chapter is devoted to the relation of the library to research in which the former president of Iowa State College says: " I t 248 COLLEGE AND RESEARCH LIBRARIES is the demands of research that make the university library expensive to maintain. . . . M a n y able and useful men who pre- side over colleges and universities do not grasp the vital importance of the library, and I feel that the responsibility for edu- cating them along this line rests with the librarian and the faculty." (pp. 98-9.) — Carl M. White, University of Illinois Libraries. The University outside Europe. Edited by E d w a r d Bradby, with a preface by Ernest Barker, vii, 332p. O x f o r d University Press, London, 1939. $3.50. IN 1932 the International Student Service published The University in a Changing World under the editorship of W a l t e r M . Kotschnig and Elined Prys. T h e present volume is designed to sup- plement the previous one which described higher education in Europe. Aside from the preface and the intro- duction it consists of five parts. P a r t I, which constitutes nearly one-fourth of the book, deals with the university in the United States. It is written by President W . H . Cowley of Hamilton College. T h e remaining parts give accounts of the universities as follows: P a r t I I , T h e Brit- ish Dominions; P a r t I I I , I n d i a ; P a r t IV, T h e F a r E a s t ; and P a r t V, T h e Near East. T h e general pattern followed in the es- says is to give a brief historical back- ground of university development in the country under consideration followed by a statement of some of the major issues faced by those institutions under present- day conditions. T h e papers are brief but for the general reader they give adequate pictures of the universities in the countries under discussion. T h e influences that have shaped education at the university level in those countries are well treated considering the limitations of space. Espe- cially is this true of the essay on the uni- versity in the United States. T h i s paper contains a number of errors which may result partly from the small compass within which the essay was con- fined, although space is not at all times a sufficient explanation. A few illustrations may be cited: "Under this influence (the French educational philosophy) the University of the State of New York was organized a non-teaching and non-degree granting institution." (p. 45) T h e act creating the University of the State of N e w York as passed in 1784 provided that the degree of "Bachelor of A r t s " was to be conferred by the member colleges but it goes on to give as one of the powers of the university itself the author- ity "to grant to any of the students of the said university, or to any person or per- sons thought worthy thereof, all such de- grees as well in divinity, philosophy, civil and municipal laws, as in every other art, science, and faculty whatsoever, as are or may be conferred by all or any of the uni- versities of Europe." T h e provision by which "the sixteenth section of every township in the new states in the North-west territory" is attributed to the Ordinance of 1787. (pp. 77-78) T h a t ordinance made no specific provi- sion for the allocation of lands. President Hutchins is said to have "ad- ministratively allocated the last two years of the University High School and the first two years of the College to the direc- tion of one administrator." (p. 86) W h a t has been done is to extend the work of the former high school through grades thirteen and fourteen and take from it grades nine and ten and combine them with grades seven and eight. T h e result JUNE, 1941 249