UNIVERSITY OF CALIFORNIA AT LOS ANGELES REPORT UPON THE SURVEY OF THE UNIVERSITY OF WISCONSIN Findings of the State Board of Public Affairs and its Report to the Legislature APPENDICES W. H. Allen's Report to the Board E C. Branson's Report to the Board C!omment by Committee of University Faculty upon Report of Investigators Published by STATE BOARD OF PUBUC AFFAIRS As Constituted Dec. 31, 1914 Francis E. McGovern, Chairman George E. Scott W. H. Hatton R. J- Nye John S. Donald A. W. Sanborn H. C. Martin John Humphrey Merlin Hull M. C. Riley, Secretary State Printer MADISON. WISCONSIN REPORT UPON THE SURVEY OF THE UNIVERSITY OF WISCONSIN Findings of the State Board of Public Affairs and its Report to the Legislature APPENDICES W. H. Allen's Report to the Board E, C. Branson's Report to the Board Comment by Committee of University Faculty upon Report of Investigators Published by STATE BOARD OF PUBLIC AFFAIRS State Printer MADISON. WISCONSIN 3 i>' 3> 3 LI- G ( O G. 5" AG . TABLE OF CONTENTS Pages REPORT OF THE BOARD OF PUBLIC AFFAIRS 1-112 Introduction — ^Historical Sketch and Outline of Scope of Board's Report 5- 7 General and Educational Policies 9— 37 The University is in Politics 9- 12 Research Work and Its Supervision 12- 13 Academic Freedom 13 Graduate Work 13- 14 Political Science Department 14 Practical Field Work 14 Outside Work of Professors '. 14- 1.^ Pensions 15 Supervision of Instruction 16 Cost of Living (Table showing Expenditures by 1,474 Students) 16 \ Student Supervision and Student Advisers 17- 18 J University of Iowa 1913-14 ^ j University of Michigan 1913-14 O University of Chicago 1913-14 ^ University of Wisconsin 1914-15 University of Michigan 1913-14 — regular session and summer session University of Wisconsin 1913-14— regular session and summer session 19- 2(» University's portion of Educational Moneys 20- 2.S Table III — Detail of Receipts of the University of Wisconsin from other sources than the State for the Fiscal Year Ending June 30. 1914 21- 23 Table IVA — Net Money Expended by State for Certain Governmental func- tions performed by the University of Wisconsin 25 Table IVB — Government Activities of the University of Wisconsin Supported by Receipts for Same '-'^ Xable V— Ratio of cost of University to Rest of all Educational Activities 27 Junior Colleges Needed 28-31 Map of Wisconsin showing Residence of Slucloiils ICaruUod m University of Wisconsin 1914-1915 Living within 50 miles of Madison Living within 75 miles of Madison Living within 100 miles of Madison Total Living in Wisconsin -'^ 163i:5i6 University Survey Report ^ Pages Map of Wisconsin showing Residence of Students Enrolled in Wisconsin Nor- mal Schools 1913-14 La Crosse, Milwaukee, Oshkosh, Platteville, River Falls, Stevens Point, Superior, Whitewater, Total 30 Relation of the University to High Schools 31 Foreign Language Requirements 32 Student Contact with Strong Men 32- 33 University High School 33 Size of Classes 3^3- 34 Military Drill 34 The Agricultural College 34 Marketing of Farm Products 34- 35 Length of School Year 35 University Extension 35- 36 Conclusion 36- 37 Lands ami Buildings 39— 62 Land Values Wasted 39- 41 Table \T — Lands Originally Owned by University of Wisconsin and Sold to Private Persons During the Years 1850 to 1887 Inclusive 42- 45 Looking to the Future 46 Table VII — Inventory of Lands Purchased by University of Wisconsin During Years 1905 to 1914, Inclusive 47- 50 Olin and Raymer Tracts 51- 54 Table VIII— Tax Assessment on George Raymer Property in Section 9 51 Tax Assessment on George Raymer Property in Section 1') 52 Tax Assessment on George Raymer Property in Section 17 52 Tax Assessment on J. M. Olin Farm in Section 16 52 Tax Assessment on Fuller & Stevens in Section 15 53 Tax Assessment on Fuller & Stevens in Section 16 53 Tax Assessment on John and Christina Breitenbach in Section 16 53 Tax Assessment on L. Post in Section 16 53 Tax Assessment on David Stevens in Section 17..... 54 Tax Assessment on Mendota Heights Company in Section 17 54 Tax Assessment on E. N. W^arner in Section 18 54 Purchase of City Lots 54- 55 Table IX^ — Prices Paid for Lots in Block 4, University Addition to City of Madison 56 Table X — Property Condemned by University of Wisconsin 57 Property Bought by Private Parties 58 University Building Program 59- 61 Table XI — Building Expenditures of University of Wisconsin During the Fiscal Years 1905 to 1914, Inclusive 60- 61 Dormitories 62 Use and Design of Buildings 62 Business Organization 63-142 Regents and Board of Visitors 63 Faculty and Salaries 64- 69 ii Table of Contexts Pages Business Manager 69- 70 General Scheme of Organization — Chart Showing General Scheme of Organization 70 Growth of the University 70 Table of Twelve Years of Comparative Statistics 71 Income of University 72- 76 Aid from the State of Wisconsin 72- 74 Aid from the United States 72- 75 Income from Students 74- 75 Income from private gifts. 74- 75 Income from other sources 74- 76 University Expenditures 76- 90 Summary of Expenditures, Fiscal Year 1910-1911 77 Summary of Expenditures, Fiscal Year 1911-1912 ' 78 Summary of Expenditures, Fiscal Year 1912-1913 79 Summary of Expenditures, Fiscal Year 1913-1914 80 Table II — Summary of Expenditures from all sources for two years 1912-13 and 1913-14 81 Table III — Total Expenditures of Moneys Received from the State of Wis- consin for Operation and Maintenance 82 Table IV— 1912-13 83 Table V— 1913-14 83 Table VI— Approximate Per cent of total instruction 1912-13 and 1913-14 84 Table VII— 1912-13 85 Table VIII— 1913-14 85 Four Years for University Receipts 86- 90 Summary of Receipts, Fiscal Year 1910-11 86 Summary of Receipts, Fiscal Year 1911-12 87 Summary of Receipts, Fiscal Year 1912-13 88 Summary of Receipts, Fiscal Year 1913-14 89 Monthly statement of Cash receipts of University -. 91 Budget 91- 92 Notes 92 General Explanatory Schedules 92- 98 Budget for 1915-16 and 1916-17 92 Recapitulation of Receipts, Disbursements, and Balances — University Fund Income 93 Recapitulation — Disbursements by Character 93 Summary of Receipts 94 Transfers from General Fund to University Fund Income 95 Recapitulation of Disbursements — All Purposes 96- 98 Routine Business Methods of University 99-122 Requisition Blanks Purchasing Orders Regents' Invoice Pay Rolls, Etc Buildings 122-124 Repairs and Improvements 122 Regulations in re execution of "production orders" and the keeping of job reports 123-124 Audit of University Accounts by Marwick, Mitchell. Peat Js: Co 124-132 Cash Receipts 125 Cash Disbursements 1-^^ iii University Survey Report Pages Cash on Hand and in Bank 125-126 Appropriations » 126 System 126 Exhibit A — Appropriation Accounts and Funds as at June 30, 1914 127-128 Exhibit B — Bursar's Cash Account for the two years ended June 30, 1913 and 1914 129 Schedule "1" — Expenditures for the two years ended June 30, 1914 130 Schedule "2" — Cash Overages and Shortages for the year ended June 30, 1913 and for the period from September 2, 1913 to June 30, 1914 131-132 Inventory of University Property 133-142 Board of Regents' Estimate of Values, June 30, 1914 133 Tables showing lands owned by the University 134-138 Table showing University Buildings 1914 139 Table showing Agricultural College Buildings and Contents 140-141 Table showing Personal Property 142, Table of Contents W. H. Allen's Report to the State Board of Public Affairs and University Comment Thereon Pages SUMMARY 145-207 Part 1 145-150 Purpose and Method of the University Survey 145-150 Part II.... . 150-153 What Its State University Means to Wisconsin 150 Educational Leadership in Wisconsin 150-151 Type of Service to the Public that supports the University other than instruc- tion of Students at Madison 151 University's Standing Away from Home 152 Service Through Research 152-153 Part III 153-157 Earmarks of Progress and Efficiency .. 153 Attention to Individual Students 153-154 Advance Steps in Higher Education 154-156 Advance Steps in Business Management 156-157 Attention of Regents to University Work 157 Conditions and Methods Needing Correction 157 Part IV 158-184 Opportunities for Increasing Efficiency 158 1. What if anything is the University of Wisconsin undertaking that the state as a whole does not wish it to do? 158-159 2. What if anything is the University failing to do which the state wishes it to do? 159-161 3. Is the university doing well enough what it does? 161-165 Work that is not expected of the Graduate School Dean's Office 161-165 4. Is the university doing inexpensively enough what it does? 165-166 5. What if any parts of the University's work are inadequately supported? .... 166 6. Wnat parts of the University's work are out of proportion — too large, too small — to its program as a whole? 167-168 7. Is the state's support of the University proportionate or disproportionate to state support of other public educational activities? 168-169 8. Is the University's business management — in policy, planning, purchasing, supervising, checking, and reporting — adequate and efficient? 170-171 9. Does the legislative policy in dealing with the University and other educa- tional activities reflect adequate information and efficient use of infor- mation? 171-173 Recommendations as to Method of Presenting the University Bien- nial Budget to the Legislature 172 Recommendations as to Per Capita Cost Statements to be Required of the Legislature 172-173 10. What is the University's relation with, and influence upon the rest of the state's S3^stem of public education? 17^-1-179 Recommendations Regarding, Wisconsin High School 175-178 Extracts of Recommendations re Social Center Bureau 178-179 11. What are the standards of living — -social and economic— in the University? 179-181 12. What not-yet-met needs of the state wnich the University might meet and what opportunities for retrenchment or increased efficiency should be reported to the next legislature? 181-183 Legislation Needed 182-18 t Questions Informally submitted to the State Board of Public Affairs. Survey Advisory Committee, Board of Regents, and Board of Visitors, for Consideration in Conference Before Mnal Formulation 181 V University Survey Report Pages University Comment on Dr. Allen's Report on the University of Wisconsin.... 184-207 Introduction 184-188 I. Comment on Methods of Dr. Allen 188-194 II. Selection and Orderly Arrangement of Certain Recommendations of Dr. Allen Regarding the Reconstruction of the University 194-196 III. Important Points in Dr. Allen's Summary Report 196-207 A. Points in which we disagree with Dr. Allen 196-206 B. Points of agreement, more or less, with Dr. Allen 206-207 EXHIBIT 1 — Illustrative Replies by 305 Faculty Members and 200 Editors, School Superintendents and Others to the 12 General Questions Asked by the University Survey Used as Guides to Study by the Survey 209-222 University Comment on Exhibit 1 221-222 EXHIBIT 2 — Supervision of Instruction 223-252 Section 1 — Supervision of Instruction 223-225 University Comment on Section 1 225-231 Section 2 — Supervision of instruction by visits to classrooms as reported by Letters and Science faculty members 232 Section 3 — Comments of faculty members upon supervision of classroom in- struction 232-238 University Comment on Section 3 238-239 Section 4 — Hours given to supervision of instruction as reported by faculty members 239-240 University Comment on Section 4 240-241 Section 5 — Help received by 85 Letters and Science instructors from president, dean, chairmen, and faculty members in charge of other courses, as reported by 85 instructors 241-242 University Comment on Section 5 242-243 Section 6 — Summary of replies made by department chairmen to questions asked by the university survey 243-251 University Comment on Section 6 251-252 EXHIBIT 3 — Efficiency of University Teaching 253-324 Section 1 — How Wisconsin professors would measure efficiency of university teaching " 253-255 University Comment on Section 1 255-258 Section 2 — 432 observations of 362 classroom exercises iri 123 courses 258-281 University Comment on Section 2 281-287 Section 3 — Teaching experience of faculty members prior to appointment at the University of Wisconsin as reported by them to the university survey \ 287-288 University Comment on Section 3 288-289 Section 4 — Courses given in 1913-14 for the first time 289-291 University Comment on Section 4 291-292 Section 5 — What is the best proportion of instruction to research? 292-298 University Comment on Section 5 298-299 Section 6 — Working hours of a typical week as reported by faculty members 299-307 University Comment on Section 6 308-311 vi Table of Contexts Pages Section 7 — Do freshmen and sophomores see enough of the instructors of higher rank? ; 311-317 University Comment on Section 7 317-319 Section 8 — Earnings from other than university work reported by faculty mem- bers 319-322 University Comment on Section 8 323-324 EXHIBIT 4— The Graduate School 325-360 Section 1— Graduate work and work by graduate students 325-327 Section 2 — Opportunities for strictly graduate work 327-338 Section 3 — Term papers by candidates for higher degrees 338-349 University Comment on Exhibit 4 349-360 On Section 1 — The graduate student 349-352 On Section 2— Opportunities for strict'y graduate work 352-354 On Section 3 — Term papers 354-360 EXHIBIT 5 — Effects of Research upon Teaching EfiFiciency 361-382 University Comment on Exhibit 5 381-382 EXHIBIT 6— The Official Student Adviser 383-394 University Comment on Exhibit 6 390-394 EXHIBIT 7— The University Catalogue 395-407 University Comment on Exhibit 7 I01-J07 EXHIBIT 8 — How the University Helps Students Find Room and Board 409-414 University Comment on Exhibit 8 412-114 EXHIBIT 9 — Out of State Students in the Women's Dormitories 415-422 University Comment on Exhibit 9 417-422 EXHIBIT 10 — Is Enough Attention Given to English in Other than English Courses 423-129 University Comment on Exhibit 10 12;» EXHIBIT 11 — English Courses — Compulsory and Elective 131-450 University Comment on Exhibit 11 438-450 EXHIBIT 12 — Questions Prompted by the Status of Foreign Languages 451—471 University Comment on Exhibit 12 471-195 EXHIBIT 13—183 Different Bases for Grading Students" W ork Now Used by Faculty Members 473-490 Section 1 — 183 Different Bases for Grading Students' Work now used by Fac- ulty Members 473-181 University Comment on Section 1 182-184 Section 2 — A University Publication on School and University Grades 481-186 University Comment on Section 2 486-190 EXHIBIT 14 — Elementary Chemistry; 459 Blue Books Grading; Comments by Students; Suggested Increase in Use of Laboratory Space 491-509 University Comment on Exhiljit 14 505-509 vii University Survey Report Pages EXHIBIT 15 — Facts and Questions Regarding tiie College of Engineering from Statements of Students, Alumni and Faculty 511-519 University Comment on Exhibit 15 518-519 EXHIBIT 16 — University Extension (To be printed separately) EXHIBIT 17 — Municipal Reference Bureau; Report of Study by Edward A. Fitzpatrick 521-563 University Comment on Exhibit 17 553-563 EXHIBIT 18 — Are Student Assemblies Desirable „ 565-568 University Comment on Exhibit 18 568 EXHIBIT 19 — Effect of Social Diversion on Students' Ability to do Class Work as Reported by 351 Faculty Members 569 University Comment on Exhibit 19 569 EXHIBIT 20 — Changes in Class Requirements, Due to Changes in Ability of Students, as Reported by Faculty Members 571-576 University Comment on Exhibit 20 576 EXHIBIT 21 — The University's Inspection and Accrediting of High Schools i n Wisconsin o77— 587 Supplement to Exhibit 21 — How High School Principals and City Superin- tendents Tell About High School Inspection by the University 582-583 University Comment on Exhibit 21 583-587 EXHIBIT 22 — How the University Helps Students Find Positions and Positions Find Teachers 589-594 University Comment on Exhibit 22 592-594 EXHIBIT 23 — Provisions for Training Teachers and for Teaching Principles of Education 595-670 Supplement 1 — Class Room ElTiciency 615-624 Supplement 2 — University's Comment (October 2, 1914) on the document sub- mitted (September 19, 1914) to the State Board of Public Affairs under the heading: "Significant facts regarding the Wisconsin high school, which the uni- versity survey wished to go over in detail with the special committee of the university Board of Regents," together with facts submitted by the survey for comparison with the university's comments 624-635 Supplement 3 — Significant facts regarding the Wisconsin high schools which the university survey wishes to go over in detail with the special committee of the university Board of Regents, September 18, 1914 636-652 University Comment on Exhibit 23 652-670 EXHIBIT 24 — Faculty Machinery for Investigating and Governing 671-702 Section 1 — Faculty Machinery for Investigating and Governing 671-674 University Comment on Section 1 674-676 Section 2 — Departmental Meetings from October 1913 to April 1914, of 34 Departments as Reported by Chairmen 676-677 University Comment on Section 2 677 Table of Contents Pages Section 3 — How General Faculty Meetings Might be Made of greater Value, as Reported by 393 Faculty Members 677-682 University Comment on Section 3 682-683 Section 4 — The University Faculty 683-691 University Comment on Section 4..; 691-694 Section 5 — Five Illustrations of Investigations Conducted by the University Faculty 694-699 University Comment on Section 5 699-702 EXHIBIT 25— The Official Record of Students Enrolled in Each University Class, Seminary and Laboratory Section 703-711 University Comment on Exhibit 25 709-711 EXHIBIT 26 — The Official Record of Classes for 10 or Fewer Students November 1914 713-721 Section 1 — The Official Record of Classes for 10 or Fewer Students November 1914 713-710 Section 2 — Salary Cost of Small Classes Computed by Charging all Salary to Instruction for the Second Semester 1913-14 715-717 University Comment on Exhibit 26 717-721 EXHIBIT 27— Use of University Buildings 723-754 University Comment on Exhibit 27 744-754 EXHIBIT 29— Telling the Wisconsin Public in 1914 "What Our University Does for Us" 755-772 University Comment on Exhibit 29 760-772 EXHIBIT 30 — ^Questions Prompted by Reading the By-La\»s and Laws of the Regents , .....i 773-78 I University Comment on Exhibit 30 771 EXHIBIT 31— The Official Board of Visitors 78.5-789 University Comment on Exhibit 31 789 EXHIBIT 32— Provision for Pensioning Professors 791-798 University Comment on Exhibit 32 797-798 EXHIBIT 33— The University Budget:....;:;:.:....;;:.;;.. 799-813 University Comment on Exhibit 33 ••f.^T ,«..i...>n..v....t.i. ...... 810-813 EXHIBIT 34— Per Capita Cost and Cost of Research ..,....,......:.; 815-826 University Comment on Exhibit 34 819-826 EXHIBIT 35 — Six Illustrations of Investigations Conducted by Regents 827-907 University Comment on Exhibit 35 ;: :... 846-907 EXHIBIT 36— Next Steps Suggested That Do not Require Legislation. ...: 909-927 University Comment on Exhibit 36 ,, 925-927 UxivERSiTY Survey Report COLLEGE OF AGRICULTURE E. C. Branson's Report to Board of Public Affairs Pages I. The Investment 931-932 1. Buildings and Equipments 932 2. Lands 932 3. Uses 932 II. Annual Expenditures 932 III. Purposes of the Survey 932 IV. Survey Methods 932 V. The College Stall 932 1. A Hard Working Faculty 933 2. A Poorly Paid Faculty 933-934 VI. Doubtful Policies 934 1. Over-Loading Minor Teachers 934 2. Small Salaries 934 VII. The Student Body 934-9.38 L Growth in Numbers 934-935 2. No Growth in Numbers 935 3. Transplanting Country Boys 935 4. Transplanting Wisconsin Boys 935 5. Sources of Increase 935-936 6. Kid-Glove Courses 936 7. Student Expenses 936-937 8. Student Help 937-938 9. The Commons and Dormitory Problem 938 VIII. College Activities 938-944 L Development 938 2. A Ready Agency in Re-organizing Agriculture 939 3. Training Leaders and Reaching the People 939 4. Resident Instruction 939 5. Research Work : 939 6. Research Results 929-940 7. Control Work 940 8. Extension Service: Nature, Extent, Value 940-942 9. Correspondence Courses in Agricultural Subjects 942-944 x Table of Contents Pages IX. The Farm Women and the Agricultural College 944 1. The School of Home Economics 944 X. Agricultural Economics in the College 944 1. Importance of the Subject 944 2. The Tardy Attention Given to It 945 3. Work in Agricultural Economics 945-947 4. Character and Value ". 947 XI. The University Dairy Barn and Creamery 950-952 University Comment on the Branson Report 952-957 REPORT UPON THE SURVEY OF THE UNIVERSITY OF WISCONSIN Findings of the State Board of Public Affairs and its report to the Legislature APPENDICES W. H. Allen's Report to the Board E. C. Branson's Report to the Board Comment by Committee of University Faculty upon Report of Investigators B Published by STATE BOARD OF PUBLIC AFFAIRS State Printer MADISON, WISCONSIN LETTER OF TRANSMITTAL To THE Honorable The Legislature. Gentlemen : The State Board of Public Affairs herewith transmits its report on the Survey of the University of Wisconsin to your Honorable Body, as required by Chapter 44b of the Wisconsin Statutes. State Board of Public Affairs, FRANCIS E. McGOVERN, Chairman, MILES C. RILEY, Secretary. Madison, Wise, December, 29, 1914. FOREWORD The survey of the University of Wisconsin was conducted by this board pursuant to the mandate of chapter 728, laws of 1913. The duty imposed a task of great proportions. The University of Wis- consin ranks among the largest of state universities. During the academic year 1913-14 there was expended by this institution approximately $2,- 800,000; 6,765 students were enrolled in the difTerent schools, colleges, and courses, and 654 faculty members were engaged in instructional work. The purpose of the survey, as interpreted by this board, was first to secure and compile for the legislature and the public definite information about the university in all its activities and relations as they pertain to both educational and business policies and methods; and secondly, to rec- ommend to the legislature such changes in educational and business policies and methods as in the judgment of the members of this board are necessary to make the university even more fully a state university, and to bring about greater efficiency of methods and greater economy in expenditures. The board proceeded with some realization of the scope and seriousness of its work. A state university must necessarily affect and influence a state's entire educational system. Material changes in the educational policies of a state university, it is realized, must affect every section, every interest, and every industry and vocation in the state. The board there- fore sought the broadest cooperation and assistance in the performance of its duty. Advisory Committee The cooperation and assistance of representative organizations in the state was solicited and received. An advisory committee composed of members nominated by these organizations was formed. The commit- tee consisted of: W. N. Mclver, Oshkosh, (W'isconsin Teachers' Association); W. L. Ames, Oregon, (Society of Equity) ; E. S. Hayes, Eau Claire, (State Medical Society); Carl Rudquist, Ashland, (Wisconsin Bankers' Association); Mrs. Anfin Egdahl, Menomonie, (Federation of Women's Clubs); Frank J. Weber, Milwaukee, (State Federation of Labor) ; A. C. Powers, Beloit, (Wisconsin Grange); E. E. White, Milwaukee, (Merchants & Manufacturers Association); Louis Hanitch, Superior, (-Wisconsin Bar Association). Directors The board engaged W. H. Allen of the Bureau of Municipal Research, New York City, and E. C. Branson of the -University of North Carolina to assist in the survey and to make detailed investigations along certain lines. Cooperation The university regents, visitors, faculty, business manager, and others at the university rendered valuable service by preparing and submitting 3 to the board data requested. To render this service the university placed at the command of the board its entire staff of educational and business ofTicers with instructions to supply all information requested and to make available the details of administration and instruction in all schools, colleges, and departments. Educators outside of the university, former regents and faculty members of the university, the alumni association, editors and business and pro- fessional men responded freely to requests for counsel, advice and other assistance. Procedure As the work on the survey progressed, the investigators prepared reports to this board. Sixty separate sections were prepared and submitted by Mr. Allen. The reports of Mr. Branson were included in three installments. All these sections and installments were submitted to the university for comparison with records and for comment. All sections, installments and the university comment on each were mimeographed and copies were sent to the following: members of the board of university regents; members of the board of university visitors; members of this board, and to members of the advisory committee. Meetings of the board and advisory committee were held at least once in each month while the survey was being conducted. Many of these meetings were from two to four days in duration, while many committees of the board labored consecutively for weeks. Joint meetings, with the advisory committee and the university regents and visitors, were held from time to time during the progress of the survey. The reports of the investigators were considered at the several meetings held after the reports had been formulated. Oral arguments in support of the reports and the university comment thereon were heard at several of these meetings. Outline of Report This report to your Honorable Body includes a historical sketch of the development and support of the university; a description of the adminis- tration and organization, educational and business, of the university; a sum- mary of business management and procedure; an audit of the accounts of the university for the fiscal year ending June 30, 1914; financial data relative to the university; the findings and recommendations of the board and, as appendices, the reports in full of the investigators as submitted to the board and the university comment thereon. It is felt that the importance of the survey justifies the publication in full of all material submitted to this board. Obligation The State of Wisconsin is under obligation to those who assisted and cooperated in the survey. Especially is the state under obligation to the members of the advisory committee, and to the respective organizations represented by the advisory committee. The members of the advisory board, as well as the members of the State Board of Public Affairs, served without compensation. 4 INTRODUCTION University as a Public Institution, Its Relation to the State and the Influence of Public Opinion upon the School and Its Management The character and standing of the University of Wisconsin have been determined, by the attitude of the people of the state. The University has become what it now is by and with the approval of the state. It is a public institution, and its future naturally must conform to the purpose of the state, as has its past. While men and leadership are large factors in the upbuilding of every educational institution, yet the history of the University of Wisconsin shows that leadership outside the University is a powerful factor in determining what men shall be entrusted with leader- ship within the institution. In a word, public opinion prescribes the life and activities of the state university. Responsibility for its adminis- trative practices and educational policies, in both their strength and tlieir weakness, rests with the state. The demand for a university was one of the first expressions of community spirit in this state. First steps for the establishing of a university in Wis- consin were taken in 1836, the first year of the territory. The first terri- torial governor, Henry Dodge, in his first message recommended that Congress be asked for a donation for the establishment of an "academy for the education of youth". The territorial legislature of 1836 passed an act providing for the establishment at Belmont of a university, "the style, name and title whereof shall be the Wisconsin University". However, no further action was taken at that time. Two years later the territorial legislature in session in Burlington (now in Iowa) passed an act which superseded the act of 1836 and which provided that the proposed university should be established "at or near Madison, the seat of government", Madison having been chosen as the territorial capital. It was not until 1848, after twelve years of consideration that the university was established. From that year until 1870 the University of Wisconsin was maintained by the income from federal land grants. In 1870 the legislature made the first direct state appropriation to the university in the amount of $50,000 for the erection of a separate building (Chadbourne Hall) for the women students. Even before the state had made direct appropriation for the support of the institution, the university was criticised because of its preparatory department and because of the "narrowness of the curriculum". This was in the late fifties. It was demanded that a "more distinct bias should be given to its instructions in the direction of the several arts and avo- cations as they exist among men." And even before the university had received the direct financial support of the state by legislative appropriation, the university yielded to the University Survey Report demands of the public, restricting the scope of the preparatory department and reorganizing the university "into a department of science, literature and the arts, consisting of six schools: philosophy, philology, natural science, civil and mechanical engineering, agricultural and polity." From the first the state has been confronted with the problem of proper relationship between the university and the public school system. The first regents, considering the new state schools not sufficiently advanced to prepare students for entrance to the university, provided for a prepara- tory department which was opened in February, 1849. Before ten years had passed this preparatory department was an object of criticism, one complaint being that it usurped the functions of the public schools. The scope of the preparatory department having been restricted in 1858 in response to the demand of the public, the university, under Chancellor Barnard, sought to interest the state in the elevation of the public school system as a basis for university growth. By 1874 the university found among the graduates of high schools all the students it could care for. Its usefulness ended, the preparatory department then was abolished. The larger life of the university began with the advent of Dr. John Bascom as president. Higher standards of scholarship prevailed and more thorough methods were adopted. The state accepted a new idea of the university and made more generous provision for its support. Upon the retirement of Dr. Bascom, Thomas Chrowder Chamberlain became president. Under his administration courses of study were increased, standards of admission were raised, fellowships were provided for graduate study and emphasis was laid upon research. Then the University of Wis- consin began to take rank among the leading schools of the United States. During the term of Charles Kendall Adams, who followed Dr. Chamberlain, poise and settled purpose were acquired. Through the growth and ex- pansion of the last decade, under the administration of President Charles R. Van Hise, it has today a recognized position of leadership among the universities of the world, attracting students of every race and nation. That the state accepted this new ideal of its university and approved the new activities and new methods was shown by the generous support given to the institution during that period (1874 to date) and by the remarkable increase in the number of students attending. Whether the University of Wisconsin, after this long period of growth and development, still is meeting the needs of the state which supports it, and whether its ideals and methods are in accord with the spirit of the people today are proper subjects of inquiry. The university being a public institution, the state properly may subject it to critical examination. Much public discussion has concerned itself with the administration of the institution. Among the criticisms made are these: That extravagance and lax business methods have characterized the administration of the university. That the university is in politics. That the members of the faculty are sacrificing instructional work to write books, to lecture and do other outside work for pay. That, under the cloak of research faculty members are shirking classroom work and devoting much time to other pursuits. 6 Introduction That students are deprived of personal contact with the strong men of the faculty, and that instruction is left to men of less experience. That instruction is not adequately supervised by deans and heads of departments. That the university is a school for rich men's sons. That it is educating students from other states at the expense of the taxpayers of Wisconsin. That it dominates the high schools of the state to the detriment of education in local communities. That the university is receiving a larger portion of the moneys expended by the state for educational purposes than is justified by the number availing themselves of university instruction. While these complaints have been made frequently and persistently, and for that reason have been given careful consideration, as appears in later chapters of this report, yet in the opinion of this board, these criticisms neither comprehend all the phases of advanced educational work in which the' state is vitally concerned nor reach the problems of larger importance in the maintenance and administration of the university. Even as business organization, commercial relations, industrial production and professional ethics have been made subjects of public concern and investigation, so education also is being subjected to rigid inquiry. Its ideals, its place in the community, its utility are being critically examined throughout the world in the light of the needs of modern society. Realizing this attitude of public mind and following the mandate of the statute to "investigate the efficiency of the teaching and educational methods used", this board made a broad survey of the university, and has reported to the legislature all the information collected to the end that if changes are found to be desirable, such changes may be based upon a broad consideration of all the facts and conditions involved. GENERAL AND EDUCATIONAL POLICIES Place and Possibilities of a State University — Research — Academic Freedom — Political Activities — Cost of Living in Madison The University is in Politics Certain activities of the university have taken it into the domain of pubUc affairs to an extent which has resulted in the charge that the uni- versity is in poUtics. Complaint has been made that members of the faculty appear before committees of the legislature in advocacy of or in opposition to pending measures affecting the university as a whole or certain of its colleges, schools or departments. In the opinion of this board it would be impossible for the legislature to act wisely with regard to any bill afTecting the university without consulting those in charge of the department, college or school to be affected. It has been the custom of legislative committees to notify all groups of citizens of the date when pending measures afTecting their interests are to be considered. The legislative committees have made no exception of the university in this particular and have notified the officers of the institution as to the date of committee hearings. In the opinion of this board the failure of a legislative committee to give notifi- cation of the date of the hearing of a bill affecting a department, college or school would not relieve the head of that department of the duty and obligation to appear before the committee and discuss the merits and demerits of the proposed legislation. Complaint has been made also that members of the faculty have framed and advocated legislation. In recent years, while the state has been attempting to meet economic and industrial needs by new legislation, it has been a common practice to consult with those who have studied and written of those problems. In the university faculty there have been and now are men who by reason of a life-time of study are familiar with the various phases of these problems as they have developed and as they have been treated in other countries and states. Many of those urging legislation along these lines have read the writings of these men, and not infrequently legislators, attempting to apply the experience of other states and countries to Wisconsin conditions, have sought personal interviews with those professors having special knowledge of the subject under con- sideration. In the opinion of this board, the state, having engaged the services of the men in the university faculty, is entitled to such advice and counsel as these men can give regarding the subjects to which they have devoted much and special attention. For the state not to make use of the knowledge of these men would be either to neglect a great oppor- tunity or to cast reflection upon the quality and efficacy of the teaching 9 University Survey Report of these subjects maintained at public expense in a public institution. Public discussion from which are excluded those who have best familiarized themselves with the subject is seldom profitable. Further complaint has been made that the members of the faculty have served upon state commissions. It is true that while new administrative policies were being inaugurated, the state, in a few instances, has drawn upon the university faculty for members of its commissions. The state sought the services of these men on the theory that the inauguration of a new administrative policy required the advice, counsel and direction of those familiar with the practices under similar administrative policies in other states and countries. In the belief that the services of these men as teachers would be enhanced by the practical experience coming to them as members of an administrative board, the university consented to an arrangement which permitted them to act for a time upon these commissions; and their positions on the faculty were held open for them, until their work with the state government was completed. In the opinion of this board, both the state and university profited rather than suffered by this arrangement. Criticism has been made of the practice (not a common one) of the state employing members of the university faculty to devote a part of their time to work connected with state government. A common expres- sion of this criticism has been couched in the phrase that "a university professor should not be allowed to draw two salaries from the state." In this connection it may be interesting to consider that this inquiry has established beyond all doubt the fact that certain faculty members, who rank as experts in their lines, have been employed by large corporations to do special work on their own time, or during vacations. In several instances, the compensation received from great business organizations has exceeded greatly the salary paid by the university. There has been some criticism also of this practice (which is treated in another chapter of this report), but the more insistent protest has been against the drawing of "two salaries from the state treasury". Inquiry has shown that to have secured the services of men of the same ability would have resulted, in many instances, either in employing professors from other university faculties or in employing those experts who are in the pay of private corpo- rations, and also would have resulted in the state paying a much greater sum for the same services. Complaint also has been made that students from the university have been assigned positions in various state departments, particularly recently created boards and commissions, when the nature of the positions required either special knowledge or practical experience on the part of the persons filling them. It is true that students have been given some such positions. However, inquiry made by this board reveals the fact that the particular students employed by state departments have been assigned to tasks for which they were especially equipped by their college courses, and that in the main the work assigned them could not have been performed excepting by those having their special knowledge or practical experience. In such cases it has been the judgment of those employing them that university trained men adapt themselves to the work more rapidly and in the 10 Findings of Board of Public Affairs end give the more satisfactory service. Some information has come to this board tending to show that friendship and acquaintance have played no small part in the selection of employes from among the students applying, but there has been no information to show that partisan or factional politics have influenced appointments or that friendship and acquaintance could secure a position for any student not equipped for the work. In the opinion of this board, the mere fact that a young man has had special training in some one of the colleges of the university should not militate against his securing employment from the state. If his college training has given him understanding and efficiency beyond the powers of the untrained youth, there seems no reason why the state should not secure his services in prefer- ence to those of a man of less fitness. In this connection it is interesting to note that within the last few years a considerable number of university trained men who were employed by the state have left one or another of the Wisconsin commissions to accept positions of great responsibility with large corporations. It is true that students have organized in groups and clubs in support of particular candidates and political parties. In the opinion of this board it is not within the power of the legislature to deny to students the right to hold and express political opinions any more than it is within the power of the legislature to deprive any other citizen of the same right. This board is not assuming to discuss the question as to whether students coming to Madison from other cities should be allowed to vote in Madison. How- ever, that poUtical organizations are effected among the students of the University of Wisconsin is commonly known and widely advertised. That the same is true of every other university is also a fact, known to all. That occasionally members of the university faculty have been active at election time has been charged and is true. In the opinion of the board of public afTairs it is neither possible nor desirable to deprive a college professor of the political rights vouchsafed to every citizen. Investigation shows that insofar as students, faculty members and regents are in politics as individuals, the University of Wisconsin is in politics. Students form political organizations, both partisan and factional, representing every faction and every party. Members of the faculty on occasions address these student clubs and give expression to personal con- victions. In so doing, students, professors and regents, in the opinion of this board, have exercised only their rights to independent thought and action as individuals and citizens. No information has come to this board which shows that the University of Wisconsin as an organization is or has been in party or factional politics, and so far as this board has information no charge has been made that officials of the university have organized or attempted to organize the uni- versity at any time in favor of any individual, faction or parly. On rare occasions when policies vitally affecting the university are under considera- tion, students, professors, regents, alumni and friends, as individuals, have attempted concerted action. In the opinion of this board, any attempt on the part of the state to prevent or discourage political activity along broad lines would be un-American. The University of Wisconsin is a public 11 University Survey Report inslilution. Its policies and practices are determined by public opinion. So long as the university continues as a part of the state, so long must the state preserve freedom of expression and action regarding it. Research Work and Its Supervision Wisconsin as a state properly has fostered in its university freedom in research and in thought. Problems arise constantly from the changing com- plexity of modern life to confront society. Their solution must be preceded by thorough inquiry and careful study. Wisconsin has come to recognize that the burden of inquiry relating to matters affecting the general welfare rightfully should be borne by the state. Accordingly, much of this work has been delegated either expressly or tacitly to the university and to the men of science associated with it. Many and substantial benefits have resulted from such study. However, research has yielded no material returns which can compare in importance to the development of the public under- standing — the proving through experience that exact knowledge and ac- curately determined facts constitute the only proper bases for consideration and judgment of all questions. No other single benefit is greater than the self-reliance engendered by the successful outcome of the state's efforts to solve its own problems without dependence upon private subsidy or direc tion. The world is demanding that truth be made available for the sake of life. "Truth for the sake of utility" now is held to be not in conflict with "truth for its own sake." The attention which has been given by the University of Wisconsin to the study and solution of problems of industry and problems of organized society, and the results thus obtained have given not to Wisconsin alone but to the world a new and broader conception of the place and possibilities of a state university. Research in the University of Wisconsin has had to do with problems of human progress, and many important contributions have been made to the knowledge of all manner of problems in government and collective action, in mastering the forces of nature, and in increasing the amount and variety of production. Important discoveries in the field of engineer- ing, growing out of studies relating to water machinery, iron alloys, con- crete construction, gas engines, etc., have opened new opportunities in various industries. Experiments in agriculture have made available for cultivation millions of acres of hitherto unproductive swamp and sand lands, have increased the yield per acre of many grains, have extended the corn belt of Wisconsin to the shores of Lake Superior and have made possible the development of a dairy industry producing $100,000,000 annually. Investigations conducted by the school of medicine have had a direct and practical bearing upon public health. In sociology and political science, results of substantial value have been achieved. More than one university man working in these subjects has become a national figure and has rendered great service in the larger field. Scholarly returns, less concrete but of no less importance, have been obtained also in fields where immediate utilitarian results cannot be expected. 12 Findings of Board of Public Affairs This board is not oblivious to the vitalizing effect of such work upon the instructor. It is aware that the potential usefulness to society of experimental search for truth is incalculable. In the opinion of this board the state should encourage untrammelled investigation in any field of knowledge in which the investigator may be equipped to work. It should draw no lines and set no limits to hamper the earnest seeker after truth. The suggestions here offered are made in the hope that the quest for truth may be forwarded thereby and that the trained and earnest investigator may be encouraged. Naturally personal advantage urges every member of the faculty to utilize to his utmost every opportunity that is given for research. Consequently, there is no need to remind many members of the faculty that they owe it to themselves and to their colleagues not to neglect such opportunities. However, there is evidence tending to show that some few forget their responsibilities and use the sincere and earnest work done by the many as a cloak for indolence. To prevent this it is necessary that every member of the faculty be held to the same degree of accountability. Each man engaged in research work must be always ready to demonstrate to his col- leagues the possibilities of his subject. He should be able to give some indication of a due degree of progress. And he must satisfy his colleagues and superior officers as to his earnestness and faithfulness in his work. Unless some such step is taken this board is convinced of the danger that particular instances may be used to discredit research, with the result that such opportunities as now exist may be diminished. Owing to the difficulty in determining the cost of supporting research in the university, due to the overlapping of research and instructional work, this board presents no statistics relating to this matter. Academic Freedom The University of Wisconsin has performed a large and splendid service. Established by the state and maintained at public expense, its laboratories, its libraries, and its faculty have been sources of information for those attempting the solution of important social and community problems. Conflict of interest and opinion naturally begets misunderstanding and misrepresentation. Motives are questioned and opposition engendered to such an extent that those who represent the institution frequently are made to quail before the attack. Therefore, the people well may look with concern upon assaults calculated to impair the usefulness of the institution. In such crises it is the duty of the state to defend freedom -of investigation, freedom of instruction, and freedom of opinion and expression in its university to the end that academic freedom may not be an empty phrase, but shall be a living fact. Graduate Work In the graduate school, the university not only promotes the education and training of the student, but its work here, more than in any other department, is expected to contribute to the sum of human knowledge. 13 University Survey Report This is a field in which the University of Wisconsin has won distinction. To refuse to offer graduate work, it seems to this board, would be to deny an obligation which undoubtedly rests upon the university. Neglect of this larger opportunity for service naturally would result in restricting the field and in lowering the standards of the school, and in the end would divest the university of many of its present powers of inspiration. A state university particularly is under obligation to keep all such opportunities open. This board does not apprehend that there is any danger that graduate work will be so emphasized as to render the university a school for the few rather than a democratic institution which seeks to serve the many less advanced in their work. Political Science Department The importance of the department of economics, sociology and political science as a part of the university has increased with the development of new social and economic problems now confronting the state and the nation. Yet, notwithstanding the rapid growth in the sum total of university operating expenses in recent years, there has been no material increase in the last decade in the appropriation for this work. This department should be encouraged to expand and to increase its possibilities of service to the people. Therefore, it is recommended that it be given greater proportionate support, both moral and material, than it has received in the past. Practical Field Work The needs of a system of training students through contact with problems already has been recognized by the university in the requirements of field experience in engineering, actual farm experience in agriculture, the pro- posed work in law offices for law, in the encouragement of practical work in commerce and journalism and in the field work that has characterized professional training in the library school. This board believes that prac- tical field work need not be confined to professional and graduate courses. On the contrary it recommends that field work be provided in all possible courses to the end that the student who is to learn to do by actual doing may have the inspiration and incentive which comes from the consciousness that what he is doing is of practical value. Such credit for work of this character should be given as is justified by its quality as determined by supervision and reports. Outside Work of Professors Attention has been called to the practice of permitting members of the faculty to do outside work for pay. Question has been raised as to whether a professor's service to the university is impaired by his devoting a portion of his time to private purposes. Manifestly this is a matter to be determined by the university authorities. Varying conditions affecting instructors as w'ell as subjects indicate clearly the futility of adopting hard and fast rules in relation to this matter. 14 Findings of Board of Public Affairs It is impossible to do effective university work in certain subjects with- out adequate field work. Particularly is this true with those subjects in which text book writing has not kept pace with the progress of the science. In many such instances text book teaching is considered almost useless. In the opinion of this board the quality of instruction in such subjects is enhanced by giving the instructor opportunity for practical field work. The teacher having such advantages should be able to give many illuminat- ing illustrations from his experience for class room use; and the knowledge that an instructor is dealing with practical problems should quicken the interest and command the respect of the students. In this connection it should be taken into consideration that certain kinds of field work are too expensive to be supported by the university on an adequate scale, and that therefore the university should avail itself of the assistance to be derived from outside interests. Certain members of the faculty, taken from the practical field, are employed with the under- standing that they are to be allowed to continue their profession and to do outside work for pay. Indeed, only by making such concessions is the university able to secure and retain as part of the faculty certain men of large practical experience. In many departments little opportunity is presented for helpful outside work. Certainly the effect of outside work upon university instruction depends largely upon the character of the work and the ability of the man doing the work. Information has come to this board tending to show that some few mem- bers of the faculty have taken unwarranted advantage of the opportunity offered them for outside work and that their service to the university has been impaired through a division of their interest. However, the number of such cases is too small to warrant the assertion that there is general abuse of this practice. In the opinion of this board this is a matter for the attention of the university authorities and can be so regulated as to eliminate the few abuses without depriving the institution of the many benefits which naturally result from keeping department heads and professors in touch with the practical problems as well as the theories of a subject. Pensions The proposal that the state pension teachers and instructors in state educational institutions is still so new that there is little experience on which to base judgment. A system of pensions for public school teachers was adopted recently by the State of Wisconsin. Its effect has not yet been determined. The pensioning of college and university professors by the Carnegie Foundation has been in force so short a time that its effect on the educational policies of our higher institutions of education has not yet become apparent. In view of these facts, it does not seem wise at this time to recommend any change in the present policy. Experience and observation of the present arrangement will in time suggest the proper course to pureue. 15 University Survey Report Supervision of Instruction The tradition that it is not consistent with the dignity of instructors of university rank to be closely supervised does not justify, in the judgment of this board, what is in some instances an almost entire absence of super- vision in class room work. Certainly there are those of the instructional staff who have demonstrated definitely the excellency of their scholarship and pedagogical methods. Even these, however, should not be permitted to pursue their work without reference to the work of other instructors. It is necessary that the work of the different departments and instructors be correlated, that uniform stand- ards of scholarship be maintained, and that unity of purposes and ideals be achieved. It is impossible to accomplish these ends without adequate supervision. This conclusion is in accord with the judgment of many university men of established reputation both as instructors and administrators. While the necessity for supervision exists in all instructional work it is of more particular value in the case of new or inexperienced men, a large number of whom are brought to the university each year. In all cases supervision should consist not alone in conferences and in plans for work, but should include actual visitation by the deans, by the heads of depart- ments, and by others. Such supervision need not be antagonistic, but should be at once critical, sympathetic and constructive. Not only will the presence of low and faulty standards be disclosed more quickly by super- vision than by general results, but adequate supervision is as useful in revealing merit as in discovering inefficiency. It should lead to promotion as surely as to elimination. Cost of Living The ability of young persons to make use of the educational advantages presented by the university depends largely upon the expenditure involved. The higher the cost, the fewer there are who can obtain an education. The large factor in this cost is the expense of living in Madison. The figures presented include not only the cost of board and room but also expenditures for dress and social activities. A majority of the students spend less than $500 per year while attending the University of Wisconsin. Out of 1,474 students who replied to questions concerning the expense of attending the university, 805 kept their expenses within S500, while 669 spent more than $500. Out of the 805 spending $500 or less 222 spent between $450 and $500, 218 spent between $400 and $450, 198 spent between $350 and $400, 109 spent between $300 and $350, 48 spent between $250 and $300, 7 spent between $225 and $250, 3 spent between $200 and $225, 3 spent between $175 and $200 and one spent between $150 and $175. Of the 669 spending more than $500, 169 spent between $500 and $550, 132 spent between $550 and $600, 105 spent be- tween $600 and $650, 73 spent between $650 and $700, 50 spent between $700 and $750, 46 spent between $750 and $800, 25 spent between $800 and $850, 22 spent between $850 and $900, 11 spent between $900 and $950, 16 (^ "^ ^^ «« ^H o -^JH lO ^H -H «^ 1 ^H o CC "^ 1—1 ^H w 1 ,_, r-( s» 1 WOOOT ^^ 1— 1 »» 1 t^ — o O i—i 1— ( .-« «© 1 — o <3> toco ■* •* •<»< 1 CJt^ „ rt „ — o NOCO ^^ •OtO to CO ^ „ 89 1 CO t^ o>n CO coo 00 „ «» 1 — o Mrt c<] CO 0>T)< t^ OiOO o> Tt- CO i*OS oo IM •* »» 1 — lO ^ — CO •* •*o f_ ■!*■ f^ CO t^c^ ■* ■fl-OOCO CO — to — •>« ^ tM ino a>co<^^ t^(M o ^^ car- o to >0<-l o CO «*> 1 ■* CO-H ^ ^ s% 1 -HIO „ ^^ ^ „ ^ 0(M e« 1 coi coc^ — C^ — t^ -H ^_^ ^^ a» 1 * * Com- par- able T -^ CO 00 to o CO ■<)■— c CO 00 CO I— T^ *Non Com- par- able M— ■—■ CO CO o 00 -^ (M-H " 3 N 0>M 1^ -i Us PJ <; O Oi'-< C ^1 c^ S ,—1 s ^ CO CO if^co c Oi t^(M * •* tr: lO - — CO lO-^ - 1 si 4 = .S3 a 1 : 1 2^ § S> c ac 00 to 03 »4^ It! s-s §1 1 S ■£ ° §-» ■« 8 ? 3 -2 ^ •S g a ■« a o > o O s 2 ; H ♦ * -[- 1 — o "^ _J tf:. i ri - Findings of Board of Public Affairs and 17 spent between $950 .and $1,100, 8 spent between $1,000 and $1,100, 6 spent between $1,100 and $1,200, 2 spent between $1,200 and $1,300 and 2 spent between $1,300 and $1,400. None of those replying spent more than $1,400. Of the two reporting to have spent between $1,300 and $1,400 one was a resident of Wisconsin, the other was a non-resident student. The resident of Wisconsin spending between $1,300 and $1,400 ws a woman in her senior year in the College of Letters and Science. The non-resident student spending $1,300 and $1,400 was a man in his sophomore year in the College of Agriculture. Of the resident students replying only two men reported that they spent over $950 and no man among the resident students is recorded as having spent more than $1,000. Four resident women students reported that they spent more than $1,000. Two of those spent $1,000 and $1,100, one spent between $1,100 and $1,200 and one spent between $1,300 and $1,400. Of the 1,474 students replying to questions relating to expenses of attend- ing the university, 649 were non-resident students. Of these non-residents, 238 kept their expenses within $500, 411 spent more than $500. Expenses of graduate students do not appear to reach either extreme, though they average about $500. Of 67 graduate students replying, 39 kept their expenses within $500, 28 spent more than $500. No man taking graduate work spent in excess of $750. Two graduate women students spent more than $750. Of the 1,474 students replying to those question 1,121 were men and 353 were women. Of the 1,121 men 662 kept their expenses within $500, 459 spent more than $500. Of the 353 women 143 kept their expenses within $500, while 210 spent more than $500. This questionnaire was sent by the University Board of Visitors to more than 4,000 students now enrolled in the university and replies were received from 2,216. Of those replying only 1,474 answered fully all the questions relating to expense of attending the university. In all cases reported travel- ing expenses are included. While it cannot be the policy of a state university to discriminate against any class, rich or poor, this board believes that wide publicity should be given to the fact that investigation has shown that a moderate sum is sufficient to maintain a student at the University of Wisconsin in complete comfort, and that the institution is not to be justly referred to as "a school for rich men's sons." • Accompanying is a tabulated analysis of the replies received. Student Supervision and Student Advisers The people of Wisconsin have entrusted to the university the care of their sons and daughters at a time in their development when ideals, habits of life and character are forming. The provision for student advisers and student supervision, which has been established in the university, is highly commended. There is evidence, however, that it is not as effective in all cases as it should be, although due allowance must be made for individual variations of efficiency. On account of the great importance of this work, 17 Unu'ersity Survey Report particularly in the freshman and sophomore classes, the board urges those in authority to improve the system wherever and however possible, and to stimulate those acting as supervisors and student advisers to make this branch of service highly effective. Non-Resident Students Broad liberality is the spirit of universities of large purposes. We owe much to other universities and to men and institutions of all times and of all countries. No spirit of narrow provincialism, therefore, should charac- terize the policy of this state in dealing with other states, universities or citizens. Many sons and daughters of Wisconsin citizens are attending universities and colleges in other states on equal or nearly equal terms with resident students. To a considerable degree the expenses incident to non- resident students in Wisconsin university are offset by the fact that other universities are educating students from Wisconsin. The atmosphere in a university is created and influenced by the character of the men and women composing the student body, as well as by the ability of those who compose the faculty. Therefore, it is the policy of universities generally to use all honorable means to attract students from all parts of the world. To no inconsiderable degree the benefits derived from a university edu- cation come to the student because of the atmosphere existing in the institution and of the associations he forms there. As in the university he meets many ambitious, able men from all parts of the world, each bringing different conceptions and each looking at matters from a different standpoint, the student acquires a breadth of view, a knowledge of human relations which are important elements in his education. Many non-resident students who attend this university remain in Wis- consin, while many of our resident students make their future homes in other states. Interstate communication is desirable and should be en- couraged. There were 1,358 non-resident students in the regular courses in the University of Wisconsin during the last year. It should not be ignored that these hundreds of non-resident students bring into the state hundreds of thousands of dollars to be disbursed through commercial and industrial institutions of the state. Another consideration not wisely to be ignored is that as long as the state maintains a university for resident students it can admit a considerable percentage of non-resident students without a pro- portionate increase in cost, since many expenses are and will remain fixed charges with little variation regardless of increased attendance. It will be noted by the tabulation that Wisconsin charges non-resident students $100 per year more than resident students. This board is of the opinion that to increase the tuition for non-resident students would be to take the first step toward creating an exclusive atmosphere which in the end would result in making of the University of Wisconsin "a school for rich men's sons." In the opinion of this board there should be no further discrimination against non-resident students. The following table shows the fees, incidental and tuition, charged by the universities of neighboring states to resident and non-resident students: 18 Findings of Board of Public Affairs Resident N on- Resident University of Minnesota 1912-1913. Letters and Science Engineering Agriculture Law Medicine University of Illinois 1913-1914. Letters and Science Engineering Agriculture Law Medicine (at Chicago). University of Iow^a 1913-1914. Letters and Science. Engineering Agriculture Law Medicine University of Michigan 1913-1914. Letters and Science. Engineering Medicine Law Pharmacy Dentistry Graduate University of Chicago 1913 - 1914 all courses University of Wisconsin 1914-1915 all courses $ 30 S 80 50 70 30 80 65 85 150 170 24 24 24 24 24 24 50 50 20 20 20 20 20 20 50 50 50 50 42 52 57 67 57 67 67 77 57 67 77 107 42 52 120 24 120 124 Students at University of Michigan 1913-1914. Regular session.. Summer session. Percentage of non-residents 46.75 100 19 Non-Resident 2248 678 University Survey Report N on-Resident Students at the University of Wisconsin 1913-1914. Regular session.. Summer session. 1385 1394 Percentage of non-residents 37.71 100 (a) From these 2248 non-resident students in the regular college year Michigan receives $10.00 a piece more than from the same number of resi- dent students; except in the small department in dentistry where $30.00 more were received. (b) From each of the 1385 non-resident students, Wisconsin receives $100.00 more than if they were residents; provided the student is at the university for two semesters; for one semester $50.00 more are received from each. Within the last ten years the University of Wisconsin has received from non-resident students, in tuition alone, approximately half a million dollars, the exact sum being $419,312 received in the ten-year period 1904-5 to 1913-14 inclusive. Following is a table of tuition fees received from non- resident student by years: 1904-5 $13,032.50 1905-6 12,912.50 1906-7 14,522.50 1907-8 18,035.00 1908-9 23,262.50 . 1909-10 41,500.00 1910-11 51,757.50 1911-12 74,037.50 1912-13 79,037.50 1913-14 91,217.50 University's Portion of Educational Moneys Complaint has been made that the university is receiving a larger pro- portion of moneys expended for educational purposes than is warranted when the number availing themselves of a university education is con- sidered. During the last ten years (1905 to 1914, inclusive) the people of Wiscon- sin have expended $135,858,491.07 of the pubhc moneys for education in the common schools, high schools, normal and training schools, and in the university, or an average of $13,538,849.10 annually. In 1905, the public moneys expended by local units and by the state amounted to only $9,740,- 607.75, while in 1914 the amount had grown to $18,975,961.07, an increase 20 Findings of Board of Public Affairs of 94.8 per cent in ten years. In 1905, the moneys expended for the uni- versity amounted to only $856,504.32 or 8.79 per cent of the total expend- itures for all educational purposes. In 1914, expenditures for the university amounted to $2,805,206.15, or 14.78 per cent of the total. Much of this increase has come during the last seven years, and to a considerable extent is to be accounted for by the erection of new buildings and the purchase of additional lands to meet the growing needs of the university. To secure proper perspective of the relative expenditures, it is necessary to take into consideration that not all of the $2,805,806.15 expended for the university in 1914 was borne by the taxpayers of Wisconsin. Approximately one-third of this amount, or $939,398.08, was from other sources. Of this $104,691.76 came directly from the United States government. Over half a million or $558,412.44 came from students as fees, etc., and various smaller amounts from other sources, making a total of $939,398.08 received by the university from other sources than the state. In other words, approximateh^ one million dollars of the gross university expenditures, is not borne by the taxpayers of the state. Part of the more recent increase in university expenditures is a mere matter of bookkeeping. Prior to 1913, the moneys received from students' fees were used by the university without an act of the legislature. In 1913, however, the legislature enacted a law directing that all moneys coming to the university from outside sources be placed in the state treasury as a part of the university funds, thus making them available for use only as appropriated by the legislature for specific purposes. Among the moneys now included in the total ap- propriated, but not included prior to 1913, are receipts from football, basket-ball and baseball games and other self-supporting activities of the university. These moneys are actual earnings of the university and therefore are not to be charged as a contribution of the state government to the maintenance and operation of the activity producing them. Under the new arrangements, athletic activities are not supported by gate receipts as formerly, but by legislative appropriation equal to the gate receipts. The same is true of the dining hall receipts and those received from other non-instructional, self-supporting activities. The difference is only one of accounting. Yet this change in bookkeeping methods shows an apparent increase in the proportionate expense to the state in university operation. Therefore it becomes necessary to analyze these accounts. The following table shows the receipts coming from other sources than the state for 1914: TABLE III Detail of Receipts of the University of \^iscousin from other sources than the State for the Fiscal Year Ending June 30, 1914. » Tuition Fees _• S91,217.50 Incidental Fees 186,990.07 Gymnasium Fees 6,238.05 Laboratory Fees 122,069.33 21 University Survey Report Dormitories 28,347.44 Dining Halls 103,550.05 Interest on University Fund 11,963.62 Interest on Current balances 3,771.93 Interest on Agricultural College Fund 12,728.14 Federal Government 80,000.00 Gifts as follows: Carnegie Foundation 9,551.63 Vilas Medal Fund 180.00 Gammi Phi Beta Scholarship 200.00 Henry Strong Scholarship 1,300.00 Menorah Society Prize Fund 200.00 Self Government Association 100.00 Markham Fellowship 800.00 Milwaukee Drug Co. Book Fund 35.00 Hatch, Seed Special Fund 319.51 B. R. Cahn Boat Fund 35.00 Sales of Produce 3,187.80 Sales of Live Stock 8,302.35 Sales of Poultry, etc 2,671.66 Sales of Creamery Products 126,471.14 Sales of Butter and Cheese scored 1,019.85 Sales of Bulletins 1,157.47 Sales of Cinders 534.03 Sales of Scrap Iron, etc 570.58 Sales of Wood 68.50 Fees for Duplicates of Diplomas 10.00 Sale of Sanitary Napkins 9.80 Laboratory Supplies 68.93 Sale of Horse 290.00 Sale of Dairy-Photos 33.25 Sales of Cement Sacks 922,80 Sales of Hog Cholera Serum 10,183.62 County Demonstration Stations 459.36 Various Small Items 163.61 Fees from Dairy Tests 20,694.96 Fees from Feed Tests 5,955.05 Fees from Fertilizer Tests 1,390.00 Fees from Nursery Inspection 2,496.24 Fees from Stallion Enrollment 3,110.74 Fees from' Water Analysis-Hyg. Lab 306.00 Fees charged by Soils Laboratory 307.00 Fees charged by Standards Laboratory 636.96 Unclaimed Checks 2,035.83 Insurance recovered ■ 155.25 Refunds from advances____ 4,166.55 Library Fines 86.08 22 Findings of Board of Public Affairs School of Music — Concerts 2,613.98 University Extension Lectures and Concerts 32,040.80 Athletic Gate Receipts 45,169.97 Unclassified 2,510.65 Total $939,398.08 Attention should be called also to the fact that certain aids to agriculture, which are not instructional work, such as farmer's institutes, soil surveys, and hog cholera serum, are now included in the appropriations for the university, whereas formerly they either were provided for in separate appropriations and treated as activities of the state government or no provision whatever was made for such service. Among these are: The county demonstration stations provided "for the purpose of aiding in the agricultural development of the respective counties of the state" (Sub-section 2 of Section 392 EM-8 of the Statutes, compilation of 1913). The appropriation for this work was $3,000. Seed inspection, originally provided for in sections 1494x-l to 1494x-15 inclusive and requiring inspectors "to collect samples of agricultural seeds in the open market and analyze the same in conformity with the standards fixed" by law "and to bring action in the proper court or tribunal for prosecution" for violation of the pure seed law. This work is "placed in the experiment station under the supervision of the director, and the salaries, compensations, and expenses of such inspectors and assistants shall be charged against the proper appropriation for the board of Regents of the University." The appropriation for this work was $3,000. Nursery inspection, originally provided for in sections 1494-1 to section 1494-4, and requiring the state orchard and nursery inspector to examine "any nursery, fruit, or garden plantation, park, cemetery, private orchards, public places, or any place that he has reason to suspect is infested with San Jose scale or any other injurious insects or fungous disease." Traveling expenses of such inspector is now charged against the appropriation for the university, (Chapter 758, Session Laws 1913). State Soils Laboratories, the duty of which is "to make field examinations and laboratory analyses of the soil of any tands in the state and to certify the results of such examinations and analyses upon the request of the owner or the occupant of the land." (Subsection 3, Section 392 EM-8A Statutes, compilation of 1913). The appropriation for the soils laboratorv for the year ending June 30, 1914, was $2,000. Manufacture and distribution of hog cholera serum to be furnished "to any bona fide resident of the state who is engaged in raising hogs" (Subsection 2, Section 392 EM-10 Statutes, CompUalion of 1913). the appropriation for this work for the year ending June 30, 1914, was 82,500. Farmers' Institutes, the expenses of conducting which are now paid from the university funds instead of from the general funds of the state as was the case prior to 1913 and as provided for in section 1494 B of the statutes, compilation 1911. Inspection and analyses of commercial fertilizers, provided for in section 1494d of the statutes requiring the director of the agricultural experiment station of the University of Wisconsin to analyze samples of commercial fertilizer offered for sale and to "publish the results of such analysis in a bulletin or report." Inspection and analysis of feeding stuffs, requiring the director of the agricultural experiment station to issue licenses to manufacturers, im- porters or selhng agents of concentrated commercial feeding stuffs. 23 University Survey Report Pharmaceutical experiment station, provided for in chapter 404 of the session laws of 1913 "to cooperate with the Bureau of Plant Industry for the United States Department of Agriculture in the maintenance of the northern station for the cultivation of medicinal plants and to disseminate such information as may lead to the proper cultivation of medicinal plants and the production of high grade vegetable drugs in this state; and to serve the public at large by cooperation with both the pharmacists and the physicians in securing for the sick all that pharmaceutical science and art can provide, and further by cooperation with the State Board of Health and the Dairy and Food Commission to bring about these results." The appropriation for this work was $2,500. Traveling schools of agriculture provided for in subsection 1 of section 1494-12M of the statutes. This section directs the Regents of the university "to conduct travehng schools of agriculture which may be held in con- junction with the county agricultural training schools. The appropriation for this work in 1914 was $40,000. County agricultural representatives, provided for in chapter 611, session laws of 1913, "to aid in the development and improvement of agricultural and country life conditions." The appropriation of 1914 for this work was $10,000. Hygienic laboratory, provided for in section 1406n of the statutes of the 1913 compilation, and requiring this laboratory "to undertake the examina- tion of water supplies for domestic purposes, the examination of material for the various contagious and infectious diseases, or material from suspected cases of contagious and infectious diseases of men and analyze when public health is concerned, to examine into the nature and cause of disease out- breaks throughout the state and to study conditions relating to diseases and their dissemination, or any other problems that bear directly or in- directly upon the public health." The appropriation to cover this work is made "from the university fund income, a sum sufficient to properly maintain and operate such laboratory." The cost of maintaining this laboratory in 1914 was $11,155.00. From this it is seen that the University of Wisconsin in its present form is much more than an institution for the "education of youth." As has been said, its laboratories, its libraries and its faculty have constituted a source of information which has contributed to the well being of the people as a whole, and to the material welfare of individuals of every calling, em- ployment and occupation. And it also is seen that, in placing these duties upon the university, the state in its bookkeeping is charging to education many things which properly are functions of government and which properly might be charged as a cost of government. Thus the mixing of governmental and educational functions in state book- keeping has resulted in some confusion as to the actual cost of instructional work at the university, as the cost of these distinct divisions of work has not been separated in the accounting statement as to the total annual cost of the university. The following tables show the moneys expended during the last ten vears for activities of this character: 24 Findings of Board of Public Affairs < W < C0 05 OS ic C) c^ CM ■"t^ 0. COCSOOOCM^COO CO '^ t^cooo C-i«OI^<=CO-*CMOS ^ OGCO -<}' »000>t^COOOSCOCO tj' OiOO OCMO^HICCMOSOSOS CO Oi o'o'-H OOtIOCMCMCO^U^^h — * ■ra CD i •^ t^05 CNJ CO CO-^ >o OS 0: "^ t^Ci Ci 00 ^ OS ■^ 0010s CM to ■* OS t^OSCM •>»< CO 0" ■* OS e&" a» (MO-H « CM ,—1 CO COO \n •* CM 'T* OCM CO »o Q CM o — 000c -?* 10 I^ c0 00 » — •_^<^_ 00 CJ5 ^ -O — < -^ CM i O-^ ^H coos CO CO b- CM s 00 OS CD "^ OS CD »o « OS CO-rr OS OS iO— < OS t^O^^ w ^ ^ ^T^Xli^ZO »c 6©— . ^ — 0010 COCO CO — OCO ^00 00 9 os' >n CD CO ^ >o CO OS -^ -^ OS r^io CO cocQ CO f-Tos'c^ cm" CO «% »» t^Tt^ CD CD CO 10 — lOOOO^^ CO u^ ^ CO -^ 00 CM (M CD CD — COI^CO 00 -Tcm'cm'-^" *» c • c CS i^ -«IS iS 3-13 1 a 1. g? a Sod c — a H( « > I i c £^. « c'5 2'o g M-rtla-S < g liililsllilil Kfe C E- c_ a ^ c c c 0. (=■ ir. SI S-2 « o > 2 1 , Tcoira-r COCO I m 1 >^ Cl t^ CS » *Y CO 0' in o"-* CO 1 CO 1 OSOS IC ^^OiC^ 00 •»1« CO CS ^ cc a» CM*— "lOCOo" CO vt •» 00 ouam r^ii^ CO rJiOCMOOCMCC 10 '~r' CO "5 C3 COCO — (M 1^ -* CO C-1 -* r^ CDCM- -^O- CO — — co"cm"-<<" c5 1< _■ 00 CO CM 00 CO ^ cMOirsoso 00 CO OC5 t^iO cv|_0 — t~; cm"— CO cm"— CO CM c» •» ^OO-cK- OS — o>ocot~ CO T* 000 CO 10 CM OS 10 00 CO CD — tCOCOt^CS ■^ ^ CM 10 CM »0 J^ »» •• •* 1 _^ CS CO CO — 9 •rac-i"co" — a» 1 "* 0000 (^ oc= — ■«< >o 9 iraiocsTjI CO CO r^r~io — CM — r~ CO co_ CO si CM — cm" CD «* «• OOtJ.00 CM CO COCO CO uiinO'S' \n CS ^N ^ CM CD •** eM">OCM" 0" <* •» 10 10 ira CM 3 OS in «» (N «• 1 ••A !-■ eS C3 03 £•§ c c ill > •5 J c« c < H ^'o'c'as'e C c ^ g — f- £ o.&=.b c r! :R ^S Ct rf S S! c a f2 y 1 25 University Survey Report It should be taken into account also that a considerable part of the general increase for university expenditures is to be charged as additions to the plant, consisting of new buildings erected and additional lands purchased to meet the growing needs of the university. During the ten years, 1905 to 1914, inclusive, the university erected $2,018,508.12 worth of new buildings and paid for additional lands a total of $828,880.81, or an average expenditure of $283,738.89 annually for buildings and lands. A consider- able part of this burden has fallen upon the state in recent years because of the unwise land policy pursued by the university and the state as well in the early history of the institution, all of which is fully discussed in another chapter. To be sure, there was a considerable sum expended for buildings and lands for the normal schools and for buildings for the common schools, but the amount spent for these purposes was relatively smaller than in the case of the university, as is shown in the accompanying table. To discover what factors are responsible for the increase in the proportion of university expenditure to the total expended by the state and the local units for all educational purposes, the cost of lands and buildings, the cost of the non-instructional activities and the receipts from other sources than the state were separated and are herewith presented in tabular form. By the following table it appears that in ten years there has been but Uttle increase in the proportion of state moneys expended for instruction in the university at Madison to the total expenditures for instructional purposes in all branches of the state's educational system: 26 Findings of Board of Public Affairs O -M O O CD t ccc^fcco'^»c»0:D'-£;c; > p e« o p 5 CO -If yS t^ — O .r«-^- ■ lit M oc c: • o»o ' ^ -(M • CC — " C^l ; c; ':o re cs 9. =5<£ fcb C^iM(MO«3r-C:Cl<:D00 oooi(Mict-^>o-^Oir-co t~- — OC'OCOOCiCCOC^ Tj-OO-T-lOOCOOOOiC --CCCDCOI'*C:)lC "-^COCDCC-^OCICDCD*-* c; GC 30 »c »c o o < c; -*• t^cc CD 1— I'M-^^-cDC^ClCOCCiC CDOlC^C^CMtDCliOr— o ceo— 'O^^CDOOOCOOO 1 CD 00 CD O C -^ Tt- O CT. ^ d: CO O OC' t^ ' t- CO 00 — o ^o3 5'— OOCOClCOCDCOCl OOC-^rocDcD'— 'h-'^iO -^^-.co^o — r-r-o Tf »o CD r^ 00 Oi o ^- c^ CO ^ o 00 O C^ C -- ^ — " -< ciCic;c:c;c:c:c:c^o c S.2 — ■; "5 w. t; vs > _ ?? .3 a _= 5-= 3 C ■•°:5 2. ~- C^.i =-g = aan^ ci « c-. oc ?i 00 115 00 c-> c-1 •' ci r^ «' ts cc - : n tC 1^ -»■ — CO iC ■<»• C5 c^.^^»oi^-»roorox. cc al cost all cxpi uction 1 univer ison k ty Ian lings. -»''co'i" CC:Ow^cOCimO^»rt CO M>«CSO-^t-CCOOC 1 tj Tot for 1 instr the Mad versi build 2i|S| b^'Ht • s g "2 . ^gls^ - 1 ■*" 1 cocoi^Oco ut c: CO lo 00 w »f* ic oc CO 1 CO 1 'a -2 3 i^ • — COiCt^OCO — 3 „ .t; « a ^ ^ OT3 T^ a Rati ensio es t xpen otal i luildi -w t. 1^ *^.c cooooooo»ccc^ 1 H- l^ CO 1^ ' CO 00 CO^CD CT. l^ -^ C. ^ •^ociococ-}-!*-^;^ .- = «» -^ CO CD CI — 1.0 a' ^i^s *:>*-« S« S-H«g"H ^ »- -*^ c> a 3— rJ c ^_C3 of CO for all p activitip rsity lan( ngs to expendi Dtal state uildings. ooco-^eocircc^co^-c iccct^o-^cDiCcct^a CO ClC-Jr-CMCOr-OClOlrJ eCcDcDcDcDcDt^t^t-t> i2S'^_ w '*.> 3 ^ tn .^ c3 1 state t' pd- itics. ands r^oo'^oococi'^fc to (MClCOi-nO — -fC5CS»r QC CiQO'^CiCOcDCO — iCcr - 5: «-s ^' cDi^Ci-^r-occcco-^j-c^ C^*^CS CJCOCOt^iCC^C^ ■^cD:D»OCJ»r3fC'^iC — to 1 uni inal nivei uildi cocD^eocr. oc-^c^icD-^j COiOcOCOCDt^OO^CS ■ a» ■S = .i: 3X1 ^mi S 3 a "S '- S 3 *j -kj £u rt net pcndi state otal s 'S 1 land of y ex tain tot iturc tate gs. ^QOt^t^CiOCr.CJ'CC W^C^C^MCDiOt^COcC ^J* a ^ t- m-rz m C Rati- versi or ce ivitie xpen otal luildi pen- tate d to ible. COOCOOOM — — socv ^ COQOC^iOOOCOC'iCKMr^ ^^ X " « J3 oo'^u^cocicJiri'^c-i — c^ I>."C^(MiCC5r^^f3TfU- CO lint rtai chai .Sei COCDC^IOCOCOOCDOCOC^ 00 t^ CD ic r^csicTc^o-^c U5 ^ >> ^-^c^(Ncocor»CJC5 — le E "J-^ «« 1- •» Net edf ctivi nivc -0 =s 3 1 uni- rom han tate ess and a « — -0 lies iptl ces ital Ian £^ C4 tio of t lity recc jr sour e to to ;nditure 1 state dings. cooo— 'Or-»-»r!y. -^j-occc cc -HCiCOCOCD^t^CSiOCC M'(McococOTr«'<»'-r'^ir aSte£5S-s'3 > r e -Sji T3 c a V >> 2 1 >- ^ § uicor^oecao^wco-^ > 9S"=?99--TT- ■^lO^h-QC^O— -C^f^ ■< CI c: c- D" C" ~ c D^ c: a ■^ CJ 27 University Survey Report None of the other educational institutions of the state has any consider- able income other than from moneys collected from the people in the form of taxes. The normal schools derive some support from students fees, as do certain high schools, but these amounts are negligible. In the opinion of this board, the proportionate expenditure for the university, temporarily increased during the ten years when new buildings were being constructed and additional lands were being acquired, is not a cause for alarm. The university now has acquired practically all the land that will be needed for a generation or more, and when the buildings now asked for by the university are completed, the more expensive needs for the next several years will have been met. The university is no less the school of all the people than is the common school. The university is no less a necessity than is the common school. It offers, it is true, a larger opportunity, but the opportunity is open to all. Because of the nature and scope of the work done at the university the proportionate expense of maintaining the institution is greater than would be required to maintain a school of lesser achievement. Also it must be considered that the University of Wisconsin in its present form is more than an institution "for the education of youth." As has been said in another chapter of this report, its laboratories, its libraries, and its faculty have constituted a source of information which has contributed to the well being of the people as a whole and to material welfare of individuals of every caUing, employment, and occupation. In the larger opportunity offered to youth and the larger benefits flowing to all the people of the state, there is real and substantial return for the large expenditure for the main- tenance of the university. Far better than to curtail the opportunity now provided by reducing future appropriations of the university, the state, in the opinion of this board, should direct its attention rather to the development of a plan which would make it possible for a larger number of the youth of the state to utilize the advantages of university training. Junior Colleges Needed A university education is now accessible to only a small percentage of the youth of Wisconsin. In 1914 the high schools of Wisconsin graduated 6,235 students; yet only 931 of the members of the present freshman class in the university are residents of Wisconsin. No figures have been compiled as to the number of freshmen who are graduates of Wisconsin high schools. However, assurh- ing that all are from the high schools, these figures show that only 14.93 per cent of the graduates of the high schools of the state enter the university. Of these who enter, a considerable number drop out before the beginning of the junior year. Of the 1,480 freshmen who entered the university in the fall of 1913, 477 or 32.33 per cent dropped out before the beginning of the 28 ^3 .^ o:^' "Ci iniversity ginning of hese com- sence and sconsin in [ a college In the onnection . If ade- would be ; to avoid Dn. analagous advanced, inior year e work is ■re recom- irse avail- iquestion- ip in the ig a much ty course, rily main- lal schools mediately attending ty. Over 3 miles of istitution, f the uni- co o CO — UJ o 0^ -;; CO CD CD CJ) CO cm" CO CM IXi LU ±: CO ± CO ± CO CO CD CO zl ^ zd ^ 1^ z o Z -, o ~ o u /— > I /~i I r^ — ^ o t< t< >,^ ^s ^^ -^i ife ife ^8 > > s _! -I H accounted •om other •egister as e earning ttendance fact that antage of bscnce of lis factor. ^'isconsin, ed, while I located, the insti- RESIDENCE OF STUDENTS ENROLLED IN UNIVERSITY OF WISCONSIN I9I4-I9I5 LIVING WITHIN SO MILES OF MADISON 1,770 LIVING WITHIN 75 MILES OF MADISON 2,639 LIVING WITHIN 100 MILES OF MADISON 2,961 TOTAL LIVING IN WIS- CONSIN 3.644 r Findings of Board of Public Affairs sophomore year. And of the 998 sophomores who returned to the university in the fall of 1913, 299 or 29.26 per cent dropped out before the beginning of the junior year. No account has been taken of variations from these com- putations resulting from the return of students after a year's absence and from the fact that some students from other institutions enter Wisconsin in upper class work. These facts emphasize the need for making the first two years of a college course available to a greater number of high school graduates. In the opinion of the board the first two years of work can be done in connection with high schools advantageously at various centers of the state. If ade- quate instruction for these years can be provided near home, it would be possible for these high schools graduates desiring a college course to avoid the expense and other sacrifices involved in a residence at Madison. The work of the first two years of a college course is analagous in many respects to that given in the high schools. It is more advanced, but not greatly different in method and purpose. It is in the junior year that the students enter a new field where the character of the work is changed and new methods are pursued. The one great result of the adoption of some such plan as is here recom- mended would be the making of the first two years of a college course avail- able to a mucti larger number of high school graduates. This unquestion- ably would prepare a greatly increased number for membership in the junior class at the university and naturally would result in carrying a much larger percentage of high school graduates through a full university course. Thus can the state reap the fullest benefit of an institution primarily main- tained to develop and release the potentialities of the people. A study of the attendance at both the University and the normal schools shows that a large percentage of the students are drawn from the mimediately surrounding territory. Of the 3,644 Wisconsin men and women attending the State University, 1,274 or 35 per cent come from Dane County. Over 48.5 per cent, or 1,770, come from homes within a radius of 50 miles of Madison, while 72 per cent, or 2,639, live within 75 miles of the institution, and 2,961 of the 3,644, or 81.2 per cent, live within 100 miles of the uni- versity. Unquestionably a part of the attendance from Dane County is accounted for by the presence of non-residents who come to Madison from other cities and counties in Wisconsin or from other states and who register as residents of Madison because they are self-supporting and are earning their living in Madison as well as attending school there. The attendance from Madison doubtless is considerably increased also by the fact that many entire Wisconsin families move to Madison to take advantage of the educational opportunities there offered. However, in the absence of any reliable data on this point, no allowance has been made for this factor. Of the 3,882 students enrolled in the eight normal schools of Wisconsin, 1,669, or 43 per cent live in the cities where the schools are located, while 1,997, or 51 per cent, live in the counties where the schools are located. Seventy-five per cent or 2,902, live within a radius of 50 miles of the insti- 29 University Survey Report tution. In the case of some of the normal schools, the percentage living near-by is much larger. Eighty per cent of the students in the La Crosse Normal, 86 per cent of those attending the River Falls Normal and 91 per cent of those enrolled in the Platteville Normal are from homes within 50 miles of the schools. That the same is true of universities and colleges throughout the United States is shown by a study recently made by the General Education Board, the following table being taken from the report of that board: Name of Institution Percentage of Students Residing Within 50 Miles 100 miles North Atlantic Region- Rochester (N. Y.)_ Union (N. Y.) Bowdoin (Maine).. Yale (Conn.) Swarthmore (Pa.)_ Harvard (Mass.)__ South Central Region— Vanderbilt (Tenn.) Hendrix (Ark.) Millsaps (Miss.)___ Baylor (Texas) South Eastern Region- Richmond (Va.)__. Trinity (N. C.)____ Firrman (S. C.)___ Middle West Region— Beloit (Wis.) Grinnell (la.) Marietta (Ohio)___ Baker (Kas.) The West- Whitman (Wash.)- Pomona (Cal.) Colorado (Col.) % % 87 93 48 61 48 65 23 47 64 79 57 61 48 54 45 68 49 80 38 56 50 73 35 61 60 72 48 73 41 65 79 88 49 72 44 50 80 86 44 62 The facts here collected seem to justify the conclusion that any well organized plan for providing at many places in the state, instead of at Madison, alone, instruction in the first two years of college work, would result in taking a much larger percentage of high school graduates through the freshman and sophomore years of a college course than now take this work at the university, and also ultimately would greatly increase the number of high school graduates pursuing four full years of college work. -^=~' "^ 30 ~ c RESIDENCE OF STUDENTS ENROLLED IN WISCONSIN NORMAL SCHOOLS I9I3-I9M ENROLLMENT BY SCHOOLS LA CROSSE 435 MILWAUKEE 912 OSHKOSH 547 PLATVILLE 280 RIVER FALLS 478 STEVENS POINT 405 SUPERIOR 513 WHITEWATER 3 1 2 TOTAL 3882 ^ Findings of Board of Public Affairs However, before a community undertakes such work, it should be appreciated that teachers should be secured capable of doing work of college grade, and this will probably involve a considerable additional expense. But the community would be compensated for this outlay by the fact that young students would be able to remain at home for two additional years, and further by indirect benefits growing out of the influence upon the local community, the raising of standards, and a consequent effect upon the mental habits and judgments generally. The university proper would benefit by thus being relieved of the burden of giving so much of its attention to large classes in freshman and sophomore work. Wisconsin is fortunate in having within the state several colleges which are supported wholly from private funds that are rendering valuable services. These colleges stand high in the educational world, and are an important part of our higher educational equipment and work. Cordial and reciprocal relations exist between these colleges and the university. Relation of the L'niversity to High Schools For representatives of the university to visit and inspect high schools of the state is desirable. It helps the university keep in touch with state needs. It checks up the efTiciency of the university in its training of high school teachers, and it gives an opportunity for the university to supervise the work of its graduates who are teaching in the high schools. Such visita- tion constitutes what might be called continuation school work for teachers. It also makes it possible for the university to make helpful suggestions to all high school teachers. There has been, however, much complaint against the system. In former years only graduates of accredited schools were admitted to the university without examination. Several years ago, however, a new policy was introduced under which a graduate of any four-year high school in Wisconsin recommended by his principal for admission, and having the required units, is admitted to the university on probation. If it develops that the student can carry the university work the probation period ceases. The accredited school list is no more than an honor roll. High schools have other functions than that of merely preparing graduates for entrance to the university. A majority of those who leave high school go directly into some business or other occupation. Only a small majority of high school graduates enter the university or take other college work. Therefore, in the opinion of this board the curriculum of each high school should be adapted to the needs of the students in its community. The fact that a given subject is of practical value does not divert it of cultural advantages nor detract from its usefulness as a vehicle for disciplinary training. There is no necessary antagonism between the two values. University inspection for the sole purpose of improving the quality of instruction in the subjects each community decides to place in its high school is helpful and should be continued. 31 University Survey Report Foreign Language Requirements Foreign languages are of increasing importance in the university cur- riculum, owing to the expanding social and economic international relations. Their cultural qualities long have been recognized. The University of Wisconsin should continue to offer and to make available to all students opportunities for acquiring foreign languages equal to those offered by any institution. But in considering the question of foreign language requirements, the university should take into consideration the fact that it is supported by the state and that educational poUcies and practices should be adjusted to meet the reasonable demands of the people as a whole. In the opinion of the board, it is neither right nor wise for the state absolutely to deny persons, qualified in other respects, the right to enter the university and pursue regular courses leading to graduation simply because they do not possess and do not wish to acquire, or w^ho because of their surroundings have been unable to acquire such knowledge of foreign languages as now is required. At present, foreign language while desired is not required for entrance to the university. But foreign language is a prerequisite for graduation, except in the courses in engineering and agriculture. However, if the minimum requirement of foreign language has been met in the high school, no additional foreign language is demanded in the university. In the opinion of this board a state university should provide regular courses leading to graduation and degrees without foreign language require- ments of any kind. The value of foreign language training is not ques- tioned. Neither does this board undervalue the opportunity offered for opening to the student rich stores of literature, science, and art. The question is as to whether the state university shall lead through reason and persuasion or through force. Student Contact With Strong Men Complaint has been made that many students are denied contact with the strong men of the university faculty. Investigation has shown that in certain subjects freshmen and sopho- mores do not come in frequent contact with the men under whom they are to do the advanced work of the junior and senior years. But investi- gation shows also that in several subjects professors and heads of depart- ments are carrying a part of the freshman instruction. As has been said in a preceding chapter of tnis report, the work in the first two years of a college course is drill work. These are the years of discipline, the years in which the student acquires habits of application and powers of con- centration and the consequent control of his faculties. It is not to be expected that the members of the faculty whose methods of teaching assume that the students under them have habits of application and powers of concentration could be of great assistance to the undisciplined minds of freshmen and sophomores. 32 Findings of Board of Public Affairs While, in the opinion of this board, the nature of the work of the first two years of a college course does not require the same kind of instruction as the work in the upper classes, yet it seems important that the under- classmen should not be deprived of the inspiration that may come from more or less frequent contact with those members of the faculty who are doing the more interesting work in each department. Inasmuch as inspi- ration is an important factor in inducing students to pursue their work to graduation, and the lack of inspiration is responsible to a considerable degree for the high percentage of under-classmen dropping out of the uni- versity before they reach the upper classes, where the larger benefits of the university are to be received, the Board of Public AlTairs urges that these conditions be considered by the university authorities to the end that some plan be provided for bringing under-classmen into more frequent contact with the strong men of the faculty in all departments. University High School The Wisconsin High School was established as a part of the School of Education of the university in response to a demand, more or less definitely expressed by individuals and by educational conventions, for more adequate training of teachers going directly from the university into the teaching forces of the high schools of the state. It was said that recent graduates lacked skill in conducting recitations and knowledge as to methods of teaching. This deficiency was charged to inadequate opportunity either for observing model instruction or for actually participating in classroom work. To meet this criticism the W^isconsin High School was established as a laboratory for practice teaching in connection with the courses in the School of Education of the university. The Wisconsin High School has been so recently established that it has not yet secured perfection as to organization or administration. Investigation shows that further attention to these matters is necessary. It is the opinion of this board that in view of the demand from school authorities for such teaching, full opportunity should be given for the Wisconsin High School to demon- strate its usefulness and efficiency before judgment is passed. Size of Classes The investigation shows a large number of regular classes to have a membership of ten or less as follows: First semester 1914-15 1 only ^^ classes 2 members 35 classes 3 members 41 classes 4 members 35 classes 5 and under (including those already mentioned) 209 classes 10 and under (including those already mentioned) 382 classes 33 University Survey Report The maintenance of small classes, may be justified in newly organized lines of work for which there is a need throughout the state and which in time probably will prove attractive. But the policy of maintaining classes of the size indicated should be carefully considered by the educa- tional officers and regents of the university, and only such small classes should be continued as are fully justified upon investigation. Reports should be made by the president each semester to the regents upon the number of small classes and the departments in which they are maintained. Military Drill Entirely apart from the questions of national defense and militarism, it seems at this time unwise to make any change in the present system of military drill at the university. The Agricultural College It required no university survey to inform the people of Wisconsin of the great service the agricultural college has been to the commonwealth materially as well as educationally. The rapid growth of agricultural extension work and its probable rapid future development is noted. There is, possibly, even some danger of too rapid expansion in this direction, since the pressure from the public is likely to exceed the ability of the college wisely to organize and execute. In meeting this demand for the development of extension work the necessity of a proper parallel development of investigational work must be constantly kept in mind. Original investigation does not meet with popular acclaim as does extension work, but it necessarily comes first. An increased staff and increased resources may be required. The excellence of the work of the agricultural college must not, however, be permitted to blind those in charge to the fact that some surprising lapses have occurred, particularly in the dairy school, the management of which seems not to have been uniformly upon the high plane maintained in other departments. Marketing of Farm Products It is, of course, well known that the farmer, like the manufacturer if he is to succeed, must engage in two distinct activities. He must produce, and he must sell his product. Agricultural colleges have in the past directed their energy almost exclusively to the problems of production. They have been engaged in research and in training students to judge and to improve soils, seeds and live stock; to plow, to sow, to cultivate, to harvest; to build barns, silos and warehouses in which to store and care for farm products; — all or which are essential and of prime importance. Important as these questions are, however, they touch only one phase of farm life, for abundant production without efficient marketing will net the farmer inadequate returns. It seems to the board that the Wisconsin 34 Findings of Board of Public Affairs agricultural college, like many other agricultural colleges has been too much absorbed in production and, relatively speaking, has neglected distribution and the business side of farm management. It is an accepted principle of economics that it is in the interest of the common welfare that as large a part as possible of the price paid by the consumer, after making due allowance for services rendered by the middle- man, should go to the producer. This directly benefits the producer, but by encouraging production and increasing the aggregate wealth it eventually reacts to the advantage of the consumer. Ultimately the burdens of waste- ful distribution fall upon both producer and consumer. The rapid develop- ment of manufacturing and the rush to the cities have resulted in concen- tration of population, have removed the consumer farther from the producer, have deprived the farmer to a considerable extent of opportunity for direct dealing, and have made it more imperative that the farmer should under- stand distribution. In considering the agricultural college in its relation to marketing it is not enough to compare what has been done in Wisconsin with what has been done in other states. Regardless of what other states are doing, the question rather is: Has the Wisconsin college of agriculture met Wiscon- sin needs in working out a practical, scientific system of distribution? An equitable system of marketing must take into consideration not only the producers but the distributing agencies and the consumers. This board recommends that the activities of the agricultural college be still further extende4 to include adequate instruction in distribution as well as in production. In view of the fact that distribution has been here- tofore not sufficiently emphasized, the board believes that special and increased attention should now be given to this phase of agricultural education. A concrete illustration of the value of improved distribution methods is shown by the fact that two cents per pound on cheese produced in Wisconsin in 1913 would amount to approximately three and one half million dollars ($3,500,000) to be divided between the producer and con- sumer. Length of School Year Suggestion has been made that the school year should extend over 48 weeks instead of 36, plus the six weeks of summer session. This, however, is a mooted question. Opportunity is afforded for observing results in other universities in which this plan now is in operation. It is recommended that the university authorities give this matter further attention, investigating the demand within the state, observing the operation of the plan in other institutions, and estimating the increased expense incident to such a change. University Extension No work performed by the University of Wisconsin is more distinctly its own than that of carrying education into every community in the state. This work should be continued and broadened, not only in the so-called scholastic branches but also in lines of social and civic welfare and in efforts 35 University Survey Report to assist farmers and other workers in the analysis of their problems. This board urges particularly such expansion as will aid in making country life profitable, and also pleasurable, attractive and interesting, not only to adults but also to the young, who require social advantages. The demand for extension work of this character may not be apparent in certain communities. The extension department, however, should in some cases create a demand and in many cases educate the community to under- stand its needs and how to supply them. It has been contended that the weakness of all extension work, here and elsewhere, is that it is personal and temporary rather than institutional and permanent; that in a given community its activities lack continuity and that therefore its results are transitory. Extension work, in the judg- ment of this board, should in every case leave behind it something more tangible than the mental impressions resulting from impulsive and transient ambitions and efforts toward education. It should create some lasting local organization, or, and this is possibly preferable, it should afTiliate with some existing community institution which would make its return and continued educational activity natural, if not automatic. The growth of this department has been so rapid and its work has been so largely experimental that the organization is not yet fully developed. There is also evidence of weakness in the case of some members of the faculty. This board realizes that in buildmg up an entirely new depart- ment with no precedents to follow and no experience as a guide, it is difficult to secure at once for each position in the faculty men equipped and tempera- mentally adapted to the particular work required. It is no criticism of the past to say that now better organization and more systematic manage- ment of the Extension Division are demanded and that the instructional force should be strengthened. 36 LANDS AND BUILDINGS. How Dissipation of early federal grants from Public Domain deprived University of "permanent fund." Institution now buying real estate to replace that sold a generation ago — Recent purchases compared with private sales as to prices paid — Building Operations for ten years. Land Values Wasted. The University of Wisconsin received but little benefit from the lands granted to the state by the United States government for the maintenance of a university. Regents, legislators and the people of fifty years ago had not the vision to see that the grant of approximately 300,000 acres of land was the foundation of an independent income for the university. Had the lands granted to the state to create "a permanent fund" been wisely managed, the burden of maintaining the university would not have fallen so heavily upon the present generation. Not only would the income from that source have been much greater, but the later demand for land for university purposes, one of the largest elements of expense in connection with the growth of the institution, would not have assumed so great pro- portions. If the state would profit by its own experience, there are in the financial history of the university other incidents to be carefully considered. Of the approximately 300,000 acres of land granted to Wisconsin by the federal government for the university, much was sold for §1.25 an acre. None was sold for any considerable figure. The state placed these lands on the market at low prices under the plea of attracting settlers. At that stage of its development Wisconsin preferred settlers to a university. Cornell University realized a much greater amount from its lands, though New York had no better lands than Wisconsin. Indeed, the lands granted to Cornell University were located in Wisconsin. New York state had no more foresight than had Wisconsin. However, one of its citizens was able to read the future. Through the vision and faith of Ezra Cornell, who bought in the land script and held it for Cornell University, New York state has realized $5,694,258.95 from its \iniversity lands which Mr. Cornell selected from the public domain in Wisconsin. New York (Cornell University) sold some land with the timber on it at 310 an acre, realizing over $3,500,000 for that so sold. In other instances it sold the standing timber and reserved the land. From such sales (made for the most part to the Knapp-Stout Lumber Company of Menomonie and to the Chippewa Boom and Lumber Company of Chippewa Falls) it realized over $2,000,000 and had remaining 150,000 acres of land. Cornell l^niversity now has an income of almost half a million dollars annually from the land grants made to the state of New York, while the University of Wisconsin receives but $24,691.76. '' 163526 University Survey Report South Dakota now estimates that the total value of its university, agricultural college and common school lands granted to it by the Federal government and still unsold, amounts to $55,000,000, while the sum received from the lands sold amounts to over $9,000,000. Here is an endowment fund of approximately $65,000,000 for public education. The first problem of the University of Wisconsin was a land question. It had land, but it had little else. It had no buildings. It had no work- ing capital. With the proceeds from the sale of lands granted to the state to create "a permanent fund" to be used solely for the maintenance of the university, the first board of regents purchased, as a site for the university, 154 acres at $15 an acre or at a total cost of $2,310. All but 11.09 acres of this parcel (the present campus) was sold later for cash with which to erect buildings, to pay salaries of professors, to pay bills for cartage and express — and at prices which now seem extremely low. Much of what is now considered the most valuable real estate in the city of Madison was originally the property of the university. From August 28, 1850 to October 23, 1869, the university sold from the land it had purchased as a site 154 parcels of platted and unplatted lands lying in the city of Madison. Of these 154 parcels, ten were of unplatted lands aggregating 71.22 acres for which there was received $4,161.27, or an average of $54.43 an acre. The remaining 139 parcels were of platted lands, 137 of which were sold as city or village lots, and two of which were sold as undivided city or village blocks. These 137 lots and 2 city blocks netted the university $9,488.97, or $64.20 a lot. In July 1887, the university sold five lots for a total of $12,000, a price showing a tremendous increase over the prices received from the early sales. The lands sold prior to 1870 for a total of $13,650.24 adjoined what is now the university campus and today, solely by reason of the growth of the university, they are of the most valuable real estate in Madison. These identical parcels are on the city tax roll for 1914 at an aggregate assessed value of $1,575,100. The lots sold in 1887 for $12,000 are on the 1914 tax roll for $57,550. For the 71.22 acres of unplatted land and the 137 platted city lots and the two unplatted city blocks the university received a total of $13,650.24. A generation later the university repurchased four of these lots, paying for each lot more than it had received for all the land it had sold. On November 7, 1851, the university sold to Levi B. Vilas 40 lots adjoining the university campus for $2,500 or $62.50 a lot. On November 17, 1905, in repurchasing one of these lots (the one on which the administration building now stands) the university was compelled to pay $20,000. On October 28, 1905, it repurchased another of these lots (that now occupied by the alumni headquarters) for $19,545. In 1910 it repurchased two other of these lots as a site for the new dormitories, paying for one $14,- 049.40, and for the other $16,808.00. This made a total of $70,402.40 paid for the identical four lots which a generation before it had sold for $62.50 each, or a total of $250 for the four. Examination of old land contracts on file in the office of the board of regents shows that it was a common practice for the university to pay a current bill by issuing a deed for a lot in University Addition. 40 Findings of Board of Public Affairs One land contract carries the following note: "$75 — received hereon payment in full, by bill of same amount for music furnished the university reception in full" (From agreement No. 64: A. S. Wood). A notation on another contract reads: "Received the amount of the within contract in full, in labor and team work in surveying and laying out university addition, and opening University Avenue as per special agreement made June 10, 1850." (From agreement No. 24: S. Lamb). Many other similar notations show the common practice of the time. Following is a list of the properties sold by the university between the years 1850 and 1887, inclusive: 41 University Survey Report en < 5. CD OJ ;?: ^ o en tf rt u ^^ 0H o 03 < 43 O > OS NM a; P< tH 0N O <4-l o -t-l H Q )-l • O M ;> 13 l-H o; Q (/) XI h4 •4-> , *.^ >. ■t-l n ^ u X^ ?-, z o NH ^^ > -^ C/J gj o O 00 CO O a; 03 fc-. •4-' u 1— 1 -(-J X en O 3 03 O ^ H o Uh © in cti o 00 1— 1 >^ ^ en- o > f11 en -< ex CO H ;^ O 5/2 ^ o C3 NH u 'f^ S u^ H Cin 1^ o Q HM U O Z ^ CJ o -1-1 >^ o hJ N^ a; ■i-i -< ?!: CT3 o o en Q o X5 -G H < J > ^ < jc ^■]C OOOOMOCOOOOOOOOOOOCOCOO CO -H •* — — irt irt ic ic lO 00 CO 00 00 00 ^ n- >-^ H^ xl eo .2 ^E l-H ^ 4) -^ Q J a ^ >-^ ooooooooomo iTiOOomoicoinc^o OOMOOOOini-HOOuOOO—i o o o o o n o o o o o ^ o o o o o o in in o o CO in 05 00 CO . o o >. o o K o d . o o a, ;D O _: M tfi C -• in o . Oi 05 IN o: - co' -" u VO rt rt O O O O (N Tf t^ O CO CO o O O O O 05 l:ri ->!f C5-" TT uo CC Tf Tt o o -^ tt Tf 00 r-j -^ in i^ 01 CO CO , r* ■^ C5 to ■^ "^ ^ occccoocooc o o o o 3 3 o o ooooooooo — -^ ininininininininininin oooooocooooooooooooooo SPSOOoOOOJJu <<^&H CO -^ O-J CO CO CO < < < ^ 2 2 III CO CO S2 < "3 ^ n:; ^ >> c « c ^ is E 5 p =^ — CO c« .:: 2 2 c « " -■ ^ < Q ■ CO x: .H j: 2^S^ O t^ X — . o O 00 _ . > a a « o o CO . . > b. a BO C >< — o >- . CAl ■ o o So a E B >S >S ^.2 o« 42 Findings of Board of Public Affairs C*^COCOCOC0fOC^'^^l^^ „ M CO CSI IT CO — Tf< ^ 1 lo in lo in in in in lo lO lO o in ininoinoinin in in Cn ooooooocoeooxxocoooo oo ooocxxococco » K o Z lllllll 1 Z > Z ■o o c — ^ . re c c C-. c c ^ - 2 ^ re £ ^E : C : : re : P : 2 Ij *^ o >. ^ 1—4 re o ^ 5 u u CO T3 (D 3 K u .a: c c u c 00 a — y V re re "" re c 5 E E- ts ^ c 3 U re CO w ' JZ .2 <» li .Sea ? ^ ^ B E > ooooooooooo O O O O O O O r i ooooomo^^ d in ooooooooooo oooooinominoo a ooooor-iinc^c-ioin o o o in o M o C . 6 COC^](M0000CO-Hr>.(M00cr5 COOOOOOtOCOO .£i, (N 1"^ i-i iNt^c:ooor^'«tC50in ■* O rf T* ^' ^" co" ^ ^ » o> ♦J ^r-t'Hl— l,-H»-t »— (rH '-H'-iMrt inoit-t/3 ^ CO 3 e^ ■«■ »» £ S O J3 0,13 > ? :2 ♦J XI C aJ (NOOOOOOOOOO oooooooo 3 S ■^OOOOOOOOOr^ cooooooo o ■« woominoooooM oooooooo d in o in r^ t^ CO -v T in m o ooinooinc^o CO 'J L." tot-ocO'*inine^ ~ ~ " '" '-' n <-i « » ^.j^^^^^ji^^^ A ^ ik ^ ^ ^ ^ ^ ^ ^ ^ ^^^ji^j^ff:^ CQCQKCSCSCCCSCCplC ^ *^^ ^ »^ ^^ ,^ ^^ ff e S a Kcc«cca — •"■- 05::- : t:< d c t^ • "* . *^ _o . i CO d C5 CO : 'N *^ _a. oi X T3 c re iT OC in \t'^^^ 05" t>.* Q X 73 TS c c re re . : - 00" " : -^ r^ e c« CD r L^ «dS TT -B -^ o re -f t-«: CO" = ^ re t: c c „• S C3 n CQ ' ^ ^ ^ CO CO -^ " T3 01 irt " -" s> H M - - ^^' '^ _Ofo-Hcon<-HiNooinco_o ^ C-) CD Tf - O iT Cfl :« M :« :r J2 j. m «: m — tn C 10 0! C^ ' -^ re •* *H ^^ 30000000003 ooooooos 000 00000 = ~, ^ OJJJJJJJJJO JJhJJJJJO - - - DC re C5 IN •^ •^ t-> o in in < '^ „ ininininioininininiOin in in in o in in uo in iT m ooooooooooocoocooooooo-j; OOOOOCOOMOCOOOO OC oe 4^ , . . . . c cooc^c-. 0500coinoo]-S — CO Q ri ri 01 "' — ' tr — <" to r- co" CO -H « (N C.>>>.o >>>)>>w)oo':; >■ > 33333 -00 > cj «5«^333333333 ^^►-5P-S-^l-5l-Sl-5l-}l-)l-S Z ^ O o c 03 u o . oi C c ? (L> i-s c 2 cede 6. 6. c re •«| re c E -^ I c « ;r. u u 5 J^ u, s c j: £ 5 5 = u J! .5 « m C O 1-" '5 c8rere^.-oo^„ ^ :S ^ ^ =S 5 c „ „ _ _ >> re « . . — — ' «rei;^^--oo c . re d ::' ~ ^ u = -J ^ 1) . !« s cva' c.> c: 3 „• ; « . C 3 ^ . u :: J > a CO •-> d re (^^co■D'^not^^ooo-H^^n co-^intor^cocso ^^ r^ (N cs c^ M c^ IN C^ ri CO CO CO CO CO CO CO CO CO CO CO •V •«S' •V 1 43 University Sukvey Report c^ 1A ^^ r^^ * -O (M M M CO :^J CM M •^ -rf CO * m m m m CO 't CO to CO »0 lO lH O lO lO lO i^ o in in in in lo in in m m m m m m m in r^ 00 00 OC » 00 00 00 00 00 00 00 CO 00 00 00 00 00 00 00 00 00 CO 00 00 00 4) CO r^ o « o m" o o" o- in Tl<' in ri CO* OT co" -f o" ^^ r-' o' m' -H a-j d Q OJ -• r^ -H ri M '-< »-• - CN, M »-i CM •- CM N CO -H -H -H CO ^ eg >, • • 1) a j3 J c >.^ >> J3 ^^ 5? a'S J, 3 3 3 ^ a fc H^ -> < C/2 < M a s D "3 < ui ; 3 , to' • •a c fl • •- T3 •a u V a c CO s : u a : ^ o u '3 -a 4, 3 H 1 M J3 o : fl OJ : £ : 3 O ca fl o a) V H d cc K « d ; ,coC3 'C -a ^^ d T3 ai u CO P o > ^ ^ =^ ° 1 1 SQ ^^isc e S < c/i c/2 Q o Qfi X W 2 fe W S cr ^H^ Odfch- CO >? W ►? 5 fa < < h Z s « 5 o o c o o o o o o o o o o o o o o o o o o o o O O to P o o c > o o o o o o o o o o o o o o o o o o o o O o lO O i^ ) o in o o lo lo o o m o o o o o o o o m o o d m « a o. tN O l^ in c-i lO lO :^i r^ o in w o o o mom o m IN o o O r^ < J g «o O C' »-i T^ lo »-< r^ 05 ^-i CO t^ CM t^ t^ •* "^ CO Tt to CO t^ o ^ CO CTS CJ^ C^ t^ t^ cc r^ Tt 50 c> in •^ 00 Ti< Tf 00 CO IN TJ rt 00 Tf O 00* Tf S 2 ° «* ^ c^ 1 r^ IM •^ m --I m •^ ^ " ^ (1- « .t; > ^ , CO CO o o c 3 oooooo o 1) 2 O o o o o o O O O O o t^ o o o c > oooooo o Ui 2. o o o o o o o o o o o a> o ^ 1. o '33 lO o c 5 oooooo o H ^ o o o o m o m o o m m ^ 00 E a ^1 o r I in lo t^ lO c^ lo o o o o m m m N o t^ O O t^ N f— * a> 1- u «» I "" o CO 2S ■* 1-1 in m CO c^i « to 00 '■ H^tocDt^co^to f;;^ i> -H t^ CO CO CO ^ CI r- t^ — — O - ^ >, c CO 9 4^ .^ »- »H - H rt rt rt r-i ,-. ,^ ,H -H ■- ^ ^ ^ i^^^i^^x^J^^^ ^ ^ ^ ^ ^ .^ ^ ^ ^ ^ ^ jij ^ ^ ^ a-i E tN o ,; CJ tj 5 « CO t/2 U s CQ a ]<^ m ffi pa CQ n ^. S c Q CQ 5 ffl CQ a CQ pa CQ 5 ca CC pa CQ cc pa 1. c a Oi u : M 00 CM -a ^ o So a aa < CO Q c ■i 3 IT 13 C a ■a e CO ■a a 2 « 00 ; c : T) 5 c« : iM t>.* CO gt-* d CO : a : * Ei O -H , _^ •^ • ■ ,^ co" (U .-< m O 05 rf t^ i o> Tt CO " 00 M a 3 ^ " 2 w! ° •- lO •- -H m ci CO CO CO CO 4J Qft o o o o o o o o o o " 3 C o fl O O o o o "c 3 CO '"' J J H J J J J J J ,. J J J H J W J W J J J J J ,- J J dl m to < « — c N c^ IN c^ c^ r-1 c s c c^ M CM CI : M CO CO CO CO •<1' Tf Tf Tf r~ 35 lO iC L n in in in in in L n u- LT m m m u n m m m un ifi ^ ^ ^ IT CO 00 00 c « 00 00 CO 00 00 ^ <3 OO OC 00 00 00 c 00 00 00 00 00 00 00 00 oe OO lO « I n CO -- oo CO 1"' ' -^ »— c CI CTj" r-* t 02 '# co" m' o' — " I*' ■* c^ " rr c^ « rt -. O) ^H r-» »-l 1-H C'l CM CM — --1 C-I • l" •:: " rs >. > 1 > 1 >> >. IK O u ~ « > >^ >i d) ob > 1 >1 o « ^ a -a « !; i; i; a a C! C9 CO C fl M i: fl o — -g fl 3 ec CO Q Q v V „ a a a , i, fc, S <; -t; <; - s s 2 SS^- S s e •i ^ -• CO « '^ ? 1 ^ o c c < s 9 >; 2 ^ i I u 3 3 r s u 2 3 D - /5 '' ^ • 3 3 U 1- 3 = O C 6 £ >. > « a /) t/ u l- co a S 2 CD s .5 a 3S^ j c 5 " c c 3 c 3 5 . : T3 : a S c J o a;s J, c c c : a i < 5 4 a : c £ t < 3 ) _ 3 T 3 C 3 ^ 3 3 3 c c L ■G c c 2 i s < < : 3 £ 6^w"^ E ^•^ ^ 3 2 £ u 2 "m S w 2 S £ -jj o T t ' t ■^ * ' S" ' ^f ' t u ■5 o ir : ir 1 u ■5 ur ) ir ■J n m ir ■> cc 5 t: i C£ 3 Ci 3 tf 3 C( 3 <£ ) OC 1 ff; Cu m * 44 Findings of Board of Public Affairs ir (N ir ^ 1 t> oc t> « K oc oc oo « A t> c oc ^ Q C C May Aug. b tj « o a H •a u s V lA 0. CQ 03 X C a. Ci. U. z » le o c C c c c o o c O j^ c c c c c o c o a> ■o > c iT li" c i^ o c o M « o. f' CN c I-- O U- lO <: J E ly c c- r-< ir CO •J <« oc r~ „ t> m r- CM c o 6= t^ iT CO 0^ 3 lO CO V O " * u _3 A 0, 13 > i <* «» ^ c ^ o r- c •v >> >> >. r- C c c c S n a a a a 0. o. o. ^ 5^ 5 ^ o ff u c 1^ « or n ij i o c . C . a . c "o •^ c ■* . O -1 . o -1 . O -1 • c _& o i'i «l :* :' CO CM u '0 '^ T3 ■B ■o . c 0^ V •- GJ ^ D «»■ Q .a: c - a c - M C ' ^:i !^ f e r- C5 = £ CO* U" « D " C « Q c a' C - „ u = u = t c t c tfi tl a ■" cs '" a •" CO ■" c e C, a. V 1 00 n t^ (N ^H t^ IM O CM t^ C2 " [^ O J3 CO ^ oi oj o — -< ^^ o O _ ~ r^ «5 ;c CD CC « X X OC X oc >^, u rt «o d CO CO' ^' ■r. c M r4 u 'c t- c u t; '- 3 C ^ ^ Q . ■-) >. c ^ ;o o U o u O £ -T3 c OC ft ffl JO u c 3 £ « en H c n '? .Jsi "u CO u o CO ^^ c ft M C 3 CO CC u 'u 41 "re c h o •™ T3 ■o c 2 o CO C Ch X Z 6 Z ■„ C^] CO ■^ p oe oc oc oc c 5 1 45 University Survey Report Looking to the Future For this lack of foresight upon the part of the regents, the legislature, and the people of the state of only 50 years ago, the present generation has paid a considerable penalty in increased prices for land to replace that which was sold to secure paltry, incidental and wholly temporary benefits. As the state grew and prospered, the people came to appreciate the value of their own university and to patronize it. To meet the demands upon it, the institution was forced to expand. Lands and buildings were required to accommodate the increasing attendance. Not until the university was cramped for room was it realized that the institution was confronted with a new and different land problem. Land values both within and without the city were advanced by the presence of a rapidly growing institution. The university authorities were forced to look to the future. The acquisition in recent years of lands not required for immediate use was necessary to escape again paying heavy penalties for lack of foresight. Having disposed of the land it once owned, having outgrown the grounds it had retained, and being the natural center of a rapidly growing section of the city of Madison, the university was compelled to buy at once additional lands or be surrounded and shut in by highly developed city residence and summer resort property. Lands adjoining the university on every side today are either city property at present of the most valuable in Madison, or farm and lake shore property platted for summer resort and suburban residence purposes, excepting a few parcels that are being held for a still further advance in prices. These conditions forced upon the regents a serious consideration of the future. Accordingly, within the last eleven years, the university has solved its land problem by purchasing at current prices practically all the land that will be needed within the next 25 or 50 years. Following is an inventory of the lands purchased from Jan. 1, 1904 to Jan. 15, 1915, inclusive, for which a total of $724,425.91 was paid. 46 Findings of Board of Public Affairs oo oo ooco oo oo oooo 05 c^ n ui o lO n 31 ^ 05 -f .s CQ •o zz o> «■ ^\ ■< OTo..-in2; in" J J J Z 5 T3 C CO -3 ■a <; -3 a U ■d S CM O TJ ^ o •o o < — p -" < •? «s — -3 ■o .X to a ^^ •o w C9 o o t- in- -r = o a L< Tl' :sc> 35 a o ^ a C>l .13 S CO < 5 " "^ X J '■^ CO to c o ::i< o ^ O o 1! b C^l C« •J O y CM o c a oo - Z o •< o -J o b " CO^ ' 00 2 o s ■5.£ O 1 CO C/3 a ■a :^ CO «£ b o ffl o S CO* CO U o s a — ; in „■ w — ^ *- o MS • -■ -^r • CQ ° s .in ■^ ^' '-^ J ^ ■^•:-< = " *:; o o -< O M U ' .; - -^ a . — a "s. 2 '-'' CO OP J 'JU r 2 2^ O u — ^a .: ~- — ' ^' ^" ^' ££ — O -"cocs^ Zin-'^.-'^a"':; - .— o'r'-^ — ":;.„" -o — — T3 00 _^- _,- ~ o ^- 2 — .2 flZ-a^i-ood---"" ^ c o . o o • _: _: c/5 J -J Z rl o — o o o C^ oo CM — o TH — Tj< CM C>. •^ O CM 05 rf CM O f. in uo -J O X 31 M O •— — o — — o 0> CO -H CM o o o o in 05 o o ZS uo in o o o> CJl in in in o o o a: a-, a-. -H t^ ^ < Q in in O o 05 O o in o o 05 05 in in o o OS 35 a j3 E = '-^ _ ._ a a ■- a o z c "i - E >< -^ii a u, ;j :i: _: ^ Z o o o o o o o o o CO CO CO CO CO CO CO so 47 University Survey Report o o in o o o ■* o o o — t^ (DO — I ■* o ■* Tf in i: : o « CQ : . . < cc o . an . "-^ £ TJ m -« ^ < ^ t/2 »j « — o ^ (N 5 o "O ^ a -, o So J 5 c <« -'.So U a « '" _ z z< ^ B 2i ^ to J3 0.5 o. CO O -f . '^ CO 5 J 2^? <~ -^ ^ T) in W 05 cm' '^'' J z . WW < » 2 in ^ Hi w z z o t^ o "Sw cZ "W z z W S ^< w 6 o> a CC J • V z u r^ V 00 h ■o « w o U ffi'c h "o 50 ^ ^ t« c S CO a> c " 2 -, °^ i> ja o -cw • O ;^w . z 00 3 00 ---■*• ^ °^Z "^ U " H. 2 O , Oh OB • m o H _H •« f-q" C O CO CO 00 niS *W d •S Z 'C C'l CO cc -^ o o " o CO r^ (N CD O O in c^ in o 6 Z s c c u M V! e ^ U CO o in CO W '. O B ^ H > Z P « Q U ^ CM O O CM CM in in 05 o -H CM t^ 1-1 o « CM CM in i^ CM CM -H — -^ CM O O 03 03 CO 00 o o 0> O! QS 2 ZQ in in o o in CO o o OS 05 Z2 00 00 o o OS 05 O Q g-o 0. -C & CO X! •c C CO o CO CJ CO J2 c (U c -□ « .2 -^ w u w u <; 9 o — ■ M T" m CD t^ 00 n CO CO CO CO CO 48 Findings of Board of Public Affairs O O ^0 05 O O 00 o ■* o o o o © o o o O CO i-O CO — irt o © o o o o © o o o o o o o 00 O 73 O - ^ "S F o o o !> 2 m "O *< >-, <-< -o o 3 o « «? . J ^ u^ :2 00 U, r> . 2 W "O ® "^ . c " z ^^ ^ © ^ "r^ *^ in fo ■« |5 c/3 w a. t; (X c fo c " -^ (X a, Z D -« 2 CO O «ti4 n o ^ a o a o _! o> o " . • en eg !/2 ^ O ^ O £^ :e a- J CO w ^ Cu « -a ZZ ^Z h J, c C •— "J .i <« .s r ^ t> .♦• •*:f ,« -^^ .* *^ "-y "TS C/5 t. — t, — _ 2 -I O "5 o CO Q .Q , ■o ;s >-j ^ -3 s1§ I E 4; CO < - E E 3 E -. c a -o C - c c •o . " . § '^^ .E S ^ :i 5 49 University Survey Report s ^ a. ooo oo o oooo oo oo oo"i oo o oooo oo oo to 00 U -a o ^ u CQ m in tH t-H ji c m IS J X o n <; « — -^ ^ .« 2 in -^ ■^ _j ^ 5 ;:. 2 00 t^ >-! U pa m •o -a '^ < -M :S :^ ^ M v: 5 5 "g T3 e 3 X) •- on **^ s i" m — ' ^ - •^ iM « -O §^^<; ffl ►-) rt 4<( . <^ . o r-l O 4^ O V — • '-' j^' 05 CQ C3 ^ -a o ^ •w c i-J no ■a J ■a t^ M O oc <£> 00 O O M o »- ^ CO in — O r-" ■^ CO OJ c^ 1-c I> o 00 o in in o « ^ iM C^ T-i IM •^ ■* CO -^ •5? o CO CO -^ in CO CO O C5 o o O ^ IN CO « o to - iM M cr. -f c-i a CO CO ■* — ■ (M (M 01 C-] CO IM r-1 (N in in in in ^ ^ ^ "^ ci c> P)?^P>i^ '*'^ C"* "s "5 "5 "3 ►-5 »^ 1-5 1-5 CM 05 >. >. 3 3 1-5 'n CO CO Tj* -^ 05 05 05 05 C5 05 ^ ^ Tj^ ^ 05 05 05 05 05 05 CI in « T- O >-l 05 J^ ^ -Q ^ "a "a 4) lu 1-5 I-) [l, fci ss 3 3 3 3 3 ►-5 i-s 1-5 --s i-D 3 3 -^ 1-5 M <«• t. o c ~ -a a o a B C " > ° ? 3 ^ fc c ^ ** c _i> CO — ■ O T) ■u 3 ■v -J CO .y ^ V t? E c/1 3 _ j= >1 V a c^ JS •fl -^ o; a ■-H ^ ffi« ^ fc C o ^ C ^ «cc 50 Findings of Board of Public Affairs Olin and Raymer Tracts The sum paid for portions of the real estate described in the accom- panying table has led to the belief on the part of some that the prices were exorbitant. The purchase (in 1911) of the Raymer tract known as Eagle Heights, consisting of 146 acres, for which the university paid a total of $175,000 or about $1,198 per acre, has been the subject of much doubt and inquiry. This board attempted to ascertain the true value of surrounding and adjoining property, by consulting the official records. Sales recorded in the office of the register of deeds did not in all instances give the full record of the transaction, or set forth the full consideration. In such cases additional information was sought from sellers and purchasers of land. One tract of 33 acres, adjoining the Raymer farm, or Eagle Heights, was sold for $1,200 an acre in 1912, and another adjoining tract of 36.9 acres was sold in 1914 for $1,200 an acre. Records in the office of the county treasurer and in the office of the state tax commission show that 121 acres directly adjoining the Raymer tract on the north and west was assessed in 1913 at $148,800 or $1,224.60 an acre, and that 209 acres of land of the same general character, but situated one mile and a half west of the Raymer farm and therefore further removed from the influence of Madison and the university, was assessed in 1913 at $105,600, or $505.21 an acre. Owing to the lax assessment of lands in the past and the varying ratio of assessment to the true value, the assessed valuation in some instances was of little use in testing the university purchases of land. Through the activities of the State Tax Commission, assessments of all lands contiguous to the city of Madison have been raised in recent years to the true value. The accom- panying table, prepared from records in the office of the county treasurer of Dane county, shows the increase in the assessment of the Raymer and Olin tracts of lands in four sections, contiguous to the tracts purchased by the university. It will be noticed that the Raymer farm lies in three different sections, the total assessed valuation of the 146 acres is $24,300. TABLE VIII. TAX ASSESSMENT ON GEORGE RAYMER PROPERTY IN SECTION 9 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1901 13 13 13 $1,000.00 1,000.00 1,000.00 $76.92 76.92 76.92 1902 1903 42.31 1904 13 1,000.00 76.92 40.49 1905 13 1,300.00 100.00 39.21 1906 13 2,600.00 200 . 00 46.54 1907 13 2,600.00 200 . 00 53.09 1908 13 3.000.00 230.76 54.50 1909 13 3,300.00 253.84 52.02 1910 13 3,500.00 269.23 52.03 1911 13 51 University Survey Report TAX ASSESSMENT ON GEORGE RAYMER PROPERTY IN SECTION 16 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1901 110 105 105 $8,200.00 7,500.00 9.425.00 $74.54 71.42 89.76 1902 1903 42.31 1904 105 9,425.00 89.76 40.49 1905 105 9,425.00 89.76 39.21 1906 105 11,000.00 104.76 46.54 1907 105 13,500.00 128.57 53.09 1908 105 15,000.00 142.85 54.50 1909 105 15,500.00 147.61 52.02 1910 105 16,000.00 152.38 52.03 1911 Exempt TABLE VIII. TAX ASSESSMENT ON GEORGE RAYMER PROPERTY IN SECTION 17 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1901 30 30 30 $2,100.00 2,100.00 2,100.00 $70.00 70.00 70.00 1902 1903 42.31 1904 30 2,100.00 70.00 40.49 1905 30 2,100.00 70.00 39.21 1906 30 3.500.00 116.66 46.54 1907 30 4,000.00 133.33 53.09 1908 30 4,500.00 150.00 54.50 1909 30 4,500.00 150.00 52.02 1910 30 4,800.00 160.00 52.03 1911 30 Exempt TABLE VIII. TAX ASSESSMENT ON J. M. OLIN FARM IN SECTION 16 Selling price per acre $1,048.49. 52 Year Acres Amount Assessed Rate per Acre Ratio of Assessed lo True Value 1901 40 $2,600.00 $65.00 1902 45 3,600.00 80.00 1903 45 3,600.00 80.00 42.31 1904 45 3,600.00 80.00 40.49 1905 45 3,600.00 80.00 39.21 1906 45 3,600.00 80.00 46.54 1907 45 4,500.00 100.00 53.09 1908 45 6,000.00 133.33 54.50 1909 45 6,000.00 133.33 52.02 1910 33.15 6,000.00 133.33 52.03 1911 Exempt 1912 1913 Findings of Board of Public Affairs FULLER & STEVENS LM SECTION 15 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 12.90 $2,500.00 $193:80 40.49 1905 12.90 2,500.00 193.80 39.21 1906 12.90 4,000.00 310.07 46.54 1907 12,90 4 , 500 . 00 348.83 53.09 1908 12.90 5,000.00 387.59 54.50 1909 12.90 6,000.00 465.11 52.02 1910 12.90 7,000.00 542.63 52.03 1911 12.90 7,700.00 596.89 46.80 1912 12.90 12,900.00 1,000.00 71.47 1913 12.90 15,000.00 1.162.79 93.05 FULLER & STEVENS IN SECTION 16 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 145.00 $15,825.00 $109.13 40.49 1905 145.00 15,825.00 109.13 39.21 1906 145.00 15,825.00 109.13 46.54 1907 145.00 17,500.00 120.69 53.09 1908 145.00 19,000.00 131.03 54.50 1909 145.00 20 , 000 . 00 137.93 52.02 1910 145.00 21,000.00 144.82 52 . 03 1911 145.00 22,800.00 157.24 46.80 1912 121.50 51,600.00 424.69 71.47 1913 121.50 148,800.00 1,224.69 93.06 JOHN AND CHRISTINA BREITENBACH IN SECTION 16 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 $90.00 $4,600.00 $51.11 40.49 1905 90.00 4,600.00 51.11 39.21 1906 90.00 5,300.00 58.88 46.54 1907 90.00 7,300.00 81.11 53.09 1908 90.00 8 , 500 . 00 94.44 54.50 1909 90.00 8,700.00 96.66 52 . 02 1910 62.00 8,000.00 129.03 52.03 1911 62.00 9 , 000 . 00 145.16 46.80 1912 63.75 39,450.00 618.82 71.47 1913 63.75 Platted* 93.06 L. POST IN SECTION 16 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 41.00 $4,000.00 $97.56 40.49 1905 1906 41 00 39 .21 36.92 3,700.00 100.21 46.54 1907 36.92 4,300.00 116.64 53.09 1908 36.92 4,700.00 ■ 127.30 54.50 1909 36.92 4,700.00 127.30 52 . 02 1910 36.92 5,200.00 140.84 52.03 1911 36.92 5,500,00 148.96 46.80 1912 36.92 8,300.00 224.81 71.47 1913 36 . 92 20 , 000 . 00 5 11 71 1 93.06 *The Breitenbach tract (which has no lake frontage") was sold in 1912 for $1,200 per acre and was platted as a proposed addition to the City of Madison. tThe Post tract (which has no lake frontage) was sold in 1914 for $1,200 per acre. 53 University Survey Report DAVID STEVENS IN SECTION 17 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 55 $5,700.00 $103.63 40.49 1905 55 5,700.00 103.63 39.21 1906 55 5.700.00 103.63 46.54 1907 55 6.500.00 118.18 53.09 1908 55 7,000.00 127.27 54.50 1909 55 7,000.00 127.27 52.02 1910 55 7 . 500 . 00 136.36 52.03 1911 55 8,500.00 154.54 46.80 1912 55 11,500.00 209.09 71.47 1913 55 16.500.00 300.00 93.06 MENDOTA HEIGHTS COMPANY IN SECTION 17 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 209.00 $7,400.00 $35.40 40.49 1905 209 . 00 209.00 39.21 46.54 1906 18,550,00 88.75 1907 209 . 00 24,050.00 115.07 53.09 1908 209 . 00 27,000.00 129.18 54.50 1909 209 . 00 27.000,00 129.18 52.02 1910 209.00 30 , 000 . 00 143.54 52.03 1911 209.00 33,500.00 160.28 46.80 1912 209.00 53,100,00 254.06 71.47 1913 209.00 105.600.00 505.26 93.05 E. N. WARNER IN SECTION 18 Year Acres Amount Assessed Rate per Acre Ratio of Assessed to True Value 1904 111.36 $6,400.00 $57.47 40.49 1905 109.36 6 , 400 . 00 58.52 39.21 1906 109.36 6.400.00 58.52 46.54 1907 111.36 12.000.00 107.75 53.09 1908 111.36 12.000.00 107.75 54.50 1909 111.36 12.000.00 107.75 52.02 1910 111.36 12.300.00 110.45 52.03 1911 111.36 14.000.00 125.71 46.80 1912 111.36 16.000.00 143.67 71.47 1913 150.93 33.500.00 222.25 93.06 Purchase of City Lots Purchases of city lots were tested by consulting the records of sales in the office of the register of deeds of Dane county. In most instances the record was secured of a sale in the same year, the year preceding or the year following, of a lot in the same block with the lots purchased by the university A table showing a comparison of university purchases with those of private persons is herewith presented: 54 Findings of Board of Public Affairs In table IX the purchase price given is the total paid for the land with the buildings. In most cases buildings of some kind were on the land at the time of purchase and in some of the deeds a value was given the buildings separate from the land. In most instances the old buildings have been re- placed by modern structures. Hence, for purposes of comparison, in addi- tion to the purchase price, there is given in the table the price paid for the land with the value of the buildings deducted. Evidently there can be no satisfactory comparison in the present and past value of these properties without eliminating the buildings from consideration, as the modern struc- tures erected since the purchase greatly increase the present value of the property. 55 University Survey Report 0) 3 _ "a o O o o o O o O o o o o O o o o o o o o o o c o o o o O a > o o o o o o o o o o o o o o o o o o o o o ooooooo M -o o o in o o in in in o o o o o o o d o o o m o vnminoindio 4j a> o o Ol o o CM c^ CM o o o o in o o o o O O CM O I>-r^t>.OCMOCM ^1 r^ c CO o o -H CO CO CO CO d CO CO CO 00 t^ 00 't t^ OOTJ'TflCO — CO^ 3> r« d -# •* CO CO CO 'tf -^ Tjl T)< CO CO •^ CD CO r-. CO CO t^ COC0COTfCO' i o o o o o o o o o o o o o o o o o o o o o ooooooooo -a a- o c d o o o o o o o o o o o d d d c d d o ooooodddd o c 05 o o o o o o o o o o o o o o c o o o oooooinoino M O — a O CO Oi 00 CO CJ O CO O CO CD o O in CM CD CD o in CMC^inOCSICMCOC>lCM s '^ CD CC 00 "* CO rt" cs »-c OJ CO CM CO 'H CO cc in t^ 't -h' co' cm" cm w" « cm' « E 6* < ;= h •o is M c ^ t; ao a j! o o o o o o o o o o o o o o o o o o o o o ooooooooo •-1 4) o o o o o o o o o o o o o o o o o o o o o ooooooooo u o.S i's o o 'i <6 <6 o d ^ <6 <6 o d d ^ O <6 r^ o S c> ddoddodin^' £ St: 2 M o o o o o o o) o o in in o o in o o o oo^ooooco .a '^ O Tf O lO 00 in in o o CO CO -^ o ■^ o o o ooot^Noooinc^ CU 00 « O lO CO of rq Ta< o CD in •^ ■ r-1 — '^ ^" I-l -H J= X ll m u DO o o o o o o o o o o o o o o o o o o o o o ooooooooo CG Cu m "2 c q o o o o o o o q q q q q q q o o o o o q qqoqqoqoo 3 •o d o ^66 o d r-t in d d d d >-• r.; d d — d d d ddoddddinrn' O CO rz o o o o o o CM o o in in o m o o o OOrHOOOOCO dc "?i mJ 3 o in q q o in in q o_ CO w r- CM q q^ q oo_ q r-_ CM q 00 in r» o *^ CQ d cr. OO' CD c< (N cm" i> co" t-" r-" Tj<" in" t^ I— Tt< co' "* Tj<* cm" Cl -H ^^ " 4) lO 00 CO CJ t^ Tf CO „ CO CO T-. CO CO in O CO 05 ^ O O 05 in^^inincDincMin^H CO o o O " o o o 1-i O O -H 00 00 o •-< (Z> y-< ^ ^ o OOOOOOOOOO-H JZ 05 <:: 05 o c^ 05 Oi a> (3! 00 cn Cs 05 05 05 CnO5O>O5O500O500OS 3 a. r-' 00 co" 05 d ri ^ in cm" tj? d oo" oo" d CM CO cT -H oo" 00* 05 OS CM Tf to* cm" d cm" in -1 CM (N IN CO CM CM -H CM CM ^ « CM CM a; Nov. Oct. Nov. Mar. April > >. _^ a CO c -o X5 a i.^% S .J >> >> Dec. June Feb. May, Aug. June Feb. June Jan. c s 3 O D ^ 3 4) « ^ C/3 ^ i-j fc, fc, ^ c/2 t^ t-- oo 00 00 CT! C — -H IN CO CO-HCMTl ^ t*-i i4-i o «»H V a c ,1^ c 44 ft. of W 70 f i of E 103 ft. c i of E. 103 ft. c 84 ft of N J of. 86 ft. of S J of. 76 ft. of S i of 78 ft. of N i o C of S 102 : of S 102 f . of N 30 . of S 60 f u CO a o . of 8J of.. of S i of. . of N § o of N J of O 00 c CO r-" ■^ ■^ iddle 44 ft. 44 ft. 80 ft. 6 ft. 66 ft 66 ft W 92J f Part of.. Part of.. Part of.. W 92 ft E 80 ft. W 92 ft E 80 ft. Z Z c/- t/3 Z Z c/3 Z t/3 W td ^ ^ SZc/j W ^ ^ ^ B c .£ .5 *u5 *& JS CO 3 C c a E . O C 3 o o s ■ ra CO CO ff o> _ ■5 ^ V E CO Z 9 c o c a c X C . t a Urn CI U CO a T3 JS U j: _ CJ 2 'E 2 1 E E 01 X Qi u O 5 ty of Wise ty of Wise ichols Ic < 3 CO O ^ c CO c c CI Q ■« 'a 2- " Z ►J W. H. Anna Lr Congreg; Henry K J. J. Gri Belle Cn M. Si oda J M. Si lie Cr. iversi iversi E. Ni " CO 0, K .2 H -S X (U 4. > > E "a Kappa Gamm Alpha Theta I.. J. P W. D. J. J. R Alpha 'a 'c IS 'S _c 9 CO . J3 . oj c c . D ^ &. 3 t^ P £ < cc 00 0> O ^ CM CO •<«< in CO c-» 00 05 O ^ CMcO'fl'incor^oo 1 2 ■^ '^ '"' ••^ ^ r-l C^ CM c<\ r) CM CJ CM CM CM 1 56 Findings of Board of Public Affairs The university has resorted to condemnation proceedings in only a few instances. Records of the board of regents show that it has been the judgment of the university authorities that in most instances property could be acquired at a lower price at private sale than by condemnation. Prices paid by the university upon condemnation awards, when tested by comparison with prices paid for property of similar dimensions and location purchased at private sale, do not show any advantage resulting from a resort to condemnation. In the following table are presented the prices paid for property awarded to the university on condemnation as compared to prices paid at private sale for real estate of similar location and desir- ability both by the university and private persons: TABLE X. PROPERTY CONDEMNED BY UNIVERSITY OF WISCONSIN. File No. Property Date of Deed Acre Description Purchase Price 36 Aug. W. and Rose Gratz .... Sept. 25, 1907 .070 Parts of Lots 1, 2, 3, and 4, right of way of spur track to U. W. Central Heating Station on West Johnson St.. Brooks Add., Blk. 8 $3,401.75 REMARKS. — This land was acquired through condemnation proceedings by the University, being a strip of land, part of Lots 1, 2, 3 and 4 of Block 8, Brooks Addition, and used as a spur track of the C. M. & St. P. Ry. to the Central Heating Station. FUe No. Property Date of Deed Acre Description Purchase Price 28 Caesar April 11. 1904 2.70 225 X 507 ft $24,338.47 REMARKS. — This property is 225 x 507 feet lying between University Avenue and Linden Drive having a frontage on University Avenue of 225 feet. The agricultural chemistry building, agricultural engineering building and the agronomy buildings are located on this land. There have been no land sales in the immediate vicinity for comparison with the above property, except residential property in University heights. File No. Property Date of Deed Acre Description Purchase Price 35 Cory Feb. 26, 1906 2.550 500 X 242 ft. $29,470,36 REM A R KS.— This land is 500 x 242 feet having a frontage of 242 feet on University Avenue and 242 feet on Linden Drive, and contained two houses. The horticultural building and the potting house and greenhouse are now located on this ground. The houses that were on the land sold for about $1,375.00. There have been no land sales in the immediate vicinity for comparison with the above prop- erty, except residential property in University Heights. 57 University Survey Report PROPERTY BOUGHT BY PRIVATE PARTIES Property J. P. Hudson to Christian Buetzer Amanda J. Noyes to Frank Worthington W. H. Whitt and wife to Fred W. Goth E. J. Baskerville to C. C. Kane Wm. Gamm to Lucina L. Terry Date of Deed Apr. 30. 1907 Nov. 3, 1906 Nov. 13, 1906 Nov. 20. 1907 Mar. 28, 1907 Acre Description N. 38 ft. of Lot 16, Blk. 7.. Lot No. 17 in Brooks Re. Subdivision, Brooks Add Blk. 6 S. 40 ft. of N. 80 ft. of E i Lot No. 10 and S. 40 ft. of N. 80 ft. Lot No. 9, Blk. 7 45 X 66 ft. of Lots 1 and 2, Blk. 10 W. i of Lot No. 14. Brooks Add.. Blk. 11 Purchase Price $5,600.00 5.000.00 4,000.00 6,000.00 3,600.00 The purchase of the Ohn and Raymer tracts was by legislative act in which a specific sum was appropriated and both properties were described. The appropriation totaled $235,000 and was to become available in amounts of $47,000 annually for five years (section 7 of chapter 631, session laws 1911). The purchases made for the university in 1913 and 1914 also were by legislative act in which a specific amount was appropriated and the various parcles were described (chapter 758, session laws 1913, subsection 10 of section 4 and section 7). Many factors enter into the determination of prices of real estate in and around Madison. Values of property in the city are increased partly by reason of the fact that the main portion of the town is built upon a narrow strip of land, nine to twelve blocks in width, between lakes Mendota and Monona, and partly by reason of the recent rapid growth of the university. These conditions had a marked influence upon farm lands contiguous to the city and have necessitated the platting of many large tracts for residence purposes. Possibly, however, the greatest factor in determining prices is the presence of two lakes, which fact has given to all lands with water frontage in and about Madison, the additional value credited to all property available and desirable as sites for summer homes, cottages and resorts. 58 Findings of Board of Public Affairs UNIVERSITY BUILDING PROGRAM The university has expended more money for buildings in the last ten years than in all the rest of its history. This expenditure came as a result of a growth of approximately 100 per cent in the attendance since the year 1905. Notwithstanding the erection of 19 separate buildings and three large additions to old structures, together with sundry small buildings and additions, representing an outlay of $2,018,508.12, the university has less space in its buildings today in proportion to the number of students attend- ing than it had in the years 1875 to 1898. An accompanying chart shows the registration by colleges and the cubical contents of buildings since the establishment of the university. Much public discussion has concerned itself with building operations at the university, and the criticism has been made that the authorities of the institution have caused to be erected more and better buildings than were justified by the demands. The nature of the criticism implies that there has not been adequate consideration given to the building program. In view of this situation, it seems important to recite here the routine pro- cedure regarding requests for new buildings. The need of important new buildings is regularly brought to the attention of the regents by the president, as these needs develop, and the regents, after careful stud^- of the problem, through their constructional development committee and full board, make formal request of the legislature for appro- priations for the specific purposes desired. If the appropriations are passed by the legislature, the regents direct the university architect to prepare preliminary plans, which are later sub- mitted to the consulting architects of the university. These plans are studied in detail by all the university departments concerned in order to insure meeting all reasonable demands. The constructional development committee of the board of regents, with the business manager, spend a great deal of time in studying all the details of location of proposed buildings, the plans, and the specifications. After these have been approved by the board of regents, the advertisement for bids is authorized. When the bids are received, the contract is awarded by the board, and proper form of contract and bond prepared and executed. These are signed for the regents by the president and secretary of the board; the forms used for this purpose being approved by the attorney-general. The plans, specifications, all estimates, building contracts and bond are then submitted to the governor of the state, who must approve the papers before they become legal, after satisfying himself that the building is necessary and that its final cost will not exceed the appropriation of the legislature. As shown by the accompanying table, the university in the last ten years has constructed buildings costing a total of $2,018,508.12 to meet the growing needs of the institution. 59 University Survey Report Tf O t^ CO CO o o» o -^ CO O 35 05 00 00 » -H [^ in t>. "t •^ CO Ol 05 00 o i> Ti< o ■^ o to CO t^ O in CO Tf to tC O 00 ■^ 00 OS CO CD f-l CD t^ CO o CO o OS CO !>■ in T-1 CO r-l 00 — I d CO « o 05 M rt lo o in CO 00 CO Ol M C^ in i> IN o in o> CO O 00 OJ I^ IN in CO 00 o IN CO CO in t^ 00 in w iNOOCO'iJ'COOOO ,^OrH,-i00r)<-<*in rlOSCOt-lT-lCJOOCO f. M o in CO o» M 00 : O t^ — 05 00 '* ^ in d O t>-' O 00 d rf ■* 00 1^ : o -" o 05 ■^ 00 r^ o 4 in : o r» t « Tj" 00 00 in OO" CO ^^ CO t^ CO in ^ 00 » o> « t^ {N rH ,-. o N •^ 00 IN rl O O tC Tl" in : M •«* in rt « 05 f Tjl : ^' ci CO d CO 00 d 1 O : M -^ -H rt t>. -(J" f^ CO T-* (o o 05 t^ tfi 05 t^ 05 -N O Tl' in " « ;d rt (N CO in 05 05 00 in CO m <-i Tf 5 00 • 11 rl" O CO tC in " IN -< m CO 00 O o : t>- t^ O © I Tt a odd : r- o o : d ^H — O O : in 05 to O PO : ^N in -H» * 05 o in ^^ "^ 05 o 05 «-^ CD o *— t o in 05 a> t 05 " o N 00 o> 05 00 00 CO o 05 o o CO CO ■* 00 ■* t^ CD o CO 05 oc 00 (N t>- <£> in o • 05 00 tc in o 05 in o »* JG. 3 : « o 5C Z : -O 05 2 3 : 2 = c ei ■ l« : & — O 75 *" £ c 1 E fl=^-22< t/: « i £ S-a-2fflfflx ^ E "= •« u .- U — H - 2 c 3 J J5 2 < 3 L 9 c 1 I } is p 61 University Survey Report Dormitories Living conditions in Madison, because of the restricted area of land available for building purposes, are such that the housing of students at reasonable rates is a pressing problem. The demand for commons and dormitories has been insistent for many years. It is the recommendation of the board that the erection of these buildings be considered in the future building plans of the university and given precedence. It is also recom- mended that in the assignment of accommodations in dormitories the re- quirements of the legislature be followed rigidly in giving preference to the students from this state attending the university. Use and Design of Buildings There is necessity for utilizing the existing buildings of the university as fully as is consistent with educational purposes. A study of the present use of class room space shows a high percentage of non-use in certain cases. The amount invested in buildings is large, and the present available space should have the fullest use consistent with educational efficiency before additional buildings are constructed. A careful study of the data of the detailed reports and charts which have been submitted by this board is recommended to the university administra- tion, in the belief that such study will result in a larger use of the present buildings, thus increasing the efficiency of the present plant and meeting present demands for space. Investigation, in the opinion of the board, shows that with the exception of the new physics and soils buildings, for which provision already has been made, no additional buildings for in- structional purposes will be required, at the present rate of growth, for several years. Some of the university buildings are not of pleasing architectural design. If proper consideration had been given in the past to harmony of plan, the present buildings would have constituted an artistic group not inconsistent with the high purpose to which they are dedicated. Attention is called to the discordant architecture in the hope that henceforth appropriateness of design may be considered when new structures are planned. In the opinion of this board, beauty of line and proportion are not necessarily inconsistent with even the strictest economy. 62 BUSINESS ORGANIZATION Sources of University's Income, Record of Receipts and Disburse- ments, and Inventory of Lands, Buildings and Equipment With the growth of the university, both in attendance and in character of activities, its organization has gradually become more and more complex. Supreme authority is vested in the board of regents. The president of the university is executive head of the instructional force, while the business manager is executive head of the non-instructional force. The instructional staff is divided into various college faculties, which have a form of organization quite democratic in character with various depart- ments in each college. The non-instructional staff is organized along natural divisions for hand- ling the requisitions, purchases, necessary accounting, the construction of buildings, the maintenance of the buildings and grounds, the dormitories, the utility needs, such as heat, light, and water, the stores, etc. This board is of the opinion that there is no serious fundamental defect in the organization of the university, or in its relation to other institutions. Most defects are those of administration and management, and should be treated as such. Regents and Board of Visitors The board of regents consists of fifteen members, thirteen of whom are appointed by the governor, one from each congressional district, two from the state at large. The president of the university and the state superin- tendent are ex-ofTicio members. Each of the regents serves without salary or other compensation; but they are reimbursed for actual, necessary ex- penses incurred in the conduct of university business. The term of office is six years for appointive members. Under the present system, the state has received the disinterested services of men who, without compensation, have brought to the work ability of a high order coupled with wide experience. In the opinion of the Board of Public Affairs it is to the disinterested service of such men that the state is indebted for much of the success of the university. The board of regents has the advice and counsel of a board of visitors, com- posed of twelve persons, four named by the governor, four by the Alumni Association of the university and four by the board of regents. The board of visitors inspects the work of the university in general, independently of the regents, but reports to the regents suggestions for improvement in both instruction and administration. The regents also have the advice and counsel of the president of the uni- versity and the superintendent of public instruction, both of whom are ex-ofTicio members of the board. 63 University Survey Report Faculty and salaries The president of the university is chosen by the board of regents. Other members of the faculty are chosen by the regents, the president, as ex-ofTicio member of the board, having a vote in the determination of all questions relative to the employment of members of the faculty. The teaching force at the opening of the first semester of the present school year numbered 681. Of these, eight are deans, three are assistant deans, seven are directors and one is an assistant director, all of whom are in intimate relationship with the president as advisors. Of the remaining members of the faculty, 74 rank a*-' professors, 52 as associate professors, 112 as assistant professors, 228 as instructors and 165 as assistants. In addition, there are five lecturers, ten county representatives, six district representatives, one librarian, three assistant librarians, one editor of the press bureau, two mistresses of the halls, one commandant, one cura- tor, and one emeritus professor, all of whom rank as members of the instruc- tional force. The salary of the president is $7,000 a year. The next highest salary paid to any member of the faculty is $5,000 and only two are paid this amount, both being deans. Sixteen draw salaries ranging from $4,000 to $4,500. Seventy-two are paid from $3,000 to $3,999, and 122 are paid from $2,000 and $2,999. There are 456 members of the faculty who draw a salary of less than $2,000 a year, and 159 who are paid less than $1,000 a year. Of these drawing smaller salaries, some devote only a portion of their time to instructional work. The following summary shows the faculty salaries grouped as to amount: Number Professors Amount of Salary Receiving Salary 7000 1 5000 2 4000-4500 16 (2 part time) 3000-3999 72 (2 part time) 2000-2999 122 (3 part time) 1900-1999 5 1800-1899 12 1700-1799 39 1600-1699 39 1500-1599 44 1400-1499 26 (1 part time) 1300-1399 30 1200-1299 36 (4 part time) 1100-1199 29 1000-1099 ; 37 (3 part time) 900- 999 15 800- 899 21 (1 part time) 700- 799 12 600- 699 18 500- 599 26 (Part time) 400- 499 45 64 Findings of Board of Public Affairs 300- 399. 200- 299. 100- 199. Below 100. 4 17 10 3 (Part time) Total 681 All assistants average half time. In the following table the faculty salaries are classified as to rank, the figures being computed upon a basis of full time service, the exceptions being duly noted: President §7,000 Deans 2 5,000 4 4,500 1 3,800 1 3,000 8 $ 34,800 Assistant Deans 2 S3,250 1 : 2,800 3 $9,300 Directors 1 $4,250 2 4,000 1 3,500 2 3,000 1 2,500 7 $24,250 Professors 1 $4,500 6 (of whom 1 is part time) 4,000 1 3,850 11 3,750 1 3,600 21 (of whom 1 is part time) 3,500 11 3,250 1 3,100 12 (of whom 1 is part time) 3,000 3 2,900 3 2,850 1 2,750 2 2,000 74 $249,550 65 University Survey Report Associate Professors 1 (part time) $4,200 5 3,000 1 2,850 1 2,800 9 2,750 3 2,650 20 (of whom 1 is part time and 2 receive part salary from the United States) 2,500 1 (part time) 2,400 1 2,300 9 2,250 1 2,200 52 $134,700 Assistant Professors 1 (part time from alumni office) $3,500 1 3,250 2 3,000 2 2,500 1 2,600 1 ; 2,400 3 2,300 2 (of whom 1 is part time)... 2,250 3 2,200 2 2,150 5 2,100 35 2,000 2 1,950 2 1,900 1 1,850 5 '. 1,800 30 1,750 4 1,650 3 1,600 3 1,500 1 1,400 1 1,300 1 1,200 1 1,167 112 $217,567 66 Findings of Board of Public Affairs *Assistants (actual salary paid) 1 (full time) $1,512 1 (full time) 1,500 1 (full time) 1,300 4 (full time) 1,200 1 (full time) 1,050 6 (5 full time) 1,000 1 960 7 900 1 875 1 840 1 825 10 800 7 700 3 750 1 675 1 625 16 600 1 580 1 ' 575 22 500 9 450 35 400 1 350 3 300 3 275 4 250 1 210 9 200 1 175 3 150 3 125 3 100 1 75 1 60 1 50 165 $88,787 ♦Some assistants give full time. Some less than half time. The Average is about half time. County Representatives 1 (part salary from county) 2,000 1 (part salary from county) 1,800 1 (part salary from county) 1,700 5 (part salary from county) 1,600 2 (part salary from county) 1,500 10 $16,500 67 University Survey Report Lecturers, part time 1 $1,200 1 1,120 1 900 2 500 $4,220 Instructors 2 $2,500 1 2,100 2 2,000 1 : 1,900 5 1,800 1 1,720 5 1,700 5 1,650 5 (1 part salary from U. S.) 1,620 17 1,600 1 : 1,560 1 1,550 33 (1 part salary from U. S.) 1,500 1 1,450 21 (1 part time) 1,400 3 (1 part salary from U. S.) 1,350 1 1,340 24 ; 1,300 29 (3 part time, 1 part time and part salary from U. S.)-- 1,200 2 1,150 24 1,100 4 (1 part time) 1,050 26 (4 part time) 1,000 1 960 5 900 2 850 5 (1 part time) 800 1 700 228 $301,380 District Representatives 1 $3,000 1 2,350 1 2,300 1 2,100 1 1,750 1 1,500 6 $13,000 68 Findings of Board of Public Affairs Assistant Director 1 $2,900 Mistress of Halls 1 ($800) 1 ($700) Editor of Press Bureau 1 $1,200 Librarian 1 $3,250 Assistant Librarians 1 $2,000 2 1,750 3 $3,750 Commandant 1 $ 432 Curator 1 $1,500 Emeritus Professor 1 $1,100 Business Manager 1 $4,500 Business manager The business manager is appointed by the board of regents. He is the business executive of the university and has supervision of everything of the nature of business in connection with the institution. The growth of the university and the increase in appropriations and ex- penditures brought with them a great increase in the work of business administration, which by reason of its complexity and bulk required the undivided attention of one of broad training in practical business methods and with executive ability to enforce them. Accordingly, the regents cre- ated the office of business manager. The ofTice, being new, its duties, to a certain extent are still being defined and its powers and functions particularized as experience warrants. While the business organization is secondary, it nevertheless is an essen- tial and very important part of the university. Best results in education can be secured only when supported by thorough business methods. The business manager should be responsible for the installation of a com- plete business system which will provide for checking the work in all departments, and which will show the unit cost, not only in the business but in the educational departments also. 69 University Survey Report In educational departments the cost cannot be the final determining fac- tor. Yet, knowledge as to cost should be an aid to both the president and the regents in determining whether efficiency and economy prevail and whether certain work should be continued. A spirit of economy in the use of both money and time shouM pervade the whole institution. The uni- versity is training men and women. Example is stronger than precept. The business manager should submit to the regents each month a com- plete financial statement setting forth clearly but concisely the business transactions of the university for the preceding month. As soon as made this report should be offered to the newspapers for publication. General scheme of organization The general scheme of organization is indicated by the accompanying chart. Growth of the university The following table of comparative statistics shows the growth of the university during a period of twelve years: 70 e£6ENT3 V _2L \CT i Thc PggsiD£nt £xeCUTIVE HEAD 3EceE.TAey Q _SI D 'Scroti @ nsnct^/^ SfA/eP4L FACtytTY H16H School //lOPecr/on ^m\_j B^eA^AfPD Hall. A^SO/C^L School. ® '3TMENTS JsSTCtn £/\/J 6ieEEKr^Lj)T/f^ HiSTOfSy Mj) TriEAta TICS A4CSIC Political Ecor^o/iy fSoMArJCE LUf^OOA^E LetZ TUISE /AtSTa'CT-f^ P/ST/S/CTS /HflLi^AcKEE OsMK-05r1 LACfSOSSB wausaj jupnfiioe. CAU CLAIR.C DEPA/5 TMENTS 3L/iev'£y'fvt>TTCe CO/\/S/ST//\ll9 0/» »/-eVt*«/V ytPf^/fVTeo By THE os^/w. tlJTnoenTLsoN. 4CTif\/s Bi/s/f^ssMse QPffAMP-AT/ON CmABT lAv/v£e3tTy OF WiscoNS/f^ 1313 - /sit rta^TI ISlyr ol \li4r^s\ [^31^^^ ss© OsnAeTMENTS DetviprMewTS m C Findings of Board of Public Affairs o t- o a U 4-1 SO s « 00 n lO O M O O lO -H 00 M lO »-< M C^l M CO CO ■* 'S' O lO ;0 «> 00i-0tJI05-h05MC0-^«5O'S' ooto-^co(NinoiM-HO'^c^i O^c-i — irjinfoor^OTooco Ti"^tC->*C^«5inrt-H00'S'O tot^ooo-i'-iior^oo — '-io «„^«rt^Mf,iro r^ o i^ r^ C5 ^ o 00 00 r^ o o r^ o Tf 1^ i r^ o to t^ o l^ •^ r)< t^ o o «o 00 ^ 05 to o d M O -H (N LO lO -H <£> to CO o 00 CO O 00 r^ t^ 'l' M CO r^ 00 ■* OO 00 05 t^ t^ Tf to c-i to •- c^ r^ CO oi o M o O o •^ in IN 00 ■^ r> 00 00 to o O O -H 00 CO 00 o o a> to lO o IC lO O^ O lO o^ to (35 00 •«* 00 05 — ooioii^r^cot^'-iosco or^-Ht^ncM-'l'iMr'imr^in Ti'Ttinc^osoO'-iiNMinTfT^ oooooooooooo oooooooooooo oooooooooooo M05'^05-<*-HtOT)''>*.- o to lo t^ to incO' f— « o *— 1 ^H IN •-lW'^'*Oto-"i^ooeo ^,.,^,-1^,-ioic^cococoin c^co-^iotor^oooO'-if-ico 00000000'-i<-' — -^ M ■V a ui a a r-^ a a U) fi "a 03 •So o — ?i — cicO'-r^cioeoo t^ o 'T r^ i.o -< c>i ■^ CO ■^ t^ CO oo^coinoooc; or^ot^ n CO CO CO CO ^ -^ -t 1-0 lO cO to 00 CO N o ^ ^^ to cr; to t^ «; 00 o o « in r^ -1 C-. f~. t~ c. C5 n| CO C '''_ X » 1.0 c to ". Si t^ ri c — o N 00 CO 't CO 1.0 S5 1" l~- to 1.0 M rl 00 M to C". -T to o to t^ oe o — o 1.0 to 00 o CO i^ M CO CO 00 T« „■ f ■M r^ ^ 00 r^ CO V-4 to oo I^ •M oo I^ to W CO 00 05 CO o t^ o CO o o M "_ CO 00 inO'*(Nroto«oi>-5'. cotc tot^M — iOin>.0'-t~-oocco '-<»-ic>icori»-i'*''*co'^i.oo 1.0 i-O 00 oo 00 00 00 00 C^l pj in o r>- i.O ^ CO i-O 00 35 r> 05 o to in Tf en T* r^ X 00 ■«!■ CO o N CO 1.0 to TC o o to CO o r^ (N ^ „ „ 00 ^ o r-. — to t^ O o t o CO J) 00 00 M 00 o i^ nj C-J en CT! CO 00 C-. ^ —■ in o CO to ■D< CT! a to X •— •- to '"_ S: to O "_ X Tf CM 0-. to _; m CO d CO ^J, to I.O CM •<* r^ t^ X o m i.O C5 o X uO c^ *"_ o IN •-■v CO t^ N i-O to CO X 1.0 in to Tf cs i^ vr — n) N CO t^ CO o CO ■^ X M X t^ ^ to IN — — t CO o o as CO tc 05 o ^^t^cvjt^xr^-X'i'X'^^ COCOCO'^iOi.OtOt^SiO'-CO 2 E E o E nt o c i3 U B " O »« b ^ a o '3 u t 2 CMco'jintor^xcJO — cMco oooooooo — '- — — 050CiC5S»OiC:C:C:S5CSC". 71 University Survey Report INCOME OF UNIVERSITY The University of Wisconsin derives its income from five general sources, grants from the federal government, taxes levied by the state, fees paid by students, proceeds from sale of products of university farm, and private gifts. Aid from the State of Wisconsin The principal source of income is the state tax, the present provision caUing for the levy of three-eights of a mill on the general property in the state, the receipts from which are "appropriated to the university fund income to be used for current and administrative expenditures and for the increase and improvement of the facilities of the university" (Chapteit 631 of^the Laws of 1911). In the fiscal year ending June 30, 1914, the univer- sity received from the three-eights of a mill tax $1,124,320. In addition to the moneys so raised and appropriated, the legislature appropriates other sums for new construction and other designated pur- poses. The amounts thus appropriated from the general fund of the state for the fiscal year ending June 30, 1914 were: General purposes, $255,- 618.40; new construction, $343,550.73; other designated purposes, $430,- 367.33. Total appropriated from general fund in addition to the receipts from three-eighths of a mill tax, $1,029,536.46. Aid from the United States Seven grants have been made to the university by the federal govern- ment: In 1846 Congress authorized the setting apart of a quantity of land within the Territory of Wisconsin not exceeding two entire townships for the use and support of a university and in 1854 it authorized the sale of seventy-two sections of land for the benefit and in aid of the university. The proceeds from the sales of land thus authorized (91,980.74 acres) constitutes the "University Fund" which is in the custody of the Com- missioners of the Public Lands of the State of Wisconsin. On June 30, 1914, the "University Fund" contained $232,701.50 of moneys received from the sale of these lands. All of this sum excepting $7,428.13 was invested, producing in interest $11,963.62, which amount is considered as the income for the year from that source. The $7,428.13 is awaiting invest- ment, and 160 acres of the land is still unsold. By the Morrill Acts of 1862 public lands were donated to those several states and territories which might provide colleges for the benefit of the agricultural and mechanic arts. Each state received a quantity equal to thirty thousand acres for each senator and representative in Congress in 1860. No portion of the fund nor the interest thereon can be applied directly or indirectly under any pretense whatever to the purchase, erection, preservation or repair of any building or buildings. 72 Findings of Board of Public Affairs By this act the State of Wisconsin received the proceeds of the sale of 240,005.37 acres of land. On June 30, 1914, the "Agricultural College Fund" contained $303,594.61 of which $299,431.68 were invested and returned in interest $12,728.14. There are 120 acres of these lands still unsold. The Morrill Act of 1890 supplemented that of 1862 and appropriated the sum of $25,000 annually to be applied "only to instruction in agriculture, the mechanic arts, the English language and the various branches of mathe- matical, physical, natural and economic science with special reference to their applications in the industries of life, and to the facilities for such instruction." The Hatch Act of 1887 further supplements and extends the act of 1862 and provides for the establishment of Agricultural Experiment Stations in connection with the colleges established in the several states under the provisions of the earlier act and designates the "objects" and "duties" of these experiment stations as follows: "To conduct original researches or verify experiments on the physiology of plants and animals; the diseases to which they are severally subject, with the remedies for the same; the chemical composition of useful plants at their different stages of growth, the comparative advantages of rotative cropping as pursued under a varying series of crops; the capacity of new plants or trees for acclimation; the analysis of soils and water; the chemical composition of manures, natural or artificial, with experiments designed to test their comparative effects on crops of different kinds; the adaption and value of grasses and forage plants; the composition and digestibility of the different kinds of food for domestic animals; the scientific and economic questions involved in the production of butter and cheese; and such other researches or experiments bearing directly on the agricultural industry of the United States as may in each case be deemed advisable, having due regard to the varying conditions and needs of the respective states or terri- tories." To meet the expense of the work required this act appropriates $15,000 a year to each state maintaining an agricultural experiment station. Accordingly the University of Wisconsin receives $15,000 under this act. The Adams Act of 1906 provides for an increased annual appropriation for Agricultural Experiment Stations and regulates the expenditures thereof, which are "to be applied only to paying the necessary expenses of conduct- ing original researches or experiments bearing directly on the agricultural industry of the United States, having due regard to the varying conditions and needs of the respective states and territories." The University of Wisconsin is now receiving annually $15,000 under this (Adams) act. The Nelson Act of 1907 provides "That there shall be, and hereby is annually appropriated out of any money in the treasury not otherwise appropriated, to be paid as hereinafter provided, to each state and terri- tory for the more complete endowment and maintenance of agricultural colleges now established, or which may hereafter be established, and in accordance with the Act of Congress approved July 2. 1862, and the Act of Congress approved August 30, 1890, the sum of $5,000 in addition to the sums named in said act, for the fiscal year ending June 30, 1908, and an annual increase of the amount of such appropriation thereafter for four years 73 UNnERSiTY Survey Report by an additional sum of $5,000 over the preceding year and the annual sum to be paid thereafter to each state and territory shall be $50,000 to be applied only for the purposes of the agricultural colleges as defined and limited in the Act of Congress approved July 2, 1862, and the Act of Congress approved August 30, 1890." "Provided — That said colleges may use a portion of this money for pro- viding courses for the special preparation of instructors for teaching the elements of agriculture and the mechanic arts," The University of Wisconsin is now receiving annually $25,000 under this (Nelson) act. Income from students The income from students is made up of tuition fees, incidental fees, special fees for gymnasium, special fees for laboratories, gross receipts from dormitories and dining halls. For the year ending June 30, 1914, the in- come from students amounted to $538,412.44. Income from private gifts Endowments and bequests up to this time have not constituted any con- siderable part of the income of the University of Wisconsin. A total of $142,788.60 has been given to the university in the form of endowments, the accumulated interest on which has increased the endowment fund to $151,- 595.83. These gifts, however, were for fellowships, scholarships and prizes and the income is in no part available for the use of the university either in administration or instruction. They are available only for aid to students. In addition to the donations which are classified as endowments, the university receives several small gifts for designated purposes. For the fiscal year ending June 30, 1914 these amounted to $12,721.14. The largest bequest left to the university was the generous gift named in the will of the late William F. Vilas, the income from this bequest to become available in the future. Income from other sources The University of Wisconsin also derives an income from various other sources, from the sale of livestock, farm products, milk, cream and butter, from charges for technical inspections conducted, from lectures and con- certs, from athletic meets and many transactions of minor importance. The income from these sources for the fiscal year ending June 30, 1914, aggregated $283,572.74. The following table shows the amounts received in the year ending June 30, 1914 from the principal sources: Income from State of Wisconsin Receipts from three-eighths mill tax $1,124,320.00 Appropriations from General Fund 1,029,536.46 Total state aid $2,153,856.46 74 Findings of Board of Public Affairs Income from United States Receipts from interest on proceeds of sale of land grants of 1848 and 1854 (four townships) (University Fund) $11,963.62 Receipts from interest on proceeds of land sales under Morrill Act of 1862 (Agri- cultural College Fund) 12,728.14 Receipts from Morrill Act of 1890 25,000.00 Receipts from Hatch Act of 1887 15,000.00 Receipts from Adams Act of 1906 15,000.00 Receipts from Nelson Act of 1907 25,000.00 Total aid from United States 104,691.76 Income from students Receipts from Tuition fees 91,217.50 Incidental fees 186,990.07 Special fees for gymnasium, etc 6,238.05 Special fees for laboratories 122,069.33 Gross receipts from dormitory 28,347.44 Gross receipts from dining halls 103,550.05 Total receipts from students 538,412.44 Income from gifts Carnegie Foundation (pensions to retired professors) 9,551.63 Vilas Medal Fund 130.00 Gamma Phi Beta Scholarship 200.00 Henry Strong Scholarship 1,300.00 Menorah Society Prize Fund 200.00 Self Government Association 100.00 Markham Fellowship 800.00 Milwaukee Drug Co. Book Fund 35.00 Hatch Seed Special Fund 319.51 B. R. Cahn Boat Fund 35.00 Total Income from gifts 12,721.14 75 University Survey Report Receipts from various sources Sales (products of university farm and dair>0 156,124.75 Technical inspections 34,896.95 Interest on current bank balances 3,771.93 Unclaimed checks 2,035.83 Insurance recovered 155.25 Refunds from advances 4,166.55 Library fines 86.08 Lectures, concerts and conventions 34,654.78 Athletic Council (gate receipts, etc.) 45,169.97 Unclassified 2,510.65 Total receipts from various sources 283,572.74 Total income from all sources $3,093,254.54 University expenditures The annual financial operations of the university are not only large in volume, but include a great many items of both large and small amounts. The number and size of these items require great care in classification in order to insure accuracy, checking at different points to insure proper author- ization, and the use of many forms in order to expedite business. No money is paid out except by the State Treasurer, and then only upon duly authorized warrants issued by the Secretary of State. All university officers directly connected with financial affairs are under bond, and the university books receive an independent audit every two years in addition to other audits by the State Board of Affairs and the various bonding companies. The various colleges and activities of the university form the principal basis for the accounting classification indicated in the following summaries of expenditures: 76 FiNDIN GS OF BOARE OF Public Affairs i>oO'-i(M«oinioocioooracr. «cc ^ CO O CO M tcorOi-;ccoqocccc;r~;-^cocori'-' — C-l ^ lO O) CO t-^ -^ c^i ci lo ci ^ ci — LO o n c-i CO sr. c -^ d CO Ov 3 C O CO O 00 -r r^ c^i CO r '- n 00 CI 00 I- lt ? !> C5 "O «•- ^ o L'^CCOCCr-lI^u':C^^OCI>OlOt^Ln<3■ ^ a- f^ **. «? ec ■!::i "O ^ s ^OCMfOT-iOOI><50'-^ " CO* C^f C-f cd' CO !> 'T " r- CO CO in 9\ ,<=> C -Q ■> C£)T3<-53< T-ITfOOCN C^l C5 CM o- c^ 9> H -; CD p 00 c^ '-; CO L-O _ ? I> .•^ « £ d ^ cc CTJ CD CD lT CD CO d n c< r-^ o C5 T-l Tj lO o t^ c- CD CO C5 t' CD > CD '^ ■^ (M t--_ ^ C\ l-H o -^x CD CM^ : s « o o' 1-' cd' oo" of c\ i-H* «. CM r-T a, C-1 6% 1-1 m iM fc ir CN fO : W o c &^ - -o ._; . .^ _; OJ .-- c !> I> OC ^5 '~ lO oo 00 OC " CD -d " "u O C^l CD CD : (1 3 5« a CO ^ 00 1- o »— CD CO 00 O- C/2 ^ 5^C/2 C/2 ^ ^ a- CM : CO TS id o6 i£ CO CD ■rt< T-H T-« fT =y CM •< =y cX t-^ C iri : .^ -*j Qfl 3 »-i CD C CD TT O O CO '^ . o . "" ^ in if t^ M 13 C C 3 o Ca CD CJ , '* ^ ai Ci_ ^^ IT . -S ^. "S -S « ^. <^ cc , O S =2 "O u oi o" «: o" cf 00 c^ J ^ _ J J ^ ^ " IT d : ^ 9-S O €^ T-H ,- CD CM C^ CC 05 : l-H 1— 1 « U ^ U u S i O « ©s 2 1 ■a O : tC a> IT O I> 00 O -xi^ O O : T« OC 00 ,_, M ti cs CO .2 00 Tt Tf C C5 00 ^ (N LO cd as CD o o ^ CO ^ C5 c CM CO : 00 ^ -^ ^ 1— t t^ OC CD CD CD CD lO o c:i l-H o ^^ u CN CO CO ^ H 4J O 3 CD CD OC 02 00 00 ,-r o" a^ ca CM o5 CM* c t-- CO " CM* O : d i V *-> iy2 CO i-i l-H ^ l-H -< ci; - C/3 « s CO -r' uOiMOOO.^t^CDfOC lO l-H O O C5 lO C l-H 3 n C/3 o O ^ IT T-< (^J CD 00 a: T- CD =^ CD lO iH IT l-H ^ l-H p C^l CM ^ C: oo CD d CO oo' "f OC iT in : to : #v o CD lO 1- I> ^ CO CO c t^ CM CO lO 00 l-H ^ T}< : "£ 05 CO I> ^ >=* lO ^* t^ 00_ CO_ ^__ ^ ^ 1* CO 1-h" 0. Pt - C>f : P^ DC T— t CM ^ ^ t. 00 H _C €r% "c &^ : M - Q O ^ C '^ c^ *J O *J *. *J *^ — o *i ^ c r^ : H •— CO 00 i-H r- 1 c 3 i^ C (= 3 3 = P 3 fi CD C y-i o: 03 oQ c3 a: CO ^ ^ "■ CB C3 .^ o -S « C« CO CO ■'^ CO CO o CD CO CO b* >1 -g- >, > .3 -3 — ^ ^ '^ lt: ^—y I ■3 ^ ^ .^^ O IX (X 0. CIh pu ° 0. O, &% : >^ tf Cfl — 1 CO in CD tr: O CQ Crs CT5 I> lO O CD O C^J O O r-i ^ : CO < t> 03 .^ O O; C5 CD O lC 00 l-H .-< ir: lO CD lO CO O O t^ 05 CO S 5 .2 c ■> CO O 1- LO C CD l-H CD I> Tj^ CM CM CM d c5 -- c d d : < CD lO C o -^ CO l-H CO r- C^ O CO t^ O CD « c ^H 00 : S P Ol I> 05 CO c4" lO O^ ' i-T cr r-^ <35 O CD " rf ctT cd" c ^ oo_ l-H r-__ oo_ cD__ cD_^ ^ ' l-H* cf 00 CO* CO lO T lO . ''" co^ : (L) t-i (U Tf l-H OJ CO 'n^ o c^ CM I> « CM (« T3 3 &% ^ l-H l-H U-, <35 s > .2 u J) * S > Q C cc n V e .2 1^ M — o ft. ?• 1^ tf H b n 03 4. « 5 .5 C C 35 CS te" S OD 4a 3 > 'S *2 t. s U w s nJ ^ w - _K T5 '■B c o. ■•-> 1 £ J tf .£ - "S £ 2 t E S ^ . i: ^ c c c e fc. a C cTj ^ ^ 3 S Si) >^ .- S g X P < S S ^ fc 1 'x > CD = i: 2 T- (» X •" 2 "o "o "o ca m £ n: « o ' -< C e. ^ X u u u ^ ^ X — ^ H ! F' N M ■«? in >« tJ ec a d l-H c^ fc T* l-H sC t-^ ee o^ ;i o .s 3 11 o c o W o ^ -C C0 ai 3 "O 3 -E o cj 3 3 i-i 77 en H I— I Q X O < University SuR^ E-S ■ Report XT. Tf CO in O" CO CO '-H r^ t^ 00 UO I> Tf C I^ r-H CO m o ^ CO t~- u. M 00 r^ -^ cc CM CO i-H O CO CO q CO p T^t; q 00 o o q q ^ _ 3 c o -rti c^ -rt c Cv ,?! T-H i> r^ I> lo d CO CM ci cJ d in d t^ d VO "rt .ti ^ i-i C^ L.^ (< O OS lO r- t^ OS t^ fo CO I— 1 CO cr. o Ol 00 CO of r-' -^ c^ " CO OC " CO ^ O CM O^ " co" O" 'S-' T- lO Tt CO q_ «^, c' d' 05 C^l m T-H in in oo" CO G r>. Tgi ir: 00 CM CO CO CM ^ '-' 21 'Tti in ©^ in -^ y-i r-( -^ o © a "^ M U5 c c « S > CO o -^ ■^ CM c^ Lo 00 '^ lO CO O t-- CO CO -TS 00 O lO O O ^ 2 00 '-i^ CM lO 1-; uO a; o -^ CO oo C^l 00 ^ CO CO Ol U 3 c u-: O CC 'T fO -^ CM L.O c ,-H ,-; 00 OC i.O O CO C^ t^ '* c CO s <-< C5 •^ r-» en 00 O O [^ in 00 fe ■-s CM_^ Oi OC . '^ ■^ 00^ co__ q^ Tf '"1 a 05 1— 1 OC 00 a- 00 k> 3 rt c/2 GO 1.0 CC I- CO a> I-; oo >- ^ in in : 3 '3 -a CJ: r-^ cc lO o t-^ 00 d o~ cc 00 • ^ .hJ 3 2 a C^l o ^ ■^ •^ lO lO CM l^ Tt 00 w -a c c '3 3 O ^ O 5^ oo" o' '^ . ^ CO CO q_ lo^ =c r^" cm' lo CM . a. CO r-" a s O e^ — 1 r- Tt< CO CM 00 1-. o 3 c U o o 6^ t^ O CO r- c~ ^ CO i-o i^ '^ T-H O lO : CM -:;; lO CO 00 3 :3 s a en C5 o c^ c t^ o q q ^ UO oq in t^ CM ^ O' OC "-J .2 O Tt* C ,_ OC ^' i-^ oo c" ,— d d lo -^ ^ t- OC d .~^ 3 1— « CO »-< ^ i> ■^ Tji 02 oo CM Tt T-i CO o 00 Q C/3 3 o c „ ^ cc _^ CM CO^ 00^ CM lO rS^ , in o O m 3 00 CO 1— " CO cT co" ^^ IT. CO U rt CO Oi rt o^ w o «— 1 S t ^ '. 1 c Ol O OT CC CO t-- 00 i-H t^ CO Tt !>. i> uo in m lo CO c in : 3 'rt q -^ T- I> I> q CM q o- C iq q r); i> q !> CM ^ CM : ♦J o ro' ci «; co OC r-^ 00 d ir ir 00 r-^ d CM ^ 00 -^ c 1-H •^- ..H s t^ 00 OC ■^ lO ^ 00 CM CO ■^ 00 00 CO 00 CO i-H >- a- T-H u G 0) '3 o 00 Tf i> oo' CM CO Cft ^ rf Tf i-T r o r-^ i> lo 2 OC cc c^ 3 O CO O lO c t^ q L.O CM o- c q CO CO c CN CO co' 05 00 IC ,— c^i d CO in i> «^ L.0 0- i-H "5 c "a CO CO l> OC OC I> CM CM CM c^ o o ^ ^ '- CM in : 03 J 00 lO t-- CO CM 00^ T-H^ CM q c 00 CM CO c c ^ tj; lO CO c c c t^ ^ _o t.1 C/3 CTJ CO CO uo c 00 00 d CO ir >-<■ d d CM d iJ ^ c c: y^ 'JZ t- *j s c^i CO r- ■^ CO T-H uO ^ oc CO ^ in t^ -^ ^ cr c c x>- < s; o o "^ q_ ^. c ^ c « "^ t^ lO) CM 1- ^ Tf ^ 00 i-H 00 q 00 ^ "* t-> m co^ : 3 <4-l 3 < " oo' oo' in co" in ^ -^ o u. o cT co" cr 1-^ ' c " d" co' cm' ir. " CO t-' 00 C .*— ' C C3 > ^ ,-H c-i t^ 00 ^ CM c^ 00 >< '^ €^ ^ ^ ^ <±l \ w a 1— T JIj €^ : * ' a JO c/5 'o C CD * a ■H c s c s and ilture* eering. a X pectio vatory Labors to Administration.. General Library.. Phvsical Educati z > s. 8 *^ ■. a en College of Letter College of Agricu College of Engin i^aw School a _c '7 V i. en 1. s i en University Exten Agricultural Insl Hygienic Labora High School Ins Washburn Obser Forest Products Phvsical Plant ' c 4iij en 1 X u en > '6 3 3 3 a X 13 o H r- (N M •4 in MS tJ CO c^ c rH 1- CO 1— 1 in so i-H eo i-H o 3 >> u o .2 r/1 4^ X 'o w O .—1 C/2 03 5 "nl 3 <; O o tn en a C3 en rn O) 4) -o -o 3 3 o CJ 3 3 78 M Findings of Board of Public Affairs oo CO 00 00 lO lO so OT CO ^ Oi c£) m c^i 00 CO L.O o uo o CO lo c^ r-i L.O -^ •■-< o 00__ cT 00* CO 3 C a; C fe "^ s « W o O00C5l>05l-0t~-C5U^a5T-l OCi^^i-Ji-HOiOt^OOOLO CO 00 00 o c^i t--^ lo CD »-H in M C5l>cDi-OOt^O^O(MOOTti o^o_t>i>>i;£>-^OL.O'i\ tc i-T e^ CM OI CO ^ O O CO t^ r^i oi CO 05 o O 00 CM o o 00 r-- Oi O "^ CM C^l CO 00 CO O in r-< in in 00 in W 03 c« aicDocMCMcoTfcTsasT-rrf in-rrcTi'-oocicMoc^cooo C3 ■'3 G X 3 i= o 00 CM C; rf t-- CM O CM m in CM CD t^ o CM -* 05 CO Tf 03 in 05 I> t^ CD CM -^ ^ O t^ 05 I> CO '*O5(Nt-t-;i;OTj;r-iTj< t> ' m i> o o c^i cj i-H fo' CD Tj^CMt-COOOT-H-^OO "^ 05 '— I CO__ I> CD__ i-H ^^ CM C T? ,_ i^ r-H m r^ CM CO r^ m t^ CD Ti< m o: r- o ■^ 00 •n* -* T^ o o •^ ':? CD Oi C^l ^ i> 1-H CM 00 m m CM CM u o 3 CO CJ o G w c° C^l CO 00 00 CD 05 00 o 00 CO CD m CD CM m CD m CD S3 00 cr- CM 00 o CO CO o C^l C^l C^l cvi CD CM O^COCMC^IOr-i^COO 03 CO CM m CD i>- m c^l o T-; CO t^ m t^ CD co' CO m' ^ C73 O". CD CD CM 00 o CO m CO m m TT co__ m__ m in »-( cm i-T CO* '-H* CM* 00 3 CQ rr o mocoO'-Hi>mooo CMOcDOi'^OCOOOJ oim-^cocMcoino)05 CDCMI>l>CDCMT-oococo r~-* o\ o* r>-* CO* I> CD O O CO ^ m CD O Til CM c5 T-i 00 t^ CD 1-H I> CD : O O : O CD : O CM : CM O . I> CO 00* CM CD O m 3 <'^ a ►^ c3 .52 M C 3 > CJ -O "^ 3 c n mcOrfcOC^lOO-^OOO'^OO-^^OT-'OO ■^'^cDi-iT-icDi-jcooqcMoqcstDTrmpcoc! oii>c:5m'cio6o6'^c:5cD'^ocooir-^CMi>o TjiTtic^forO'— loocriocoO'^oomoi'^'^oo T)moO'-iCO^CDCMCM'r'CO^.-Ot^mcMCD ^* I>-* O* -r^ 03* ^* CD* CD* O* O* cm' m^eo -^oo^CMcO'-ic^i o; cr: oc w C-1 ^ > Q "£ « « V 0) 3 J u 3 S es -a E '~ < .s •- » o » 5 ^ U be bc S ■< W — V V u !J U J « « ® V ; O h !f = 3 >. - 2 ^ 5 i * a Is 22 - - a C '^ C rr d r■^ ?* ^ « w z — I fi i = « I - !«r^ dj^'^'s '5'o'3 — '^ cr. >. u J S g 5 j^ -^ - « j: i" > _ « - '= .5^ 5 "^ « ■- 3 3 c/: J «, u V - = =« c U h *« 3 3 ti)>>.-^ SJ32 cnH^c/:P^ •J -«: u en University Survey Report 1 4> CN p- cc O CC Ci CO OC CM CM 00 CO in CM CT5 CO 05 O CO O 00 -* 'H ift u on CN (?- i> r-. in CI o c c: r- l-H in CO r>; 00 in CO c^ CM p l-H 3 C — -"^ 2 C oc •»? ai t^ cd T-< in r~ ,^ 05 Tf in iri CO CO CO 00 C-i 00 oi 00 i> >* (^- c ot cc C^ i-H 00 Tf ■^H r c:5 CM I> © :3 -O >^'35 cr ^ c- [^ CO r-.__ oo__ oc '^ in . °° l-H in in 03 t^ l-H ^ 05 00 in I> Tf CM C «~« rc " ■*'■ '^ co" o" cc " 00 ' I> ^ CM* M €© enditures ermanent ovements r^ C oc CO in lO c^j m CO CM r- in i> "37" l-H CM in : in OO oc oc in o^ T-H >-< CO 00 C^ CM i> c i> CO l-H I> CM CM C O CO 00 ri* CM I> I> 05 r^ (N c cr: 05 O C^ '-H 00 m m 05 r- Oi CM 00 Cn in 00 fc I> » '^ m 00 l-H "^ I> CO » "^ ^ c . °° o_ CO l-H 05 00^ " m " 05 cd" ci ci m " in ' 00 Ol" CM* CO* Exp( for P Impr &^ iM »— 1 CO »-i l-H in 00 CO 1^ C ec CN CO t-^ 00 in c c 00 CO r~; C5 c Tf ir l-H OC 00 C^ ■^ CM O- 0^ p T3 CSC c^ 1-< i> r-J ^ d cc a-. oc O: CO CM C 00 CM O- '^ CD I> ■J^ tt ^ C '* r^ ^H cc CO o CO cr o- oc '^ cc in t-- oc ^ t^ '=** w "O G is- 3 Tf i> oc CO o5 o CO m . '^ . '^ ■^ c CO 00 in « "^ '"' CO Expen or Mai Buildii O ' oc " a- " cr. r-< O CO O (M " CO ^- " CM CO CO " in CM* CD* o €>%■ ^ CO (M CO CM CM U-t t^ l-H p in 00 i> c oc C m l-H OC CO CM cc 00 CM 00 _« ir: y^ CO r-i CO 00 r- CO cc 00 CM d> t> CO t^ cc d 1— s -5 c« 2 — Tf r-l CO (M O O T- cc m r- 05 05 l-H 1— O '^ •* Q &. •^ •^ T-c 02 CO CO CO ^, 05 p_ 00 CO O O Qi Oh 3 on ^ 00 ctT oo" 00 CO T-T r)** 0^ CM* Exp' forC Mat CO CO 00 CM OO 6^ s s . t> Tf ■^ CO in in in 1— Tt CM m oc CM Tt l-H t^ in 00 CM c:^ 1 « g in i> CC CO I>- CO 'sf 5- in i> r^ l-H m p 00 CM rf t^ iri c5 00 in m cr T- 0^ m C: CM 0^ oo I> CM r-^ r-^ in c cc C5 O CO l-H '^ I> CM cr m r~ t-- ^ ^ O CM t> 00 Tt< 00 U c iT. ^H (M rt< CO oo ^ C< ^ CO t~« CM m CM m in CO l-H I> l-H , r- r^i r-' CO CO " "^ CM cm' o* T-H CO 00 1- 00 X t- .S &^ T-H [t] O ?^ 4^ r« in t> ^ o Ln i> CO i> OC o- c c 05 C Tt O O" : oo CO 3 c Tt Tf C^ 05 in c cc c: 05 Tj< in o in 00 i> m C^ '^ c cm' t^ 1- d iri ;^ ►?> (T «: C in -^ in Tf cr CO cc CO CM CM Tt in a- •<* o m c^ in K ^ ^H 1-1 00 c:5 CO cr I> . °c CO I> o> oc ^ CD_^ aj . cs 1-H " I> co' o" I> 00 CM oo" t^* &^ l-H I> ^ in l-H w enditures for ructional Adminis- C CM m c i> o: q CM c l-H C- l-H ■^ cc ■^ t^ oi CO r-^ c Tt I> CO m ^ d> cc CO in c c6 f> CM ec r- 1 I> IM CO CO 00 cc CC CM o~ CC CM CO Tf CM o- in m CO < t/D t> c " CC ^ CO I> O t> CO " i-T co' cS r-" t^ " 00 " 00 oc t> 0^ oo CO " o* oc ^ oo 00__ I> " r>-" in m in CN in in 1-H o CC l-H \r. 00 (M ,-H CN Tf CM C^ CO CO CM Exp Inst and '♦J ©?■ '^ (M l-H 00 l-H -l-> 0. a b ) 4. > CS .2 ■> Q n > I. R 1- S a S T Letters am Agricultur Engineerin ,1 'c c "3 c "c c en T u V -S3 V « H «4- 'o c en .2 *3 en i = S w « C WIS Hygienic Laboratory. High School Inspecti Washburn Observato -a 73 CO Military S( College of College of College of l,a^v Schon en cd bi r *B h H d2 aj 3 cd u en en •a s Forest Pro Physical P Stores a "a N M •»35 »rt vo i> ec » c ^ (S M ■^ in vo t-^ eo ON © l-H —* — < >H -H ^H -H 1— ( 1— 1 l-H CM M 80 Findings of Board of Public Affairs These show the total expenditures of money received from all sources for each of the last four fiscal years; the total expenditure under each division being in turn classified into various natural subdivisions, which are indi- cated in complete detail in the biennial reports of the Business Manager. Several changes have recently taken place in the laws governing the financial operations of the university. Before July of 1913, certain funds, such as athletic receipts, were received and expended at the university; but since that date, all moneys received from all sources for the various activities of the university are handled by the State Treasurer, Following is a statement of university expenditures prepared by the business manager of the university at the request of the board of affairs: "The total expenditures of the various divisions of the university, exclud- ing tuition and mcidental fees refunded, are $2,369,994.18 for 1912-13 and $2,794,728.24 for 1913-14. "In considering these expenditures, it is well to bear in mind that the money used for instructional purposes at Madison represents only a portion of the total, and that the university, in addition to performing this instructional work, is also engaged in extension and control work about the State of Wis- consin, as well as in research work for the advancement of knowledge in many fields. "Expenditures for all of these activities are included in the summaries of expenditures, which represent moneys received from all sources, including the amounts shown in the following tabulation for the two years in question: TABLE II 1912-13 1913-14 Receipts from Athletic Council (Note A) S 44,976.04 Receipts from produce sold (Agr. Col) $124,369.70 141,652.80 Dormitory and dining hall receipts 79,539.76 131,897.49 Receipts from the Federal Government, _ _ 80,000,00 80,000.00 Student tuition fees (net) 75,047.50 86,832.50 Student incidental fees (net) 165,947.73 180,897.16 Student laboratory fees (gross actual re- ceipts) 76,000.23 85,293.85 Student gymnasium fees 5,497.60 6,238.05 Interest on investments 31,874.54 28,463.69 Received from gifts 10,745.17 12,721.14 Received from various sources Note B 15,777.72 48,840.43 Total $664,799.95 $847,813.15 "Note A. In 1912-13 funds of the Athletic Council were handled by the Bursar as Treasurer of the Athletic Council, and receipts and expenditures are not included in the universit^^ summaries. "In 1913-14 this account was, by law, transferred to the State Treasurer, and receipts and expenditures included in the university accounts. "Note B. Receipts from "various sources" include University Extension receipts from lectures and concerts, which amounted to $1,254.80 in 1912-13 and to $32,040.80 in 1913-14. 81 Sub— 6 University Survey Report "Deducting the above total of receipts ($664,799.95 for 1912-13 and $847,- 813.15 for 1913-14) from other sources than the State of Wisconsin, will leave a total expenditure of $1,705,194.23 for 1912-13 and $1,946,915.09 for 1913-14, received from the State of Wisconsin. "These expenditures include moneys expended for buildings, land, and such permanent equipment as books, apparatus, furniture, etc. ($583,- 338.27 for 1912-13 and $636,887.23 for 1913-14), leaving an expenditure for operation and maintenance (repairs) of $1,121,855.96 in 1912-13, to which should be added an item of $15,176.31 for laboratory fees refunded, or a total of $1,137,032.27 for 1912-13. In 1913-14, these net operation and maintenance expenditures amounted to $1,310,027.86, to which should be added an item of $1,630.38 for laboratory fees refunded or a total of $1,311,- 658.24. "It will be noticed that in the twenty-one divisions of the summary, such items as Administration, General Library, Physical Education, etc., are kept separate. These are properly University Overhead expenses, and if these items (1, 2, 3, 4, 11, 12, 17 and 20) are properly apportioned to the various col eges and other activities, the following total charges for each of the years of the biennium are secured : TABLE III Total Expenditures of Moneys Received from the State of Wisconsin for Operation and Maintenance 1912-13 1913-14 5. College of Letters and Science $ 502,358.65 $ 550,051.17 6. College of Agriculture 233,713,45 321,432.98 7. College of Engineering 118,745.94 119,123.17 8. Law School 27,817.27 30,944.93 9. Medical School 32,727.50 37,711.82 10. School of Music 15,665.59 16,596.60 Total 931,028.40 1,075,860.67 13. Summer Session 19,915.32 21,865.18 14. University Extension 126,500,88 155,789.28 15. Agricultural Institutes 21,875.21 22,245.89 16. Hygienic Laboratory 8,994.11 10,473.25 18. Washburn Observatory 9,316.13 9,711.45 19. Porest Products Laboratory 6,823.22 6,374.03 21. Store 12,579.00 9,338.49 Total $1,137,032.27 $1,311,658.24 These totals check with the items previously given for these expenditures. "It will be noticed that the last seven items (Nos. 13 to 21 inclusive) repre- sent other activities than those of regular two semester resident instruction, and if these are separated from the total, it is evident that the net cost to the state for all operation and maintenance expenditures for resident instruc- 82 Findings of Board of Public Affairs tion, including in Agricultural charges, all expenses of state funds for re- search, extension, and control, amounted in 1912-13 to $931,028.40 and in 1913-14 to $1,075,860.67. "If these expenditures are divided between such activities as (1) extension and control* work; (2) research work; and (3) resident instruction, the divi- sion will appear as follows: ♦Dairy tests, nursery inspection, etc. TABLE IV Expenditures of Receipts from the State of Wisconsin for Operation and Maintenance, 1912-13 Resident In- Extension struction of and Con- Research two semes- trol Work Work ter students 5. College of Letters and Science.... $115,000.00 $387,358.65 6. College of Agriculture $93,378.81 64,704.53* 75,630.11 7. College of Engineering 24,000.00 94,745.94 8. Law School 4,500.00 23,317.27 9. Medical School 13,000.00 19,727.50 10. School of Music 15,665.59 Totals 93,378.81 $221,204.53 $616,445.06 Total Expenditures, $931,028.40. ♦The total expenditures of the College of Agriculture for research work in 1912-13 amounted to $113,20.3.60, of which $48,499.07 was received from other sources than the State of Wisconsin. TABLE V Expenditures of Receipts from the State of Wisconsin for Operation and Maintenance, 1913-14 Resident In- Extension struction of and Con- Research two semes- trol Work Work ter students 5. College of Letters and Science... $125,000.00 $425,051.17 6. College of Agriculture $139,972.07 75,454.83* 106,006.08 7. College of Engineering 24,000.00 95,123.17 8. Law School 5,000.00 25,944.93 9. Medical School 15,000.00 22,711.82 10. School of Music 16,596.60 Totals $139,972.07 $244,454.83 $691,433.77 Total Expenditures, $1,075,860.67 ♦The total expenditures of the College of Agriculture for research work in 1913-14 amounted to $127,179.19, of which $51,724.36 was received from other sources than the State of Wisconsin. 83 University Survey Report "In this tabulation, the expenditures for research in the Agricultural Col- lege are determined from their accounting records. Research expenditures for other colleges are estimated conservatively, using all information avail- able on the subject. "In attempting to obtain unit costs, it is necessary to bear in mind that students in the "short" and "dairy" courses are in attendance only fourteen weeks instead of two semesters (approximately thirty-five weeks) or 40 per cent of the regular time. "If the registration of all two semester students is taken, (4,237 in 1912- 13 and 4,686 in 1913-14) and to this is added 40 per cent of the registration in the "short course" (431 in 1912-13 and 450 in 1913-14) and "dairy course" (154 in 1912-13 and 155 in 1913-14), and 40 per cent of the forest rangers course registration in 1913-14 of 28 students, a total registration of 4,471 in 1912-13 and 4,939 in 1913-14 full time (two semester) students is obtained, which, applied to the above computation for cost, would indicate an approx- imate average cost to the state for all operating and maintenance charges of two semester resident instruction amounting to $138.00 per student for 1912-13 and $140.00 for 1913-14. "In determining similar costs by colleges, it is necessary to consider that students enrolled in different colleges take work in many of the other col- leges of the university and it is necessary to determine the actual instruction given in each of these colleges. "During the past summer, a long study of the instructional work for uni- versity credit by each instructor and the numbers enrolled in each class enabled calculations to be made to determine what per cent of the total instructional work was given in each college, with the following results: TABLE VI Approximate percent of total instruction 1912-13 1913-14 5. College of Letters and Science 67.9 65.9 6. College of Agriculture 16.0 18.0 7. College of Engineering 10.6 9.8 8. Law School 2.7 2.6 9. Medical School 1.7 2.1 10. School of Music 1.1 1.6 "Applying these percentages to the total equivalent full year (two semes- ters) enrollment of 4,471 students in 1912-13 and 4,939 in 1913-14 enables the calculation of the average net cost to the state per student for the opera- tion and maintenance expenses of resident instruction at Madison, with the following results: 84 Findings of Board of Public Affairs TABLE VII 1912-13 Net average cost to state for in- Equivalent structional work number of to full year stu- students dent 5. College of Letters and science 3036 SI 28 6. College of Agriculture 715 106 7. College of Engineering 474 200 8. Law School 121 193 9. Medical School 76 260 10. School of Music 49 320 Total and weighted average 4471 $138 "In explanation of the high computed cost for the School of Music as thus determined, it should be stated that credit for instructional work in "applied music" could not be determined from the available records and was there- fore disregarded. TABLE Vni 1913-14 Net average cost to state for in- Equivalent structional work number of to full year stu- students dent 5. College of Letters and Science 3254 S130 6. College of Agriculture 890 119 7. College of Engineering 484 196 8. Law School 128 203 9. Medical School 104 218 10. School of Music 79 210 Total and weighted average 4939 $140 "If the total charge of state expenditures for research work, amounting to $221,204.53 in 1912-13 and $244,454.83 in 1913-14, is included in the cost of resident instruction to the State of Wisconsin, the total, or 8837,649.59 in 1912-13 and $935,888.60 in 1913-14, will represent the net cost to the State of Wisconsin for all operation and maintenance charges due to resi- dent instruction and research work. If this is charged entirely to resident students, it will represent an average unit cost of S187.00 in 1912-13 and $189.00 in 1913-14 for each student in attendance for two semesters." All expenditures of university funds come under one of three main classi- fications: Operation, maintenance and capital, and each expenditure must have separate and specific legislative sanction, as outlined in the various sections of the laws relating to university appropriations. 85 University Survey Report For Year's for University Receipts "The receipts of the university for each of the last four years are indica- ted in the following summaries: SUMMARY OF RECEIPTS Fiscal Year, 1910-11 Receipts from Students: Tuition fees Incidental fees Special fees for gymnasium, etc Special fees for laboratories Gross receipts from dormitory Gross receip ts from dining halls Receipts from Investments: Interest on "University Fund" Interest on Current Balances Interest on "Agricultural College Fund". Interest on University Trust Funds Receipts from Grants: Federal Government State of Wisconsin: I. Tax levy f mill, gen'l purposes Appropriation, general purposes II. Approp., designated purposes III. Appropriation, new construction... Receipts from Gifts: General purposes Designated purposes Receipts from Various Sources: Sales Technical inspections Unclaimed checks Insurance recovered Refunds from advances Student deposits Miscellaneous Total Receipts Exclusive of Trust Funds, De- posits, and Temporary Loans 51,757.50 147,913.62 4,579.95 45,758.50 9,825.55 55,583.75 $12,149.23 6,453.60 13,251.46 (4,648.91) $ 75,000.00 783,765.00 100,000.00 177,287.25 166,848.00 $ 13,872.55 118,057.64 23,620.34 925.80 2,528.12 6,731.73 1,215.20 $ 315,418.87 31,854.29 75,000.00 $1,227,900.25 $ 13,872.55 $ 153,078.83 "1,817,124.79 86 Findings of Board of Public Affairs SUMMARY OF RECEIPTS Fiscal Year, 1911-12. Receipts from Students: Tuition fees % 75,901.70 Incidental fees 160,877.13 4,330.00 Special fees for gymnasium, etc Special fees for laboratories 56,234.55 Gross receipts from dormitory 11,061.10 Gross receipts from dining halls 62,599.75 S 371,004.23 Receipts from Investments: $ 12,007.45 Interest on Current Balances .7,225.84 12,717.94 Interest on "Agricultural College Fund" Interest on University Trust Funds (6,409.10) 5 31,951.23 Receipts from Grants: Federal Government $ 80,000.00 S 80,000.00 State of Wisconsin : I. Tax levy f mill, gen'l purposes $1,103,029.00 Appropriation general purposes II. Approp., designated purposes 218,892.30 III. Appropriation new construction 230,476.74 $1 ,552,398.04 Receipts from Gifts: General purposes . Designated purposes $ 9,475.52 $ 9,475.52 Receipts from Various Sources: Sales $ 111,710.80 21,561.78 Technical inspections Unclaimed checks 845.21 676.79 7.728.79 Insurance recovered Refunds from advances Student deposit Miscellaneous 1,704.04 $ 144,227.41 Total Receipts Exclusive of Trust Funds, De- ♦$2 .189,056.43 87 University Survey Report SUMMARY OF RECEIPTS Fiscal Year, 1912-13 Accumulated surplus, June 30, 1913: Transferred Untransferred. ($19,172.52) (255,611.00) ($274,783.52) Receipts from Students: Tuition fees Incidental fees... Special lees for gymnasium, etc.. Special fees for laboratories Gross receipts from dormitories.. Gross receipts from dining halls. Receipts from Investments: Interest on "University Fund"... Interest on Current Balances Interest on "Agricultural College Fund". Interest on University Trust Funds Receipts from Grants Federal Government State of Wisconsin: I. From tax levy f mill, gen'l purposes (Amount actually transferred.) Appropriation, general purposes II. Appropriation, designated purposes. III. Appropriation, new construction Receipts from Gifts: General purposes Designated purposes Receipts from Various Sources: Sales Technical inspections Unclaimed checks Insurance recovered Refunds from advances Library fines Lectures, concerts and conventions. Athletic council Unclassified 79,037.50 170,827.24 5,497.60 45,809.75 12,502.40 67,037.36 11,790.85 7,304.51 12,779.18 (7,317.13) 80,000.00 $ 810,000.00 289,666.99 379,801.57 $ 10,745.17 131,153.57 26,225.50 792.45 22.40 3,634.15 195.10 1,529.30 2,123.80 Total Receipts Exclusive of Trust Funds, De- posits, and Temporary Loans $ 380,711.85 31,874.54 80,000.00 $1,479,468.56 $ 10,745.17 $ 165,676.27 $2,148,476.39 Findings of Board of Public Affairs SUMMARY OF RECEIPTS Fiscal Year, 1913-14. Accumulated Surplus, June 30, 1914 ($307,220.91) Receipts from Students: Tuition fees $ 91,217.50 186,990.07 6,238.05 122,069.33 28.347.44 103,550.05 S s s $2 $ $ Incidental fees Special fees for gymnasium, etc Special fees for laboratories Gross receipts from dormitory Gross receipts from dining halls 538.412.44 Receipts from Investments: Interest on "University Fund" $ 11,963.62 3,771.93 12,728.14 (8,118.23) Interest on Current Balances Interest on "Agricultural College Fund" Interest on University Trust Funds 28,463.69 Receipts from Grants: Federal Government $ 80,000.00 80,000.00 State of Wisconsin : ( Tax levy f mill, general purposes.... ($1,124,320.00) 1,379,938.40 430,350.83 343,567.23 I. < Appropriation general purposes ( (Amount actually transferred) II. Appro., designated purposes III. Appropriation new construction ,153.856.46 Receipts from Gifts: General purposes Designated purposes $ 12,721.14 12,721.14 Receipts from Various Sources: Sales $ 156,124.75 34,896.95 2,035.83 155.25 4,166.55 86.08 34,654.78 45,169.97 2,510.65 Technical inspections Unclaimed checks Insurance recovered Refunds from advances Librarv fines Lectures, concerts and conventions Athletic Council Unclassified 279,800.81 Total Receipts, Exclusive of Trust Funds, De- posits, and Temporary Loans $.-J ,093,254.54 89 University Survey Report It will be noted from this that money is received not only from the State of Wisconsin, but also from the students, from the sale of agricultural prod- ucts, etc. These latter revenues are paid directly to the Bursar of the uni- versity, who transmits these receipts to the State Treasurer each week, accompanied by a letter, of which the following is an example: Hon. Henry Johnson, State Treasurer Madison, Wisconsin, Dear Sir: I hand you herewith Bursar's check No. 899 in the amount of $10,209.35, collections for the week ending December 19, 1914. Kindly credit same to the various appropriations, as follows: Sub-Sec. 5, Operation $612.77 Sub-Sec. 5, Maintenance 2.87 Sub-Sec. 9, University Books and Appar. $1.00 Gen. Liby. 1.24 Sup. Bldgs 2.24 Sub-Sec. 20, Hog Cholera Serum Revolv. Appr 290.05 Sub-Sec. 27, Dorms, and Dining Halls Revolv. Appr 1,627.29 Sub-Sec. 28, Lab. Fees Revolv. Appr 173.10 Sub-Sec. 29, Dairy Products Revolv. Appr 2,473.12 Sub-Sec. 30, Agr. Demon. Sta. (Douglas Co.) 18.00 Sub-Sec. 31, Gymnasium Fees Revolv. Appr 52.00 Sub-Sec. 32, Lecture Bureau Revolv. Appr 2,236.80 Sub-Sec. 32a, Lecture Bureau Revolv. Appr., .50 Sub-Sec. 34, Gifts and Bequests 1.10 University Fund Income 2,719.51 Total $10,209.35 Yours very truly, Enclosure BURSAR •90 Findings of Board of Public Affairs MONTHLY STATEMENT Itemued account of Cash Receipts at the University of Wisconsin during the month of.. ., 19. For Incidental Fees For Non-resident Tuition For Piano and Organ rent For Gymnasium Fees For Chadbourne Hall For Lathrop Hall For Summer Session For Library Fines For Sales Laboratory Supplies For Rents or Use of Property ForWisconsin Academy Tuition /Agronomy « / Animal Husbandry ^( Cranberry M \ Creamerj^ r^ \ Dairy Tests ^ 1 Executive OfTice * 1 Feeding Stuffs Inspection a / Farm Institute iS ( Fertilizer Inspection § \ Horse Breeding '2 1 Horticultural Dept "3 J Nursery Inspection ^ INo. Wis. Sub. Station S 1 Soils Department £ 1 Butter and Cheese Scoring ^ \ Aer. Ens V Poultry From Sales University Publication From Carnegie Foundat'n Cr $ Emer. Profs From From From From From Kindling Cinders Total receipts REMITTED TO STATE TREASURER: ,19 ... , ,19 , , 19 , 19 , 19 ., , 19 , Total Remittance ^^^^ .being STATE OF WISCONSIN, County of Dane duly sworn, says that the above is a true account of all receipts of the University of Wisconsin at the office of the Bursar of the Board of Regents and that the amounts enumerated have been re- mitted to the State Treasurer on dates as indicated. .19. Subscribed and sworn to before me this day of.. Notary Public, Dane County, Wisconsin. Budget The regents of the university are directly responsible for its government and financial transactions, and adopt each year a "regent budget" indicat- ing detailed and approved appropriations which can be made from the 91- University Survey Report available funds for operation, maintenance, and capital in accordance with the appropriations of the legislature. In preparing the budget, detailed estimates are submitted by the various departments, through the deans and directors, to the president, on all edu- cational matters. Financial matters affecting the non-instructional staff of the university and all strictly business items are transmitted to the presi- dent by the business manager. The president transmits his approved estimates to the finance committee of the board of regents. The finance committee then considers the budget in detail, and after modifying it, send copies to all of the regents in advance of the regent session for its considera- tion. At this meeting the board of regents makes such modifications as may be necessary after detailed consideration of the various items. The final annual budget as adopted by the board consists of some three hundred pages, containing itemized lists of names and salaries of all regular members of the instructional and non-instructional force. This budget is subject to minor changes by the regents as exigencies arise during the year. Notes The receipts and disbursements of the State of Wisconsin are handled by means of a system of funds. In connection with the University of Wis- consin, attention should be called to the General Fund of the State and the University Fund Income. The General Fund embraces all state revenues applicable to the pay- ment of ordinary governmental expenses. This fund is the largest and from it transfers are made, when duly authorized by law, to the special funds to meet payments authorized therefrom. The University Fund Income is the special fund of the university. From it practically all of the expenditures of the university are made. Its reve- nues are derived from an annual tax levy; from interest on university land certificates and loans; university fees, etc. General explanatory schedules This schedule shows that the University of Wisconsin derives its revenues from two sources, the revenues of the University Fund Income and the amounts appropriated to it from the General Fund of the state. This schedule furthermore shows in compact form, separately for the fis- cal years July 1, 1915 through June 30, 1916, and July 1, 1916 through June 30, 1917, by funds, the total estimated disbursements for the University of Wisconsin, the appropriations available and the total appropriations re- quested. Supporting this is a detailed statement of the net appropriations requested. This schedule shows what the university has to spend, the amount re- quested in addition thereto and what may be expended in case the requests are granted. 92 Fund 916 - 1917 - Appropriations Available General University Fund Income 236 860 00 2 064 324 00 TOTALS 2 301 184 00 As per schedule No. 1 Cc .15. Total Appropriation Amount Requested 501 647 16 282 556 00 784 203 16 -19- Estimated Receipts of Unlper Sch. llo. 4 Appropriations available . as per Sch. No, Excess Receipts to be ^ 2 346 880 00 10C15 2 064 324 00 282 556 00 Estimated Disburseraents-Tje No.l Col. 17 Less Total Appropriation^ '• Col. 15 Total amount to be appijedule No. 1 Col, Less Receipts of Univ. Fiipriated Ket Amount to be appropi p-and 19 3 085 337 16 2 301 184 00 784 203 16 282 556 00 501 64 7 16 Detail ofons Requested . As per Sch. No. 5 Prom G From University Fund Income Buildings Equipment Land Univ. Ext, Operation Univ. Ext. Equipment Agricultural Institutes '.Maintenance Soils Laboratory Contagious Abortion As per Sch. No.l Col. 14 Agricultural Institutes Agricultural Extension TOTAL ion nauice , as per Sch. No.l C,19 al . Unl v. Fd. Income Agric. Institutes Agric. Extension L 289 578 16 52 977 84 342 556 00 282 556 00 20 000 00 40 000 00 342 556 00 1, Appropriations for Agis to be increased from 20,000 to 40,000 to be made paj'; Estimated Accumulatedbalar.ee. Taxes are collected only once a year. V.'itax collections. This fund should be retained and Col. No. 9 Schedule No . 1 - there is estimated an t.e required to meet obligations outstanding at that ti^ above. It is therefore remove 3«0 :C5 Budget for mS - !916 — — ,.g,tror ... .s^HJi-t. Approprlatlona A;:irHb»ed ..„d oi!dH::ts Appropriation. A^SSnfKe^ii.fed TOTALS ^ 2 939 977 16 — ^ M7 32 00 622 055 16 2li vor.liy Fund OTAIS income — 738 507 16 2 064 524 00 2 301 184 00 5 2 556 00 4 205 16 Approprlailona available fro oprlated '"••"""•-■• - .10 2 5" 7H 50 ^■p ■' 0C15 2 564 524 00 Z,il«.ted rieburee-.en t.-T.tal « ,..- SC.dal. »o.l Col. I 2 059 87, ,6 let l,..,d D..0„ r.ement. -Total a. per Schedo e So.I col. 17 50 5 597 16 ''%1'TIZVIT.T app'o^'riterL per SchMula 10.1 : 1.14 Lee i.iriu"' °r'b."ip prop«"..T*,. plr schedule •'o'.'^Col. r.',"LI^d°'f™''o.„''rIl''rLT 200 426 00 "' e RecelptB o '..rip;, Fund inc. to be appr ""'"" '- M er Sch -lo 5 V of Net Appropriations Peque m General Fund Fron .ted. .et. ::„:::"::— ons Requested . Build IngB 179 450 00 Operation 205 765 16 Bui Idings 179 500 00 Opera Ion 2 39 579 16 Equlpnenl 106 450 00 Malntena/ice 56 662 84 Equ Ip-nent 106 755 00 Valnt nance 2 977 84 UnlT. Ejtt. Operation " !m 00 '"" " " "■ ^"'' .,5 2ja^2±M J;" V. Ext. Opei atlon 51 190 00 " '"■ ""•'°-' C.19 i Univ. Zxt. BquipTient Agricultural InsUtut i>allB Lttboratory • 2 500 00®Plu.. Ajric. 2 500 00 ;::::. r 40 000 00 Ag. V. Ext. Eqal ":: ,9 2 500 00® Plu.. Agrlc. Institute Agrlc. E»t«n.lon L 005 00 "o 000 00® ,«,U»l ,_ u? in O IPH ^~ CO V" ^— ,_4 o nj 1 O § g 03 ^ o ■^ p-i r-< ^ u> m in CO &. en ^ ^ CJ 8 S CvJ o rr> vo •n 8 tr ^ us in «-H »^ ^" on *^ *-~ o rt 1 ^ § P,- r^ P: es m 0; u") o r- Oi 00 o -rH >-i »-l fr- o> CD CO CJ CD CM 8 en <7> CJ OJ 1/1 rH 8 8 c^ ID in O OJ 8 S ? 8 S O <^ I w CO 01 (r> o m Q.' ^ -rt >- ^ o ^ en o ^ § ^ K3 o M- CM CM •^ CO m Ol CJ <£> o o> rH •* lO o O to to cr> i-t at W *-* C7> CJ rH o a u '-I C- ^ T-. o> o CO t^ o c- ^ CT> *H in CJ CJ^ o o o o r- to CJ ^ rO OJ CJ t^ •o lO to CJ to CO »H iO in o in i-l o> o> ^ CO w o CM rt p ^ lO o in to rH 03 4) CJ ■H >-i vl <7> c^ CO in to o> fc a> ■* lO c- CO to rH CJ (O •* to lO C\! to 1" <«• •>* CM CI CT> a> o o> '-' CD w CJ) CO a> t> CO CJ> r-i a% CO -. ^ ^ CVJ 1" CO tO ■><• [i- CTl «H c- •«i' CI o CJ - C\J CM r-( O ■H g; « +> w « 4) t> ■^ in lO W fi ^ H o tri PE< o M rH >> rH 3 »-> CO 4> +J 4) CJ c O s (0 0) § -s IB u 41 5 03 ri ft; Q. 3 cq ^ 4) §i JO ;3 (D O 03 0} n! 4, ^ ■rH a o K F- 1 Q o 8 cocaine •-mTnc S CO 8 i£ 00 ho '-oincJQC '-OfDOOC CNJOC infSiDw^B* ^S^2 C0C1|O> o>t|-lin inc J •^ c^»- •*in tOf^ coin ^1^ m\ CT>0 to<5 rHTj- tor ~ inO too rOCM ■3 2 O r- « « == > ■J^ 12 d '^ = s '.^ v^ o "3 ^'~- u " c =j: -J t ::-• Q ='2'S « VT r- C C C3 r- ^- ^ 8 S in 8 8 8 8 o o 8 8 8 8 ^ 8 § "~ r^ >- 8S8$§$ 8$1 8$ ^iSf 88: i^S 8$ 8$8f boot; 1 oco ■ top oo OiO too >oO o>o < 'H 3 U »o 1.^ o J3 O Vi tH CO V O (0+3 «) 0) rH J. 3 OJ cj cr t< C « 3 c* 8 8 8 8 8 U> 8 8 8 8 8 8 8 § § § 8 ro i 1 m CO 1^ § p S § I ♦> o> i CO 8J K r; r- o ?ii CM in CM CM (NJ OC CO C B CM r- O O ^ fj a p.*^ 01 o C7> % § § § § g 1 § § § LO 8 o CO C^ ^ 5 CO R i^ S (n to ° « CM CO CM CM C\J 8 1^ i C) 1-4 o o o •— o O 00 < OT s ro !^ § g s "- r- ■* S 04 CM u> CM CO o t-i +» ■Si _ H XJ i-« m 1 I (O ■>r ^8 S8 58i§8 ?8 OQ -"JOIO oo ■-'O o §8 §8 S8 §8 58 •o §8 §8 gg .no coo S8 S8 o CJ> c^O °c fiO'OO cvjq! 00;<00 •-« en en oo CO If) ino coQ >}■ oo CO >00 C^O ^o C7><^ f- (> coo ■^Q|oO COO CVC\J coin CMO ^Q o oo lOLO CMCM coo OQ C\.CNJ g 5 «-t CJi rcinino CJlOtoQ cjrn CM $SS? coo CIO") oo 0<0 OU> cOjj 5S r^ to loin C«OJ cjO too CM in -CVJ cy»— (I. ia '-^ ^^~ Oi »- o*- !^ CO -"- cc e-; •o ] ' rO SSJSJ^SS O'oo oQ Ojoo oO §888l§8 c^o o>o op'o OOjO lOO nl ^ ■>j'r»»!c~»— oo CJ oQ oQ CO oo oO oQ oO oO«oO OO o ss g 3 1 ofn t^u> oo oO oQ oO^O oOl o *j C\J fO oo oo oo oO oO-'OjOO o oco 03 < o o- C-\n OJlOrOCT) CM oO OQ C04 •-^— oo cor^ lOif) O CD CM « a »-< coocnroi cMCMi-»-^|cMCM 5S ES •o wrOj »— ] 1 1 I*-"*— CO M pq [ 1 L -^ 5 1 1 1 K *H OJ o> CO CO jo CO o c^ o o o o o o lO o >o o o Ch o CM CO lO en o ^ o> •a o o 5) I «i c c 01 o o « lOj CO •^1 e- 1 o ■»> CO o 3 «j O; CO P< «)j« -H *>. C to >-" ■rt a c c 3 3 c^ CO to c» CO: O c P« -K- 03 lO a> 0) a «> «l •o O' c >? a > ^^oc^[ o W; »< P « 4^ e o o 01 lO --1' -rt 3 c a < Ok CO • o o (< u o V t> m 0> 3 ♦3 31 e (0 c n 03 T] 3 03 >? (< a •m K «» oi ♦; X ♦>, 0) C •1 o c J< 5 O c 3 b) 3 ♦J >< d w r-l O r-l 03 M o » O X h «J c X. s u U *l h ^ 3. V K v> o 01 i-l ^^ o o o o O CO o t« t-K O rH rt 01 H • c c m 03 o fi •o to a 3 a J3 >" J3 ^ p< a -t ol 0! rt >l <3 M a ■^ iH a < ? f- O n t.' J-! vi A >1 (4 ^ rt ♦> O ol 0) « O A< c c c <: 3 bfl 3: 3 c o H X O A m 3 M 3 o E- o c o <-> <' ♦'I .^ ■r^ »< o ♦J ^ pi) PC) n «l ■3 3 a o. -rt u •rf oa r^ .H 3 03 O •a 1 h -•a 03 o 3! aj o •^1 3 ♦J 3 o 3 ^ (X. ^ c >1 >« 3 c O ^ ^ 13 a; !Si fi a! a 0. Its ^ A< C3 It s: 0) >, u> w •rt ■rti J3 -«| >l ■^ CI -< -rt 3; ;-<{ h ■a >■ c g ♦*^ <0 a 1- ^ u t. o oj o s a p q; n •O •J c ♦^ o o p< ii; <]0 hi Ul bd 31, <] < c E § 0> « u <4 3 c E- 0| ;p ->: •-4 3 a 03 P tl o p< o X o o ^. u pj ^! (4 i > > ►^ m CO P4 u o i3 p p< ti J.| J. ^. »< t^ s c 3 a o p. Ol o o' o o o, o » CT u C c < rt o o e a 3 -J ft ° « cd » >,^ ":= rt "o « ? t> t- O — > o ^s- C o a 4) 5 v; o es « ."— "'^ u £oo V "^ a > g M •-en Cud S O I-. « t. c e c a o « u — s.s« « Cj3 O M^ :|^ III ocg w n " 3 ca o D «!/] j_ o o ^1^ 0» to to o in o o lO o r- a> o o> o CM O c o to CM I-" CD •♦ •* to t» C7> o o -3 a» «-i CO CO o ^ CM CM in lO CO t^ CD to IO C^ to ^ C- o CJ C\J 10 ^ lO CM o> ^ to 0> t- o to ■* o ■* CO •* CM in to to ♦J o o lO c« t- lO t- CO OO CO ^ 8 o to c o tll in CM o o "-I Oi o CM o CO m CJ> •O 0> •o o '-' to to o CO o CM r- in t- ^ m CM o m 00 p- CO r^ to ^ ♦J o o ■>»• CM e- to .o> •"• (1 CJ c lO o •* C7> CM CM ^ (0 lO o> f p- in o> c m V t^ o CJ> lO cn CM o to (7> o> ^ ^ to c- •>» lO o> to to C^ t- «o p- 0> r^ to to r^ in CD rO CiJ '-' r- at o o> to in »H o> r- CO * to 00 c- IO to CO ^ « CO CM o CO CO lO o to o IO to in CM rt o P. o> CO in •* o> CM ■o CO to P- ■* o •♦ p- in ■* CM -a ^ CM 0> 'O lO ° at ^ ■* CM ^ rt to t^ 0> Ol to CM _, t^ o> o CO ■*J r- CM 'C in <0 m ■* o ■« t~ t' to o> p- to in ■* c^ IO rO CM CO Hi to V4 v4 f r- to ■* to OI ■* CM CM to IO o 3 in lO '-' m o CM ^"" •z. O rt lO o ■* V CM K> w z o 0> s ^ CT> ■^r t^ CO o CO «> 0> t to lO CM IO o •» (0 •o o ■* ■V 0> p- o la M -^ p. ^ i o> rt lO CM f CO CM o CM vH iH o cj a lO •* 3 o> 1 " ^■"^ 43 ,-t o o> u CM CO ^ a CM ■* CM O o CM t 'O « to IO c» Vh t- •o "» lO o CO s a> o» 9) o p- o ♦J •«• ■* t^ CM t- O •V p- 10 in o a 1 •* CM (0 lO c- c» o 10 p-i CM in CM p- •0 a o> o> C^ in CJ> m 00 lO •H s 3 o P- t- r- P- in CM •* 10 o * o to ^ CM » CM t^ o> o> IO hJ CO lO •-( C^ to to CO C7> o> fcl ■0 c~ »-i 0> t^ f" -' m CO lO m K) to ■0 to CO CM CM p- a. w (D •» CM CO o> in « iO p- •V ^ o> C- in in 0) ^ ^ o t- « o m m lO CM v4 CM t>l CM »-l •H to CM m o o g v4 tS if t3 a *3 s o U) Q> c « 1 B ■p o >4 m C 3 & >> o o +J h M o «> *> h A 2; c h r-l V o v4 o o o « o o 01 3 0) M •u *> h) n V -tJ o c a 19 (D Pi 4 E-. >> *J ^ »-l u It r-t C 14 » t m ll. c u d c V tig o •H o O c +> M o fi 4> o tc ° 3 91 .-; ^ B o 3 n 5 o s tH ■3 M v o o 3 s o ♦i Xi •a a u u CO 09 iH fi •a rH to cd W W tM Vi <» t-1 (0 o to a >> ^ -1 O o o P< CI S ^ ►4 o o O o ^ « -^ rH >> o H o U) (U (0 •«-l ■p o A B 0< ^ CO 3 XI •s Qb 0) ^ V a A 0) c *» a i-t ■rt o U d A ctf d U) U) iH a It >4 3 C CO 3 ^ o QD v3 C ^ V 9! u U) o c 3 V u o « A a 2 o S c (0 (3< n^ rH M iH 5 •a o j3 •a •s t> h lil § 5 >4 >> g m < 0) o ss O O CJ> O 1^ a o to £ 10 c 3 ^ ^ 1 o g (0 96 Findings of Board of Public Affairs c> T*"" ^^ ^■^ ""■ r— — — 8 8 s 8 8 ?? 8 8 8 ig $ 8 S 8 8 8 8 8 8 s g SE C o o s in in tn % a 10 S? o 8 r^ § 3 g §§( R •a o 8 8 LO S !?; % cr, eg ^ "- 5 s R O r^ u> a «£ ^ V in in eg X V. *- m 8 8 8 8 ~B 8 8 8 8 8 8 8 8 8 8 8 8 •3 § 8 in in m ^ § § § § 1 S g S § § § *" in m to fO m 1 s ;2 c (It c 4) c 3 S s 8 8 s o o 8 n fO 8 8 s 8 8 to 8 8 8 8 8 § 8 § - c o ♦J S U1 ^ § CM in § ^ CO o ^ c^ •Si § § i § § 5^ R 00 a) V p. f. a (J* vr in § ^ S & a> § •o o in o> o» CO » VO ^ CO CM o> p- CO r- o <7> CM O 0> CO p- 00 «) c « r^ rt c- o ri in t^ O ^ o o •>» c^ o> '-' CM ■* m '" "-" ■n CO CJ> ■* '-' in CM •o in in t- .o •>* o ro CM n in rt o o CO p- O o cO eo ■>* CM c~ p- o> o t- ^-* t^ c» CM CO o> P" o ^ P. d C « »r> 00 -» c CO in a F ' ^ ^ lO CO ■n h « r- c~ in o p- (D CO ■» CM o> CO CM T »• •» f m CM o <* «-• c w o> CM ^ c» O o d 3 CM « o p- a> o> o •-' CO ° ^ «» o o> a CO ♦J c^ CO Oi o >o c*- lO (0 o> lO CJ> CJ O lO CM ■» •>» o o> CO o in m w o> ^ CM t- •* CM C^ CO CO CO ^ ■n CM O o r- in ^ 00 o A CO »-l 00 lO o> rO CM in CM CM lO o CM «H o> O in ' CM lO o Cvi 01 1 t O w A d ■o « CO « c ^ § s c at o o M e 3 & -a v> h 0) o E? 4^ c o 0> *» ►J •r4 U a> c d c IS 4-> o. d a & ♦^ c ♦» O o> iH «> c d a c o o c d «l ♦* b tlD ■H O c CH 1^ c ^ «-» l-t o * e t£ C O 09 f-i o o 5 o » s !-• u 3 r^ < M O 3 J3 rH ^ s 3 o. ♦J J3 X) * S v< u o d d fl •o 2 d w U} V< Vi •-t o (/3 >> h -^ o o (X, (/} u ^ o o o o *^ 3 o »> ^ S^ 1 E? o o ClO O I/l o a E (^ •3 e V o A I-* c ♦J o d [-> w .^ (d to Wl do d «-l d h h 3 c CO 3 *i o a o 1=1 c u ■*J u «j 01 CO o c 3 « 4> « B o c f-l V s r^ rt •«4 o 1 > ^ A « CD »4 B c >> r-i r-H rH t-i s T3 A d g qf h OO B h >> o •o V J3 -^ O O o d 0) f< h c Cd >> d o fi < o PL, S o O o •^ a (O t-i ca CO o < w X & h P< D] University Survey Report 8 8 8 8 8 8 8 s 8 8 (O CO 8 8 8 8 8 8 8 8 8 8 CO in CM 8 S ft tn 2 in CM s a CO O CO o s g g S ^ S i TO 3 g s CO !^ (-■ o m 00 a> 5 -«r o ro s ro in in CJ> TO in cR m ° § in o 2 oo s S CM CM O TO CM in *" s CD ro {^ 2 CO CD § o § en 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 g 8 R g o o s g in S 8 8 S {^ 8 o g ^ § S a5 »— fS r^ u> o ^r in f^ 'i" 1^ •— CM CO CD ,— in t\j '^ ro to -^ <0 Cvj m r^ ,_ f^ TO o CM CvJ in f^ o> CM ro «5 H CJ 8 8 0> 9 3 o R 8 8 8 8 8 8 8 s 8 8 s 8 8 8 8 8 8 8 8 8 8 CO a g o ft in 3 in CM s g CO S CO S in CM g S in CM iS Q I TO 8 i 2 ID o ^ ro -* r^ ^ o tn r^ CM r^ TO ro r^ TO ff> C> O-i P< O s ?i S 2 to ro in s in in CM § s S ^ en CD in CO o CD 2 CM 8 8 8 8 8 8 8 s 8 8 {§ 8 8 8 8 8 8 8 8 8 8 CO CO (-4 § in in 3 C4 in CM ro o in Si) in CM CO 5 S CM in 2 § § in in o S § S 1^ i o s ^ S; 2: 8 S 3 ^ S {^ CO "- in CO 00 Rl CM CO CO 12 o (7> (O o ^~ *i5 to ^ CM CO ' — ' a» O. 3 P. CM O rH 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 § •* ^ g 8 s g 8 3 g g S o o g S S 8 o g S o o 1 I >-) C ^ TO o to i^ "* o s in CM 01 CM ■* ♦- CM CD TO o> 2! in CNJ r^ 2 5^ CD in CO CM *" CO ^ CM ro O 01 ir> ,H 3 O o> o 8 8 S § a 1 1 o S ^0 U3 § 8 8 8 8 8 8 8 R 8 8 CO 8 8 8 8 8 8 8 § 8 8 (O l-l If) g IS Si ^ in CM o in S CD i in CD 8 § in CM ff> Q § TO 5? CM s o ^ I'M *" en 35 CO ^D ro o r~ ro ro in TO in S p- o w p< o o C\i 8 sr in in 3 ^ 5m 3 in CM ^ in 8 CM J^ ^ CD CO ^ o CM o c £■ 03 o to C rt O <« 1 c ^1 « c 3 & o & (1 c M «> a o 3 0) X O 01 ♦^ 1^ Pi 91 c ♦^ P« flJ >> +> o ifl r-l 0/ c cd t K ,/-j c nJ C V. ti rH c ♦-> »H u c ♦> +> o rt «< U) c 01 f-< X o »H t) § 3 ^ < M 3 Si M iH JH o 3 s ^ ♦^ ^ Si >{ V. m 03 c3 #-1 ^ rt •rt W (A Vi > (1 hA O o o Al Q; ^ ij o o i/j Q> *-> 3 o Ji »-( f-4 >i oil o en ♦^ o ^ c p< r^ ^ 3 OS «> V V ^ c ♦> fH rt -o d 10 no ^ U) a! .-t (0 h 3 c 03 3 *-» (D f-* e ^ 'J3 c 3 t> OJ 0; ^ o ^ a 4> >* rt r-i i-H K 73 ;q ^ •s l» h tiO § ^ >v h t- UJ T) a> ^ -^ o o O rt (1 (1 3 c Ul a 5 ♦> o ^ x CI ►J M C « Cd "« ea a *^ 100 Findings of Board of Public Affairs t; 1/1 O V o o. J3 3 C/2 O o n :a"2 o C/3 [I] (/} < o I— I o o b W H w Q z w Q < W PC H l-H Q 3 a A C4 u M i4 cs O V M .2 0) a on •^J o H < cc w w 02 Oi o. Q. o '^ IS 1 _o cs O Oh "3 JS W --1 TO ;:3 o o fc oc o c -n £= S Si CO 00 C C O 3 2 ^' ea a a < CO a, a* o 3 — < CO « OJ (-1 l3 g a C/3 o 0. ■§J 101 University Survey Report These requisition blanks are made out in duplicate and in some cases in triplicate, so that copies may be kept by the proper parties authorizing their issue. Requisitions from the departments must receive the approval of the department head and the dean before being transmitted to the busi- ness office. In the office of the Business Manager, requisition records are kept on the following blank: 102 Findings of Board of Public Affairs O o « > o o <; u ^ TO .5 O! en C3 ■a o .§1 a ;-■ es Q o DC 3 2 m Carried Forward i-i - i 103 University Survey Report These enable the requisition clerk to readily determine whether there is a balance available for the particular requisition or not, and if such balance is available, the requisition is passed on to the business manager for his approval. Orders issued on requisitions may be either internal or purchasing orders. Internal orders constitute orders on the various trades housed in the service building, such as university carpenters, plumbers, tinsmiths, electricians, and the repair men of the heating plant, and such orders are issued on the following form: ORDER THE UNIVERSITY OF WISCONSIN Office of the Business Manager To. CHARGE TO Order No. Division Department Class Fund Date Requested by Received by Business Manager Stores Internal orders may also consist of orders on storeroom supplies and are issued on the following form: 104 Findings of Board of Public Affairs 5« g 2l o .2 ■ > 3 H ^ > - e Z » a 105 University Survey Report Two storerooms are kept at the university: Storeroom "A" — the gen- eral storeroom — keeping office supplies, janitor supplies, and material of this kind which is purchased by the university in sufficient quantities to secure low unit cost and is issued upon orders from the office of the business manager by the clerk in charge of this store. Storeroom "C" covers chemical supphes for the various laboratories of the university, including both chemicals and chemical apparatus, and orders issued on these storerooms and service departments originate with the Business Manager, being based on the requisition order from the various departments needing the supphes. Additional blanks for internal university orders for the use of the utihty and service departments, consisting of reports on labor, material, sub- orders, time reports and completed job reports are indicated below. Prac- tically all of these forms are issued in duphcate, some in triplicate, and four copies are made of some forms, depending on the uses of each. REPORT ON MATERIAL All material used must be reported on this blank. The storekeeper will sign this sheet for all material taken from the stores, and he will not deliver goods from the store except on presentation of this material record. If the amount of the order (estimated) has been exceeded the storekeeper will not deliver goods until a sufTicient order has been provided. Date Ordered Material From Whom Estimated Cost Actual Cost Dateinv. Passed • 1 106 Findings of Board of Public Affairs o So Z w H ro O CO "^ fl o lo ^ S Z ^t^. '^ CO o % o CM >H « U ;i^ THE UNIVERSIT ACCOUNTING EPORT OF TIM o CS 00 t^ 1 CD LO r? CO C^l tf -H < c « c c : C \ t ; i 5 U 3 3 3 107 University Survey Report 0> Cd PS o H Cd O OS s a •a e " 3 A U b a * if « b .^ M) V eg a y a •« a 3 CT 3 a 4i "9 "0 "0 a > V •0 a k k u « a u T5 a b h < CS OS U ID ^ .5 z s 2 a -a c/} 2 a H a « Z i< m .: « s S^ H 2 ja a a is 3 a = I V ■ 108 Name. Findings of Board of Public Affairs THE UNIVERSITY OF WISCONSIN Madison, Wis., SHOP No Kind of Work Order No. Monday Hours Tuesday , Wednesday Thursday i : 1 1 Friday Saturday Total number of hours. Rate $ Amount of wages $ 109 University Survey Report THE UNIVERSITY OF WISCONSIN COMPLETED JOB REPORT University order No is completed Name. Date... Title. Material ; Labor Total Division Department Sub-Account Orders for printing are issued on the following form, being transmitted to the state printer: PRINTING ORDER THE UNIVERSITY OF WISCONSIN Office of the Business Manager To., CHARGE TO Order No. Division Department Sub- Account Fund Date.. Please Furnish Received by State Order No Printing Order No. 110 Business Manager Findings of Board of Public Affairs Purchases Purchase requisitions go from the business office to the Purchasing De- partment. This department is responsible for the economical purchase of all supplies, preparing specifications and securing proposals from competing firms. These are duly considered in determining the award for the pur- chase. This department has succeeded in securing many economies of purchase and is, at the suggestion of the Board of Affairs, cooperating with other departments of the state with the purpose of gaining all possible ad- vantages of cooperative state purchases. After the purchase award has been made, the order is placed as indicated in the following form, duplicate copies being used for reference: PURCHASING ORDER THE UNIVERSITY OF WISCONSIN Purchasing Dept. To.. CHARGE TO Reg. No. Division Depart men t Class Fund Date Please Furnish Purchasing Agent Address shipment to: Address communications to: PURCHASING DEPARTMENT Use enclosed invoice blank. Always mention our order number. Exe- cute aflidavit. The University of Wisconsin Madison, Wis. Ship by For local orders a slightly modified similar form is used. In order to expedite the work of this department, form letters for tracers, claims for shipments not received, etc., of the following forms, are used to great advantage: 111 University Survey Report Tracer No. THE UNIVERSITY OF WISCONSIN Madison date Gentlemen: Kindly refer to our order No Req. No , dated 19 , for This material is needed badly, therefore we would request that in case shipment has been made, an urgent tracer be started, goods located and delivery shown with as little delay as possible. If not already shipped, kindly give reasons for delay, also say when you expect to make shipment. Yours very truly. Purchasing Agent. Note: Please do not delay. 112 Findings of Board of Public Affairs THE UNIVERSITY OF WISCONSIN Purchasing Department Correction No. Madison. Our order date Our Order No Your Order No. Am't Invoice $ . Date Invoice Note: Please do not delay Gentlemen: In checking up this bill, we have located diflFerences as noted below. Kindly investigate and adjust at your earliest convenience. Yours very truly, Purchasing Agent. THE UNIVERSITY OF WISCONSIN Purchasing Department Received of Purchasing Department., Invoices listed as follows: — Order Number and Reference Date of Invoice In Favor of Amount (Signed). Dept. Invoices are not to pass from the custody of the Purchasing Agent without receipt 113 University Survey Report This form is on goods purchased in foreign countries: From FOR THE UNIVERSITY OF WISCONSIN MADISON, WISCONSON, U. S. A. SHIPPED IN BOND, DUTY FREE, FOR EDUCATIONAL PURPOSES VIA Milwaukee, Wisconsin, U. S. A. ORDER NO. (USE THIS LABEL FOR ALL SHIPMENTS) When an order is issued, it is accompanied by an official notice as follows : 114 Findings of Board of Public Affairs ^ tf •«j c C! •fcJ c 9 o u u -3) •!-> U OJ ;h U o o w c: _o ■4-) 3 h ■Q P trJ o yi h U 'S »3 0) O ,a ^S o a t3 *T—i 0) i^ •d fe « PU P! 41 s -t-> U cJ 5? Q KNTRIKB OP THE PUHCHA Received Trom University Departmei ) Rc(|UtsIlion Clerk. BNTKIES OP ACCOUNTING 1 Received from requleltlon clerk Entered on Invoice ledger Voucher jacket numbor Forwarded to secretary Record here cause of delay .PurchaslDg Ageot S OF REQUISITION CLERK 1 Purcbasing Dept. OFFICIAL IIMVOICE 3rf)e iRegente of tfie ainjbereit!> of ?BaiiStonsin, ]9r. To Street and J^o r-.-r.- City or Town and State , ^ QUAWTITY A Date of Thia Im Dale of Thi> Sh Extension aod FooUatts Checked c Frcighl... PirccI Pol PURCHASING DEPARTMENT, THE UNIVERSITY OF WISCONSIN, MADISON, WIS. S(Qte of 1 County of | jji,,^ j„;^ ,„,„,.„_ ufionhis oath says that the aWiched or loreioinf bill is just, correct and true: that the items therein charged liaiie been famished the BeSents of The Vnivereity of msoonsin; that they are reaaonablu worth the sum charged, and that no part thereof has been audited, allowed or paid by the state. Subscribed and sworn to before me this *»» of- - 191 # # to t4 fi s ^ o ^ o M H ^H r/j M P O* -w S p. Pi Q E^ w; O fl cc CO ci3 a ^ o c< ^ H CL, H 3 o o X > JO o n H O e tf O Findings of Board of Public Affairs This contains provisions for the affidavit of the seller in accordance with the requirements of the law, and when the invoice is received by the Purchasing Department, it is checked as to prices, extensions, footings, discounts, etc., and if cash discount is available, the invoice receives special attention, as indicated : CASH DISCOUNT Do Not Delay Receipts of goods is certified on the invoice by the proper department, and the invoice is forwarded to the requisition clerk, who checks the invoice with the requisition records and then forwards the invoice to the Accounting Department. Accounting The Accounting Department enters the invoice on the ledger and attaches the invoice to a voucher blank, of the following form: THE UNIVERSITY O Voucher No. To For Avhat Allowed _ Divisions. 1. Administration 2. General Library 3. Physical Education 4. Military Science 5. Col. of Letters & Science. 6. College of Agriculture 7. College of Engineering 8. Law School 9. Medical School 10. School of Music 1 3lOO;S 9AIT: - - sapiis '^UBq-sojorid sn:>BJBd(iv sjioog sioox ^ ^jaumoBit ojnjiujn^ --spun J Mno-^snoo .\i8X --spunj; -ids-^^suoo .wax sasBqojnj puBi sji'Bday; aouBjnsux :}saj9)ui ja.ttOti ^^2j^ , - - ;u8a: m\K jazjinjaj: spaas THE REGENTS OF THE UNIVERSITY OF WISCONSIN County of Dane. ) L hifi oath says that the attached or foregoiog bill is Just, cc ?d The Regents ol The University of Wisconsin; that they e been audited, allowed, or paid by the state, Subscribed and eiyorn to before me this day of , 19 Date Signed- m THE UNIVERSITY OF WISCONSIN General Library Fbyslcal Educatfon Military Science Col. of Letters & Science- College of Agriculture College of Engineering Law Scbool Medical School School of Music _- Training of Teachers Graduate School University Agricultural Institutes Hygienic Laboratory High School Inspection Washburn Observatory Forest Products Laboratory Physical Plant • Secretary of State Classes Printing & Publiehlng.. FerUlIzer ■\Iiik Interest Insurance Re airs New Coa9t.-Spl. Funds- - Machlner & Tools Booka A paratus o University Survey Report On the back of the voucher is indicated the proper division of the ac- count and the proper classification. These vouchers are forwarded to the secretary of the board of regents, who certifies to their correctness and forwards a hst of the vouchers to the secretary of the state, using the fol- lowing form as a statement of accounts: Paste Copy 72 here. 116 ■joiipny «e 3)v)s jo itjetajaag -fivd U3j^iisn9ux s^v^s ^Ht oq. lyaiji^j-^o puv '(,-061 J'^ aaivq ai/f Jo 09g uaqdvyj Jo g uoiyoas /" sxauisi.loucI 9111 n^yn ddWDfuoaav ui pacnonu pitu poi'ipny 161 '-- ( -aieiS |o |U3ui|jed3a 161 ' Jo iiyuoi\j am uoj^ anx AH aHA\()'TiY sj.Nnooov ID O h z D O o o < o h z UJ h < h Eh ^ '^ o NN •t-> ic T3 O u "B en t >> a H t« > NN •— ^ z Qi o C o u •H^ K o H =3 o ^ fi u a w c: 1 "s- 5 o •5- "5 5 =5 41 •2 E ^ 1^ n ■w •~-, «. c -S" c 9J >« « "5. ■~ .^ S< - a = %•5 o => «-5 =^■5 •— -^ '';j — § =^2 5 !• ^ — ."2 "a ^ ■S "^ 2 ^ O ^ n r- ~ _ •-. ai o t, ■— j^ •*. 2 «j S 1) =i s ■^ CO -^ *;; < I. ? ■« 'Z9S '^ 'Q 1<***a pjooa^ pjBog 'anssi lYe\\s lUBJtaBAv aaojaq sjuaSo^ jo pauog aqi JO XaBiaJoag o\\\ o\ paniiusuBJi puB paiajduioD aq o\ ajBogijaao siqx =^lON; 117 University Survey Report o T3 '^ « ~ 1^-2 1^ to ^ c a. ~ CO -?b"^ E V s = CO •^ c " Z H "Y -<5 5 *» O C •^92 "d 'q 3iooa pjo33){ pjBog -anssi ||eqs )uejjeAV aaojaq s^aaSa)] jo pjeog 3T{% JO iCjB)3ja3g 3if) ox p3))itasnej:| pue p9)3|dixioa aq o:^ 3)B3gi)J33 siqj^ :a)o\[ 118 o -p o a; o > c cu -o [A! ^ -Q "O QJ > O c m CZi -^ r! 3 O ■(-> o C/2 =3 < g 0) -£3 o; ■!-> r/5 03 o -C ■«-> H -r? c as Findings of Board of Public Affaihs T3 13 Q Q U b v: C 2 ■c:- tx -c _=, Jj o c ^ -^ ~„ ":: ^J ~ ~ ~. o Z, O U en O ^^ >* X5 H rt tn OJ tf s 1-1 as U X H a a C 119 University Survey Report These payrolls are certified to the secretary of state to be correct by the secretary of the university, after being approved by the executive com- ■m\iif>(^ of tVip 1-vnorrl nf rpopnts. mittee of the board of regents. Paste Copy 75 here 120 University Survey Report O >^ a. h CO C O u (0 o e o g I 2 (0 > fi D a; H E o Z Findings of Board of Public Affairs Is S B (U a, c o a 03 .t^ O CJ en 0) C CC o CO X} §-^ o ^ a a, ^ >> ^ a, 1. O) i-i < Q Q U ^"^ rt g a ^ X -SO ■a 3 ^ C5 o C3 .S -^ o c n u: o ^ c «-' t_ « y; U t. -J n c ^ u t-. O — w .5 > C3 ^ t— o .J£ « 5 4) (3 o c •"3 2 <- - C i? - p ^. y « O o :: c3 ^ 3 ~ ~ C3 -^ c c £ = =5 ^ :> J= :/; S. C. 3 ^ "^ ^ , u X x t, j= c; X C S c c. 121 University Survey Report The secretary of state, as auditor of university accounts, passes on the vahdity of all accounts submitted and issues warrants on the state treasurer, who in turn issues drafts in payment of all certified claims, and forwards these to the university accountant. The accounting department, in mailing drafts, uses the following form lette*-' THE UNIVERSITY OF WISCONSIN Madison Accounting Department .Date Dear Sir: Enclosed please find State Treasurer's draft for $ for invoices as follows: Date of Invoice Amount of Invoice Deductions for Frt or Dr Discount Credit Mem Net Amt. Total No acknowledgment required unless this is found incorrect. In writing please mention voucher number Yours respectfully, C. A. SAKRISON, Accountant BUILDINGS Repairs and improvements The repair of buildings is under the direct supervision of the Superin- tendent of Buildings and Grounds, who issues requisitions which must be approved by the Business Manager before any orders can be issued. These orders must be accompanied by an estimate and proper checks are used to prevent actual repair expenditures exceeding duly authorized appropria- tions. The university regulations regarding the handling of such work are as follows: 122 Findings of Board of Public Affairs Regulations in re execution of "production orders" and the keeping of job reports 1. The original order (white) issued from the office of the Business Mana- ger to any university department for material, labor, or minor construction is the control and must be complete in regard to its statement of origin, index, date, estimated cost, etc. 2. Original orders calling for work to be performed by the Superintendent of Buildings and Grounds, Foreman of Carpenter Shop, Foreman of Paint Shop, Foreman of Plumbing Shop, and Foreman of Electric Shop shall be addressed to the Job Clerk and first pass through his office for regis- tration on the job report form. The Job Clerk will then forward to the proper superintendent or foreman. 3. The superintendent or foreman receiving an original order shall file same where it is accessible to the job clerk, and as work proceeds he shall keep an accurate account, on the weekly time slips, of all time consumed in fulfilling each and every order and he shall endorse, or cause to be endorsed, upon the back of the original order a memo of material consumed from his department stock and of material or assistance contributed by other depart- ments, taken from the university store or ordered through the University Purchasing Department from outside concerns. It is necessary that the entries made as endorsements on the back of the original order serve as a record of all costs except department labor. 4. When the foreman of one department desires assistance from another department he shall file with the Job Clerk a supplementary- order (pink), and any foreman receiving from the Job Clerk such pink order shall accept same as authoritative and use it for his guidance, records, endorsements, etc., precisely as he would use an original (white) order and hold same sub- ject to the daily examination of the Job Clerk. 5. When the foreman of any department desires material from the uni- versity store, he shall file with the Job Clerk a supplementary order (pink), and the store keeper receiving such pink order with the Job Clerk's O.K. shall deliver the goods and retain the pink order as his voucher, after enter- ing the date, amount, and value of the goods delivered. 6. When the foreman of any department desires material from the Uni- versity Purchasing Department he shall present to the Job Clerk a pink order therefor and the Job Clerk having made proper entry on the job re- port, will forward same to the Purchasing Department. The Purchasing Agent shall accept orders so issued as valid, make purchases and deliveries accordingly, and finally deposit the pink order with the Invoice Clerk. 7. The Job Clerk shall examine the time sheets and order sheets of all departments as directed, enter the extensions in ink, and make daily entry on his job reports, so that all are audited and kept complete to date. If esti- mates are being overdrawn he has power to suspend work until extension of credit has been arranged in the office of the Business Manager. 123 University Survey Report 8. When an order, or supplementary order, has been filled, the foreman responsible therefor shall so report to the Job Clerk, who shall examine the endorsements thereon, add the cost of labor, compute the total cost of the job and give his certification of correctness. The order thus certified, with all supporting blue sheets, etc., shall be retained by the Job Clerk and pro- perly filed. The Job Clerk shall forthwith forward his "completed job report" to the office of the Business Manager. AUDIT OF UNIVERSITY ACCOUNTS Following is the last audit of university accounts, made by Marwick, Mitchell, Peat & Co., chartered accountants. MARWICK, MITCHELL, PEAT & CO., Chartered Accountants 703 Pabst Building, Wisconsin and East Water Sts. MILWAUKEE, October 26, 1914. Honorable Francis E. McGovern, Governor of Wisconsin, State Capitol, Madison, Wisconsin. Dear Sir: In accordance with the terms of a contract, dated April 3, 1914, we have audited the accounts of the financial transactions of the Uni- versity of Wisconsin for the two fiscal years ended June 30, 1914, and now submit our report thereon, together with the following statements: Exhibits "A" Appropriation Accounts and Funds as at June 30, 1914. "B" Bursar's Cash Account for the two years ended June 30, 1914. Schedules 44 1 >> 1" Expenditures for the two years ended June 30, 1914. Cash Overages and Shortages for the year ended June 30, 1913, and for the period from September 2, 1913 to June 30, 1914, W^e desire to preface our comments on the accounts of the university by drawing your attention to the fact that the accounting system in force is maintained more on a "Cash Receipts and Disbursements" basis than an "Income and Expenditure" basis. Consequently, it has been impracticable for us to prepare a statement showing the financial position of the university as at June 30, 1914, as is usually done in the case of commercial concerns. To emphasize this point we refer to the fact that no accruals, whether of a revenue or of an expense nature, are recorded on the books. 124 Findings of Board of Public Affairs Cash Receipts The cash receipts were verified by means of the best available independent check and at the source of collection. Students' and other fees received were thoroughly tested by us and in all cases where outside tests were applied the collections appear to be in excess of the amounts so ascertained. All collections have been regularly remitted to the bursar or state treasurer as the conditions require. It was observed, however, that the bursar retains a proportion of the laboratory fees, fines and other miscellaneous receipts for the purpose of making refunds and paying incidental expendi- tures. This practice is a technical violation of the provisions of Section 40, Chapter 758 of the Laws of 1913, which provides that all collections must be regularly remitted to the State Treasury. We appreciate that it is necessary for the bursar to be provided with a cash fund amounting to a relatively large sum, but it would probably be more satisfactory if a special appropriation were made for such purposes. Another slight irregularity was also noticed in regard to a fund carried by the matron of Lathrop Hall, known as "Dish Money," which disclosed a sum of $63.07 on hand as at July 8, 1914, the date on which we made an examination of her contingent fund. The record of this "Dish Money" is not shown on the books of the university, neither collection nor disburse- ments being reported. We are of opinion that this fund should be accounted for in the same manner as are all other funds relating to the university. The total of the cash remitted to the Treasury was reconciled with the receipts as recorded at the office of the Secretary of State. Cash Disbursements Vouchers for all expenditures and which had been properly authorized, and with few exceptions duly verified, were produced to us. In a few cases parlor-car fare was allowed on vouchers for traveling expenses. We were informed that this is contrary to regulations. The total of the disburse- ments was agreed with the records maintained by the Secretary of State. Cash on Hand and in Bank The cash on hand was verified by actual count, and the cash in bank reconciled with a certificate received from the bankers on July 20, 1914. The cash on hand was found to be $170.23 in excess of the book amount. We desire to call your attention to the frequency with which errors occur in the agreement of the bursar's cash. In schedule "2" we show details of these overages and shortages for the year ended June 30, 1913, and for the period from September 2, 1913 to June 30, 1914. An examination of this schedule shows that differences of relatively large amounts are unlocated. We need hardly point out that the actual cash on hand should always be in agreement with the amount as called for by the books. The practice of allowing difTerences in the cash to be charged to an "Over and Short" account is extremely undesirable and offers opportunities for fraud and error. We would recommend that all differences be immediately reported to the business manager, no amounts being charged off without his authority. In 125 University Survey Report making these comments we desire to point out that they are offered without in any way reflecting on the integrity of anyone connected with the bursar's department. Appropriations Details of the various appropriation accounts are given in Exhibit "A." The total of the available appropriations as at June 30, 1914 amounted to $720,467.03. The appropriations were checked with the statutes authorizing them, and the unexpended sums agreed with those shown by the Secretary of State. System The system of bookkeeping in use is not in accordance with modern methods, being particularly deficient as regards provision for effective accounting control over students' fees and other matters of a kindred nature. We call your attention to the system whereby collections received by the bursar, who also controls the students' cards, are made. This condition violates the sound principle that collections should not be made by any official who has also access to or control of the records relating to such collections. Fidelity bonds in respect of the secretary, bursar, purchasing agent and bookkeeper were produced to us for inspection. In conclusion, we have pleasure in reporting that we were afforded every assistance during the course of our audit. Yours truly, (Signed) MARWICK, MITCHELL, PEAT & CO. Chartered Accountants. 126 Findings of Board of Public Affairs .■73 rt P2 00 m m (M d 00 LO '^^ ■t t> r^ 00 -^ <£> t-- lO l> lO ^ uO l> c in n CO ^ C5 ■^ »— 1 OOOOC^OJOSCDOCO CDC005t-hO»-iC5CO (£) CD ■Tf Tp i-H 00 ^^ •^ rn i-sf r •^ooioi.O'-Ioiodooo-r'^— 'sioor* O'-iooo — ociOTrt^ci'-'i-o-^co cooooocooooos oo-rr-_^or-J_«o o cT rf r-' o' -r »-«'" ri" I>00OOO00. __- •^ «0 CJ Tf (M in O -^ —• t^ CO ■^ o o o o 05 o ci o o m (M »-i (M r^ o T3cooint>r-^aJciooo6r^o6cicoio (MOO — cDcooc500(M-rr^ — c^ca «ooooooc£>ooooii-oO'*ri_oo_^'-^o in 05' o o — cf r-^ -*' o t> CO co' — <' CD rf CO ■*i>c CO ra (N in 00 i> C5 Tf 1— I 05 CO t> 05 t^ CD CO ■^" (N 00 i> 00 05 CO in (N -^ t- — CJ Cl 1< CM 00 — O a. < 0000 0000 d d o d o 00 o o in CO o o in t> d o" 'rf i> d -n* CO rl 0000000 q q q q p q q ai d> d i-^i d d d CD O (M O O O O ca o^ CD in en in q cd" cf t^ 'T'' o' l> CO 00 CD ^H uO CO l-H c 2 OD ■^ a ♦J a S ™ '^ en Ur= C/2 J a 5 (-■ (-, a, Qc o = =^ U TO 3 .5 ■!-» 1/2 o u 3 ru3CQ '=*'^ < ^ ■3< 2 -Q fin o I— I oj 5= O So -S 1^ — . O -J " ^ 3 r^ C/2 •< ♦J M O '^ 5 '^ < a §2 .2 < K c S c fc, ^ Uh DO o 5P 5 :z .5 on ■— . .— . •*- • — = ^ ^ 2 ^ o o o ■£- - .2 — t- — ^ .-e 3 i; ^ > S .2 g 5 -; u, t- « — n -r W «^ ac •S-c i D ;:3 H-; en 3 Q > hU T1 c C a; a r a >. -a c C "5 33 v: U > c ^ « S *J ^ S « o Q tu, "^ 2 S 2 5 2 ^ — CO Q < O 127 University Survey Report C: re ^ C OC' w5 re n X u': oc CO ^ c-i v^ oc i^. *£ o C-. X r^i o o C5 -^ '-I tc lC '—^ .-T .-T c-f of ^ ^- If: CO o to 00 IM '— I CO 00 L-O Oi T-^ C^i 00 1^ CD c (M C-l C '- lO lO Ti 00 00 i> CO oo__ (M" 05 CD oi" O* t^-r^tOfMi—^OOaJi-et^O'^oOOrO'* P;?:SS^OcCOOI>0Cc0 3-; CO fo o CO CO CD Sko6u'^cooocoot--O3o0'*0r:;2oa O CD ^ O L^ ri S C 00 - -H CM CD !N O C5 CO i£ 5" g) 2 ^' -^' -^" -^' -^^ ^" "" g g t^ g § CD r~- r~ r-1 !>; C; t^ CD c; ci .-! ce 05 CD l> 00 • r-H UO (M C5 C5 ^^ CO CD C5 CD t^ 00 CD (jj ^ cD__ '->_^ I-' c^f irT ^" c' CO -^ O '-I >— I CD CO oooooooo ocppppcDO C C O O O CD O O C'CCOCOOO o p_ p_ p o p^ p^ p c^ cf ri '-H i-T tm lo lo" o o »-H ,-( O c o o o in lo o o o o d cd o o o o O lO ■<* O I> o lO T3 TJ C C t/5 '3/3 "o 9 ID C -H ^ _- W tj 3 o U I-) c : fi 5! ._ CJ5 O c« « •^ G U C3 C ^. ^^t- c > p:; Q -O I I c s c o o o rt _2 c3 cJo c/3 'v: G 3 G "^ G -3 PQ -/^ ti = = b .2 3 3 x: Ph 3 »o H-1 < c 3 t/> « 3 « - 3 00 3 -^ 3 cr w .- 1 .2 So !3 C 3 '^ V5 ;/-..— -.-> 3 < 3 3 3 5M -3 >>'■'-- S 3 C O C 3 3 3 3 Ci « « ;=; G Q 3 ♦i cJ 3 U C/) o c/2 3 o o ^ a, - 3 fi 2 - s; § 3 M 128 CO o Findings of Board of Public Affairs EXHIBIT "B" BURSAR'S CASH ACCOUNT For the two years ended June 30, 1913 and 1914 1913 1914 Cash on Hand and in Bank $28,750.84 $44,742.30 Receipts: Sundries 24,818.77 71,277.08 Incidental Fees: Letters and Science 57,741.00 63,427.60 Engineering 21,277.50 22,894.00 Agriculture 21,783.00 25,347.00 Law 3,737.00 3,608.00 Non-resident Tuition 77,457.50 91,217.50 School of Music 6,082.00 8,677.00 Gymnasium Fees 5,449.60 6,201.55 Chadbourne Hall Rent and Board 43,903.55 83,490.09 Lathrop Hall and Summer Session 61,226.21 79,735.90 Agricultural College Sales 150,751.02 186,662.40 Rent and Wisconsin High School 9,756.46 7,102.50 University Extension Division 29,565.63 60,399.27 Laboratory Fees (less refunds) 60,014.17 82,005.72 Library Fines (less refunds) 306.95 270.74 Chadbourne Hall (less refunds) 580.00 190.00 Key Deposits (less refunds) 129.50 113.25 Barnard Hall (less refunds) 1,400.00 390.00 Boat Rent (less refunds) 57.00 83.00 Cash Differences 141.06 31.79 Drain Department 109.95 Banard Hall and Chadbourne Hall Summer School 1,345 00 Total $603,486.64 $839,321.64 Remittances to State Treasurer 558,744.34 831,299.30 Cash on Hand and in Bank $ 44,742.30 $8,022.34 129 Sub.— 9 University Survey Report SCHEDULE "1" EXPENDITURES For the two years ended June 30, 1914 Yead ended June 30 Department 1913 1914 Administration $81,198.24 $81,715.41 General Laboratory 42,413.57 42,491.05 Physical Education 39,725.62 93,964.86 Military Science 4,126.13 4,768.36 Students' Health 14,991.88 Letters and Science 486,849.01 530,673.95 Agricultural College 408,648.97 516,647.23 Engineering 137,991.28 143,918.13 Law School 29,754.15 33,535.48 Medical School 38,048.24 62,202.63 School of Music 21,372.28 27,082.81 Training of Teachers 24,912.42 30,181.27 Course in Pharmacy 5,590.45 Graduate School 1,482.14 1,897.21 Summer Session 31,234.93 35,901.76 University Extension 150,221.43 210,329.10 Agricultural Institutes 20,496.81 20,907.04 Hygienic Laboratory 8,828.57 9,722.72 High School Inspection 6,844.20 8,044.42 Washburn Observatory 6,828.60 6,241.11 Forest Products Laboratory 131.03 235.46 Physical Plant 728,274.14 864,312.42 Store 81,393.40 80,433.73 Library School 7,506.20 Total $2,378,863.69 $2,805,206.15 130 Findings of Board of Public Affairs SCHEDULE "2'^ CASH OVERAGES AND SHORTAGES For the year ended June 30, 1913 and for the period from September 2, 1913 to June 30, 1914 Date Description Year ended June 30, 1913: June 6, 1912 Cash short. June 24, 1912 Cash over... June 25, 1912 Cash short. Sept. 25, 1912 Cash short. Sept. 26, 1-912 Cash short. Sept. 27, 1912 Cash over. Sept. 28, 1912 Cash over.'.. Sept. 30, 1912 Cash over. Overages Oct. 7 Oct. 24 Dec. 3 Feb. 11 June 23 $25.30 Shortage $10.35 10.00 54.50 11.45 72.30 8.25 14.45 1912 to 1912 Cash short. 1912 Cash over 10.00 1913 Cash short 1913 Cash short Various overages under $5.00 each (25 items) 10.65 Various shortages under 15.00 each (21 items) Total $140.95 Net cash shortage during year $141.06 Period from *September 2, 1913 to June 30, 1914: Sept. 2, 1913 Net Cash Overages this date. Sept. 22, 1913 Cash over Sept. 23, 1913 Cash over Sept. 24, 1913 Cash over Sept. 27, 1913 Cash short. 112.01 42.75 24.00 16.95 $282.01 $282.01 $282.01 $1.00 70.00 5.00 8.00 24.00 131 University Survey Report Feb. 5, 1914 Cash over 5.00 Feb. 6,1914 Cash short 10.00 Feb. 9,1914 Cash short 5.40 May 1,1914 Cash short 5.00 June 8, 1914 Cash over 19.93 June 9,1914 Cash short 20.27 June 11,1914 Cash short 5.99 Various shortages under $5.00 each (19 items) 18.74 Various overages under $5.00 each (21 items) 12.26 $121.19 $89.40 Net cash overage for period 31.79 ♦Record prior to this date not available. $121.19 $121.19 132 Findings of Board of Public Affairs INVENTORY OF UNIVERSITY PROPERTY Recapitulation Board of Regents' Estimate of Values, June 30, 1914 Buildings $3,724,356.50 Personal Property 1,415.599.44 Lands 2,077,911.29 Total value university property $7,217,867.73 133 University Survey Report |> -H ^ 12 Z ^ ♦J ° " a ' on O.Z — o ■i- ^ W •" CO ^ < X so;^ '^ c f^ r CO . J « d »5 to ^ ■" r? * ^ -M Z Ol tt M (N > w: " ^ i<; ^ S o tM o U U CO lO a-o a a U " b CO n. P9 U in ^ cy SH ■a ^ u ^' (SO '^ _: ?;s w ^ <3» OOOOOOOi J hJ J J h^ J Oh 1 U c o ■^ cc -d • TS o < >. CO rt X) ss 3 o ,^ > 00 M ^ tJ n a U ci C8 n s °* ^ c/2 ^ /Coo c c ' o u p ^ J= i u 2 I o '3 '. "!o 1 -d - <^ "5 2 ^ '^' c • CO ^ o o o J -J c: -^ --I -H c; -a CO -a 00 i; ^ 00 CO 00 S CM «> CO iM i^ PI CM — CO ^ — Ol CM CO T3 i) o o — in iC o 00 X 00 3J 3 o ui < ta -H T3 in CO lO in o o cc o 00 "O 00 00 00 >-l «H »-" T-l t-C . o . . . r- " 0> 00 O rj ♦^ ob >> oi "303-33 O O CC C£ ^ O 00 00 00 o o « in in in 00 00 00 "s 3 o ►^ <: Uh O CO c: CO in in in in CD o 00 00 00 00 00 *:; < -^ >^ ^ CO O CD CO CO CD 00 00 X 2 o _ K "2 ^ « o . ■-co 5 c e C5 c _ j5 ;^ o 2 O '5 OJ I • CO • I oa « CQ , ^ (-1 "3 ':c6 c t^ 00 C5 o ^ oa u U ii •g = p: CO Q J m C E c < "-) ^ fc « CM CM CM 134 Findings of Board of Public Affairs -too o o o in 00 o o MOO O o o -3" 00 O CO n CO lO ° ° 2 u d m 5 2 CO -d -d :^ T3 XI C3 <<^ O ca o ■^ -^ r am a •O T3 ^ ^ o IN CO _ "S-od Ud o" 2 o '^ ^ T3 < _ - o 2 o co-s^" - fe - 06 T3 ra o U 05 • 00" - 4>'-' — •ti'^ti"!:;'-' ►j^»j JhJ j^-i-J o " o CQ i 5 d (N «0 < o :^ "o ►J 5 ■ •*• .^ . o" - t> o) «o •a c — a ccQ tf> in 000 -J -: J W CD 2 r 2 2 00 ^ o a . o - h e M O ji ^ g 00 5 1/3 aM CO 2 ^ o o o 2 '^' az 1-' CO CO CO Q ^ - « a CO :^ < ' '"'! ^ < . . o 5 . : CO --o c : . o o g ' s^ a. i; •- ; .._->« s , -^ " 5 ' ^- ^ - < s o 3 o ■ ca o o ' ^ >« ^ CO a — ca t^ 00 t^ c^ CD OC 00 in M c^ -^ 00 • t^ C^ lO CO 00 in CO rt ^ CO to r- :o 00 00 (N i£ '.c m d m uo CO in a a N r-i CO n r? r- t^ t^ t^ i> c^ t^ l> _ « „ CS] tc CD 00 00 X CD CD CD CD 00 00 CO CD CD CD 00 00 00 c' r-* t-~" M CM M oi) ob oi) 00' 0" oil QC M CM db d co" CM tab X 00 00 00 CM -H 00 00 00 00 co" CM r-* in 00* CM CM t^ C: 05 CO O 00 00 00 c: O 00 00 00 X 00 CO CO CD C-. — — — M «2 "" c-i CO CO -^ 000 <7> a> a> ift OJ 05 05 <<< <<. < c < i >> d 00 o t^ 00 00 00 •-H ^~. CM r- a 00 T3 CO 00 O X 00 O X 00 X X « O >-H « 00 — CO in c: C5 X X < < < < ^ >1 >> >i u o >-» i-S I-) < l-l ™^^ s^^ •^ [^ — > ■ •0 CO e . ^5 -0 1 -« 1 ° -J I" > F. Vila Kney. Hand rsilv I n $ a Coyne llamm Iloyt " s >£ • ^ S >. • -^ CO ^ gO E.S a ^•^ s S Ji l> a 3 ^ a £ n V ^^i^ J ^ z &. CM C^ CM CM CM CM CM CM 13= tjxivERSiTV' Survey Report o o o o to o eg *s g| u ^ ^ ^ -J CQ ■< F» ^ « "^ 5 o 2 — o o bi O (U CO M t> U T3 -o M ^ < r^ CA o o o o d u n o -a t^ < Uh CO O ^ O JZ O M >i O - ' ^ • CO u a a. ►J "O r ® <^^ o " U M O o - n; n -"' ;s X 2 03 o IN o o d ^^ ■o r 1 tn c . rt ■6 O C! < t«H .*'i < o .^ «^ hJ o n o o o o u "n C2 nn CC ^" .< o -a ^ < 03 --2 ^ — -^ o ^ O CO <« t/3 =: o . CQ tj ^ co" Ok e ^ » °- CO 5D -•^ .a uu . < < o ^ a CQ V to a ►-; o o t; ffl J c/i ... 03 03 ^ . o in J o ^ s £ •a w 44^ « ^ o : : W . c-i CO CO CO in in in in CO o in CO O Tf «0 f^ in 1-1 -< in O 00 (N rt o o IN N CO in in O C3> o IN '^ a .t Q in un o o 05 C5 SS in in o o 05 O) 05 05 O 05 m in o o 05 05 c c 3 3 v 01 V u a a a a in to o o 05 05 QS SS m m o o C5 05 m in o o 05 05 UO O o o 05 05 -: > ZS cc u >> a 3 " ■u ix o u Za 3 « •- H ^^ N " W ^ > < Joh Frit Wm Alfr . fc: li! J S Z O Cu C 136 o . iJ 3 .2 2 Findings of Board of Public Affairs o >* Tj< in o o >-< o cs O O 00 o -^ a iO o o o O 00 CCS O fc, o b c« ffl : w . *; 1/3 o « . 4) <« •*• ^ O O 00 w ' '5 TJ ■D ^ •<* -« in E-' •c h CM ;3 r^ 4) t. • t/3 u S Si 2 i w d I o* 0) ! CC u • « . 12 o : r>. u IH •O : «o W : h -o ^"< ^ CM J2 l^ 01 . '^ a a> « : a jT •o to ;> E^tr ::^ ^ u c/3 !/; -o Z E iiZ 4> _,^ " r 1 C t/2 o "-I .5 u o CO .2 ^. . -a c/3 ^2 ■|z-c - ^(^ R '^ SS S ° I ii o o UU ■O IS csf ■ 1= ^ "^ « o ^ 5 «^ •;;;■< c'^ • ^ • -J - ■« o « to . -:^^^^ 5e S?:~ '=> 03 XI => '" . c '" irt CO •»• !- u2 S ■a C ^ 'V . r a n g ^ ■■■- JL^ CO "O 5 oS Jz£ - *5 = t, -» _, rj ^^ • : V - : a K^ I o •O C/3 • K n O : z £•§ i . c 4) « Ol ^•2 Swoc Z s E/} a Oi & z 2"2 2^ fcd -a ■"- •♦•oh !z =:-: ' ■*. ^ t^ o o in t^ in o O >- CO « CM 00 (D c-i ■V n CM O — CM CM in t^ CM CM — rt — CM in t^ C^l CM CM CM t^ CO CM O CM 00 CM CO CM -. o o 05 05 00 00 o o C5 0> o o o « __ „_ „„ o o o — C5 cv ^ ir^ ■- •« ZQ CO c a 00 00 o o O 05 OQ o " — « « t£> T-< « to d CM S"0 O 3 ! j: ^ c L^ c •a J3 .£3 c u (U c a •5 CO 'S _o ^ ^ o u rt O u § 00 o c/: -a « -^ c: > j= a J E c 137 Universit\' Survey Report o o o o in o o o o o o o O ■<* 05 O lO o o o o o o o O O O O UO o o o lO m" i ■*» 1 and of NE rt Lots ion rt E. i a o Q « . c- -a Q r •a ■< 'C CQ £8 fc] -a 0, (J. -a ^ _,■ w .2 --o •a ?l 5 rZ f- Z 2 ^ 00 -Z cc •z U : t^ CO . ■* e H o Z : "-> lO o (N • V - 1/: h 'a O H. ^ Q W -1 -5 - > _ - "o ® S ■ "?": r • -o •o U -o ■o . <; <-^ c oa CQ - CO '^ -^ '^ ^ "^ o CQ cs " '^ -^ "]!! •-' 00 *. " " • o o Z J J •< T3 T) J^ < < in O 2- fc, M u s o o •a K CQ CO o o y \ CM ■* CM O Tt< -^ CO Tjl •'1' -^ O CO CO rt rt in CO CO O 05 o o rt Tf O rt cvi CO to ;0 ;0 to CM C^l CM CM rf in 50 t^ CM CM 05 05 -^ CM CM CO CO CO T)> Tt CM f^ CM CM CM CO CM ■<# -^ CM CM in in in in ^ ^ ^ ^ CM CM rq CM 00 tl CM « CM CM 0> 05 CO CO CO Tt ■* Oi ^ Oi ^ Oi 05 OS TJ* TJ^ ^ Tj* Oi a o> Oi ZQ C^J CO _>> _>i M xi .a P 3 -^ « 4) ►, h-, ■< fc, fc, CM 0> rt rt rt rt rt SS ■-S 1-5 ^ ^ cm" en in ^ '^. 1 1-5 « rt rt rt rtrt CMCM CO COC0COM"r)< rf^ t)< M'tj-tI"-^ r) Oi a a a c^ g> c^ d a o^ cs Oi cT) a c^ oscs 05>i rt rt rt rtrt rtrt rt rtrtrtrtrt. rtrt ,-1 rtrtrtrt rtrt rtj3 i^ •'1' CM oooo cocM O oiocosom CMin rt rtOrtcn rto mt- rtCM rt rt CMrtCMCMCMCM COCM M"-!^ - O o ^ X edS >5 333 "« >5rt 3 3333 33 a "^ <, in C/J A/i >-S'-J >^ l-?l-)l-5tLlttl <:i=5 l-J l-Jl-ll-jl-S l-jl-S «-5C CO £.< c ■u •^, 3 in C < CO 00 -a ^ E 2 S £ CO CQ cc o u 3 i'^Q" CO -a . 1 U 3 g ^ ti o ^^ Oh (=^ 1^ c ■- ^ rt " 3 fc. ^ fc, o ^ _• «) TS 3 -a 1-i O M ."H o C/3 oj^ 6 >i a 5f^^ u CO • - £ ^ = ::fei2fa < < 138 Findings of Board of Public Affairs > ^ coo c o ~ O "^ ^ ?=' >^ >^ ^ o c =^ ^ ^ <^ O O o o c o "^ O O o o o O o o O o o odd o o o t^ o^ o_ o o o o o o o o CO ?. ^ 3 Tf ^ -^ -^ — ' C5 C5 C; 05 C5 Ci c c c ^ O O O DC-O OJ en o -a c (^ « tic -a O c3 _ _ ex o «u1 P3 „, en .S S ti! J Oh U O U W h K S hJ Oh H is S 5 j3 S .9 DO- C3 o 25 O ri ^ 1^ C CO p _^ 05 ^ CO en cc •-• T3 -O -^ c a K W J OQ 00 T "^9 9 i^ C5 ^ O fo -rr CO ■^ -^ rH a C3 — - X _ c/3 o o C/D ^O z-sa 1— I CO CO CO 00 CI > £c3 o ^ o o o o o" lO o o o o o o o o o o o^ o_^ o__ o^ in oo" in" Lo i-T lo CO iM in o c ♦-> '-I CI as as 1-1 « « 4; "O 2 S ^ S M _c I-, a — ' ^ (Z: c/2 oo "« — ' c c c K CQ O o =^ S :5^^^^^^2^_^ c/: S ^ -^ 3 O .S « S '-^ '-^ « ^ T-^ d fcJP3ooUOJO^^ o 1-1 CO CI s 3 - 00 ^ ^ c CI > « m CO 3 CO o ^ a .2 2^ U. '^ r^ " -^ ^ ^ C C3 O O CO ;=; in « U r3 ^-^ -2 C3 <;00^-ooo50'-cico TtT;j!3iTjiT}'T7 tf^ >7 "? i:^ H Z C/2 3 to o o o o o o odd O O CO O o -^ o' ^ cf d CI o &^ CJ o o o o O 00 O o o o o o o o o o o o o o d> d> d di o o o o o_ q_ o^ o__ in in in i> ci o rr 00 o o o o d d o o m o o o o o o o d d d o o o R. R. '^, cf CO 00 'T' CO Cl ^ CJ o o o o o o o o o o c o a *j .-1 m o X o :^oooooccox!oooc — CO tr o ^ m o m in in t-- 00 ;t^r--oooocoxococc;as o — o o o 00 CO 00 oC' 00 ;0C00XO00C:X000C000C 00 00 : to : : O : : ■ (^ : O : : : as : C5 : : : »— 1 ^ C3 J3 c3 a o s 3 • O _; 3 'T-' O O I—' on CD 22 « e CO U -^ o a ^ ^ OD ■S s ^ ^ ^ ^ .ii c3 .S •3 « °^ ^ ■^-• . C3 -a = 2 > == iS CQ O ^ — o txi c :3 -c 7^ cs =« c o M "3 — 3 Oh « — "Iii S u 73 Q "-^ £ fi) Z OO P ;^ 00 o o u <; Ph a. c/2 S ^ u c H-1 o Ph a .^ V3 D cc HI < 2 s «2 • a :5 a-^ :c ;3 ^ >> < 5 CJ U >< K <— icico'^incDt^ooosO'— 'CI CO ■"^incor^oo 139 University Survey Report 3 c3 o c o c o o o o o o o o o o o o o o C I> 1—1 ^8 03 CO o tn CO in &% T-l o o o o o o d d o o o o O lO T-( o o o CM in o in rt CO ^ PQ 1— I 05 -o -o -a O O O O CO >^ O C3 tH 5 u o: m 3 -rt m «D o . . . CL o o o X b"© CS Q oooSSo 8 o o o o o o o o o o o o o o o o o o m o o o in o i> o CM m C5 C75 CM o o o 8 o o o o o o CM O O o o o o o o O Tf Tf in 05 CO t^ in CO CM '^ o o o o o o o o o o <6 16 d> d) d> o o o in un in o c-i >- o o o o o o ^ ^ CO ^ 3 -a -X ■^ 7^ a w Q . o i: ^^ a 3 o C C o C S o ? 3 3 3 <:- 000® Oh CL, li, K 3 3 « O I- K O a, o tH !J w 00 ^ C3 ^ O " a ^ » tie fa ^ aj C ;:^ -— Ci 3 o T3 g Q m ^ (1, C/3 * .-I CM CO -^ m CO a; 00000 Ttooo50 ■■-H CM CM CM CM CM CM CO CO CM 3 es 3 *J 00000 00000 0000000 0000000 00000 00000 00000 0000000 0000000 0000000 O O t^ CM CO T? CM CM Tt o o CM m CM 00 m CM r-i i-t in Tj( CM i> 0000 o 0000 o • • • 00 000 o 000 o 00 o m in CM o in o o o ci o in o -^ in 00 CM CM CO CM O <-i CM O .-1 O ^ 00 c; C5 o^ . ^. w- w. ^. w. ^ ^ ^^^^ ^^^^^^^^ 00 ■^t^t^oc^it>t^cr; 00000000 00000000 000 o o 1—1 1—1 o crs 3 P3 O s s 3 ffl < tiO m m;S _s-i t- . o en Q Q < > C^ ec « K 3 C s O .3 rt .^ w S G, 3 C/2 00 >> 3 .i= « 5^ Q ^ ^ W 3^0) >>tL< CQ Ph "2 .ii O QC 00 Q Q E < <■ o o ^ O 3 o 5PZ o- X W o K C^ C/D K ■;il Qcco 3 -O ^ o p5 o Q H lU « : a TJ a HH u T3 OJ ° 3 T-j OJ e" i . fc; -^ 4J J g : -a c;3 0) x; c/2 ,0 . s-3 ^ 00 00 C s5 hJ ^ H Oh i-iCMCOTfin COt^OOOO'-'CM •<:}< in to I> 00 o 140 Findings of Board of Public Affairs o o 00 m 00 i 4) c ^ o -a O 03 0) H 42 UH ^ cc u T3 e 6C ^ T3 C! K''§ 3 C cfl ^ r o rt CfJ a o o ^ a; ^ c t: C8 a, E ae 00 «J h ^^ 3 U o f, b s"" « ^^ S CO Tj* in l> N ^ tr «8 ^ ^ tq . o d 6 6 c > C • ■4 6 C Tj d z :2 iz:*.^ * ^ ;<^ u , CfJ . o y- (M CO ■<# lO 05 c> 05 o o o o o o odd o O «5 <£> rf CO o o d o OS oZ OJ 4) O 3 WH O 1^ 4= QO'o -a 3 o 4= S i2 HI h O, O «o r^ 00 OS d d d d :z:zzz c X on « *- c g ^ P U Q 1^ d d o o c c c^ T3 . U in Q Q ZZ o o zz o ffl 0! O o S S d d ■^ O O O LO o in o -^ LO CO c^ o o o o d d o in 00 in O 3 o Oh 5 DO'S a Q W a ji o o 42 a; C/3 43 .S oo U PS . • ^ O O JJ ZZ -S; O U 00 ffl S Q .-I C5 CO ■<* in CO 6 6 6 6 6 6 zzzzzz »- 2 3 "c |5 = | c « 5 c - _o o X. S C/2 fcn r-< -O C^ A ^ A Z Z ffl ^ CJ C) -— t 1/2 ^ c3 c/: o «^ c c o CO « d S in §S o o ZZ 141 University Survey Report I> Tf 00 O lO c^ Tt o >-o ir: lO i> 00 CO CO o; CO 05 i> oi O^ IN Oi 05 TJ<^ 00* t^ r^-" c^f cS O 00 (N O &0^ CO CM 00 r^ oi o CO CT: »— 1 05 CO T-i O uO O -^ O ■^ 1— I r o ^ r^ CO* lo" cT CO o CO CO i— I C5 lO CD CJ lO C5 C4 r~; iM -^ C5 00 ^ n- Tt t^ ^ 00 O 1— I CO <:0 C-l_ ^ CO" r-T I> !>• 05 CO CO lO CO O 00 '-J CO CO 05 00__ CO 05 CO oc 01 i-i u c75 cc o , 1 Oh o CO 6% o o 00 o CO CO . o in in 1—1 m d 00 CO* I— 1 m d (M O O o o 00 CO CO CO o < o 6^ 05 O C5 1-1 CO o in i>I CD CD O 00 in CO 00 CO (N i-H CO CD 05 05 (M 05 I> co o CO CO O CO CO 00 OC CO (M <-i 1— 1 I> . (M CO • CO CD : CO o • i> CD ^-( in 1-1 (N r^ CD 05 CO CO CO CO 00 CO Tfl 00 O 05 CO I> 00 C^ IM CO in 1— I T-H 05 (N 00 i-H CO ^ 1-1 TT 00 05 i-H 00 CO 1-1 ^ CM O CM CD O 00 CD CO 1-1 1-1 CD I> C^l ■ > C (-1 O C3 i3 h4 3 OJ c/3 7= "o T3 1 ^ ^ ^■- -2 CIh ^ H-1 O 'tfi . O 3 oo_; -fn 5 H-f= o rt 1-1 CM CO •<* in a ^ .H 3 •S 'on ^ 'S 2 < W J S c)2 CD I> 00 oi d 142 o ... 03 rt a a HO in .2 ^ ^.2 13 on o a -^ !3 00 -Q op 03 ^.2 !« ^ "-l^ t-w (-N !> fe di 00 1-1 CM CO ^ in Findings of Board of Public Affairs CONCLUSION The foregoing chapters are submitted as the findings of the State Board of Pubhc Affairs. Absence from this report of specific recommendations relative to any matter commented upon by any investigator employed by this board is not to be construed as an endorsement of his views. In several particulars the Board of Public Affairs does not accept either the conclusions or findings of one or the other of the investigators employed by it; but either because of want of full information or for other satisfactory reasons this board withholds specific recommendations. The survey of the University w'as conducted by this board in an earnest desire to present significant facts relating to the management and general policies of that institution, and not to prove any particular thesis. That the administration of the institution has been of a superior order is evidenced by the position the University of Wisconsin holds. The long list of useful, highly competent and brilliant men and women it has given to the state and to the world will stand as a splendid record when much of the present criticism of the university has been forgotten. Yet it is important that the state should critically examine its university. Every- where, education is being subjected to rigid inquiry. Its ideals are chang- ing, its utility is brought in question by new and changed conditions of society, and there is demand for new departures and new methods to meet new needs. A study of "the efficiency of teaching and educational methods" is herewith presented to the end that the uni\ersity may be made to serve more completely present and future needs of a great and growing common- wealth. The State of Wisconsin stands upon the threshold of a new era. It looks hopefully and confidently into the future. And in this future, as in the past, the University can and will play a vital part. STATE BOARD OF PUBLIC AFFAIRS, Madison, Wis. Francis E. McGovern, Chairman, Dec. 29, 1914. M. C. Riley, Secretary. APPENDICES Report of W. H. ALLEN To to Board of Public Affairs and Comment by Committee of University Faculty upon the Allen Report Report of E. C. BRANSON To the Board of Public Affairs and Comment of Dean H. L Russell upon the Branson Report SUMMARY REPORT OF W. H. ALLEN TO THE STATE BOARD OF PUBLIC AFFAIRS PART I PURPOSE AND METHOD OF THE UNIVERSITY SURVEY. The survey of the University of Wisconsin was provided for in the appropriation bill which in 1913 authorized the continuance of the State Board of PubHc Affairs. Not only was the university survey provided for, but it was specifically ordered by the legislature. For this specific direction there were two reasons: 1. The rural school survey which was finished in 1912 and the normal school survey which had already begun, had proved the advantage of substituting verifiable information for hopes, bias, or assertion when dealing with educational matters. 2. Both outside and inside the legislature the desire for a strong and adequately sup- ported state university w-ent, in many minds, side by side with uncertainty or criticism about certain phases of university management. These two reasons were interpreted by the State Board of Public Affairs and the survey to mean a desire on the part of the state to have 12 general questions answered: 1. What if anything is the University of Wisconsin undertaking that the state as a whole does not wish it to do? 2. What if anything is the university failing to undertake which the state wishes it to do? 3. Is the university doing well enough what it does? 4. Is it doing inexpensively enough what it does? 5. What parts of its work, if any, are inadequately supported? 6. What parts of its work are out of proportion — too large, too small — to its program as a whole? 7. Is the state's support of the university proportionate or disproportionate to state support of other public educational activities? 8. Is the university's business management^in policy, planning, purchasing, super- vising, checking and reporting — adequate and efiicient? 9. Does the legislative policy in deahng with the university and other educational activities reflect adequate information and efficient use of information? 10. What is the university's relation with, and influence upon, the rest of the state's system of public education? 11. What are the standards of living — social and economic — in the university? 12. What not-yet-met needs of the state which the university might meet and what opportunities for retrenchment or increased efficiency should be reported to the next legislature? To answer adequately and in detail each of the above 12 questions would take more money than the legislature provided and more time than was available. Nevertheless, the fundamentals of each question have been answered. The report clearly shows the fact base for each statement made, and lists certain phases of university manage- ment that need further study before next steps can be taken. In asking and answering questions about higher education the university survey has used the same method which was used in studying the rural and normal schools of Wisconsin. The public's right to know, the public's need to know, and the public's reasonableness when it does know, have been the three starting points for all questions and conferences. Together they make a point of view which the survey has considered itself under mandate from the legislature to pursue. At no time has the survey forgotten that it was commissioned to represent the general public which has questions to ask rather than the exceptional public which has answers to give about university management. The right of the public to know goes much further than its legal right to ask questions, and has been assumed by the survey to include the following collateral rights: The right to understand. The right to be understood. The right to ask questions. The right to specific answers. The right to make suggestions. The right to have suggestions welcomed and considered. The right to education fitted to individual students. The right to education fitted to state needs. 145 University Survey Report The right to education it can afford. The right to postponement of what it cannot afford or does not yet understand. The right to be taught by the university at Madison, at home or at branches in different parts of the state. The right to education that looks forward. The right to teaching bv those who love teaching. The right to adequate, frequent, intelligible statements of fact about growth and cost, and of needs not yet met. The right to higher education which stimulates and supplements secondary and elemen- tary education. The right to ediciency of method, organization and personnel. The right to settlement of educational questions on the basis of fact. The right to research that is scientific and scientifically supervised. The right to use the same language in discussing university efficiency that is used in discussing other human relations The right to a university second to none in the world. A COOPERATIVE SURVEY. In both raising and answering questions about the university, the survey has sought cooperation from many different sources: the university itself in its many divisions, both administrative and educational; students; university alumni; newspapers; public school men throughout the state; educational and administrative officers of other universities and colleges; advisory committee of the State Board of Public Affairs, etc. The 12 general questions quoted above were sent out and over 500 answers were used as guides, to study. Special questions in addition were sent to the university faculty, to alumni, to department chairmen and to several hundred selected students. In November, the university Board of Visitors sent a set of questions to resident students and to graduates of IQii.S-H, stating that these questions were to supplement inquiries made by the survey, THE SURVEY ADVISORY COMMITTEE. To insure understanding of each step in the survey by representative citizens, nine state- wide agencies were requested to name three representatives from whom the state board might choose one as a member of a survey advisory committee. Members of this committee have not only received copies of survey material, but have participated in discussions. The committee consisted of W. L. Ames, (American Society of Equity), Mrs. A. Egdahl (Wisconsin Federation of Women's Clubs), resigned, Louis Hanitch (Wisconsin Bar Asso- ciation), E. S. Hayes (State Medical Society of Wisconsin), M. N. Mclver (Wisconsin Teachers' Association), A. C. Powers (Wisconsin State Grange), Carl Rudquist (Wisconsin Bankers' Association), Frank J. Weber (Wisconsin State Federation of Labor), E. E. White (Merchants and Manufacturers' Association). COOPERATION WITH THE ALUMNI ASSOCIATION. The alumni association was not asked to name members on the advisory committee because it was expected to send questions to its members. Moreover, it was felt that because of the peculiar semi-ofTicial relation of the alumni association to the university, it would be prefer- able to the association to deal directly with the survey rather than through membership on an advisory committee. By reviewing the questions, by furnishing information, and by frank discussion, officers of the association have been cf help to the survey. COOPERATION WITH THE UNIVERSITY. Far-reaching cooperation with the university has characterized the survey from the beginning. Every effort was made when preparing the questions to bring inside experience to bear so as to be sure of including as many fundamental questions as possible. Before the State Board of Public Affairs adopted its plan of procedure the president of the university concurred in the proposal to begin classroom observations in the Department of Education and the course for the training of teachers, including the Wisconsin high school. At the .survey's request Professors Elliott, O'Shea, Henmon, Starch and Mr. Seybolt each visited from one to three classes with a representative of the survey, at the beginning of the survey's study of classroom instruction. The survey would have been glad to have con- tinued this method in all its visits to classes. Findings of fact have been submitted to the university for comparison with official records; numerous conferences have been held with committees and officers. With respect to each section of the report, the following steps have been taken in addition to the correspondence and conferences which preceded the survey's formulation of findings: 146 Allen's Report 1. Copy of the tentative draft of each section of the final report was sent to the secretary of the Board of Regents. 2. Mimeographed copies were sent out by the secretary to the regents and Board of Visitors, and also additional copies to the State Board of Public Affairs and its survey advisory committee. 3. The original proposal of the survey was that the survey report be compared with university records and experience before the university commented. This plan the university rejected (exhibit 35). 4. A committee of faculty members or other ofTicers, appointed by the president of the university, studied the reports in detail and prepared a comrnent. 5. The university's comment was mimeographed and sent to all parties to the several joint conferences. 6. After the university's comment had been studied by the survey staff there were at first regularly, then irregularly, and at last no, special conferences to go over matters with regard to which there was disagreement. 7. In all the early cases where the conference did not remove the disagreement the details of some sections of the report were compared with the details with which the comment disagreed, at a joint conference of the state board, regents, etc. As stated in exhibit 35 conferences were not held regarding later instalments, — much to the survey's regret. With negligible exceptions, regents, university officers, and faculty members have gone further in helping the survey secure information and in making its personal relations enjoy- able than could have been expected in advance. It is true that in commenting upon instalments of the survey report, many statements of fact were denied by the university where the record seemed to the survey indisputable, and many suggestions were swept aside by the university as valueless, which the survey regards as valuable. But these conditions have to do with the way the university has received the final report and in no way detract from the fullness and pleasantness of the cooperation tendered while the facts were being gathei'ed. COOPERATION WITH NORMAL AND CITY SCHOOLS. Feeling the importance of visiting classrooms and being pressed for time, the survey asked city boards of education and the Board of Normal Regents to loan experienced teachers and supervisors of teachers for work in connection with the university survey. Men and women experienced in teaching, in school administration, and in supervision of instruction gave from a minimum of one week to a maximum of 10 weeks without other cost to the state than railroad fare and hotel accommodation. Every question raised by the university as to whether these observers from public and normal schools would look at instruction from the "university viewpoint" the survey has answered by recalling first that these well prepared observers were selected because the excellence of their own work as teachers and supervisors had been observed by Mr. A. N. Farmer when conducting the normal school survey, and secondly that they were visiting university classes because they were especially fitted to describe university work for the training of teachers. The one observer whose own work had not been observed by the survey had been a member of the ofTicial Board of Visitors of the university and president of the Wisconsin State Teachers' Association, and has a distinguished record as superintendent of Kenosha schools. Special obligation is expressed by the survey to the State Board of Nornial Regents, the boards of education of Chippewa Falls, Kenosha, La Crosse, and the presidents of normal schools at La Crosse, Oshkosh, Platteville, River Falls, Stevens Point and Whitewater and to the following instructors and officers who assisted at Madison: Misses A. L. Day, H. E. Purcell, R. C. Swart, Mrs. M. D. Bradford, and Messrs. L. P. Benozot, David Berg, Stacy Bowing, C. J. Brewer, F. L. Darrow, DeWitt Elwood, A. N. Farmer. H. N. Goddard. W. C. Hewett, J. D. Mallot, F. E. Nurse, C. R. Rounds, F. L. Olson. W. H. Sanders. H. W. Schmitt. H. L. Terry, Carl Thomason, Watson, L. M. Wilson. HELP FROM STUDENTS OF EDUC.VIION. Of much interest to higher education generally is the fact that many men and wonien came to the survey without cost to the state for the opportunity it afforded to study at first- hand certain elements of university policy and university eflicioncy. Thanks to the extent of this cooperation, the ground covered by the survey has been nearly twice what would otherwise have been possible. This aspect of the survey's work, more than any other, impressed the United Stales commissioner of education. When, after repeated questions, he asked if the survey thought it would be possible to gather such a body of students around the lai)oratory material at the United States Bureau of Education, the survey director replied that if the wealth of infor- mation in the United States Bureau of Education were made available for laboratory pur- poses to- advanced students of education, it would surely become the im)st important center of educational research in the L'nited States. 147 Um\ KRSiTY Survey Report The University of Wisconsin, the State Board of Normal Regents, any state department of instruction can add grcativ to its scope and competence and at the same time influence school administration and educational research by turning over administrative problems for similar analysis. ■ , > ,• In addition to those who assisted only in the observation of classes special obhgation is expressed by the survey to the following: Misses E. A. Busch, Emma Conley, A. L. Day, Lucia Fox, A. S. (iradv, (iertrude Hendricks, Grace Hettinger, M. E. Leeds, A. B. Kirch, H. E. Purcell, J. R. Rankin, Mrs. Carl Thomason, Mrs. L. M. Wilson; and Messrs. D. E. Berg F. L. Darrow. DeWitt Elwood, R. W. Himelick, C. N. Hitchcock, Walter Matscheck, F. ll. Olson, A. W. Rankin, H. J. Reber, B. M. Squires, J. L Sutcliffe, W. W. Theisen, Carl Thomason, W. S. Welles, L. M. Wilson, R. E. Wright. OTHER ASSISTANCE RECEIVED. Many state and city departments, former regents, editors, business and professional men, etc., have helped at different stages of the university survey. Presidents of state universities, heads of state departments of public instruction, others interested in educational administration, have responded generously to different calls made by the survey. This general cooperation is interpreted to mean nation-wide interest in the problems presented by the survey, and also evidence that cooperative analysis of educational problems, including higher education, is feasible as well as desirable. GROUND COVERED BY THE SURVEY. Part IV and exhibits 1-36 of the report give in detail the ground covered by the survey. A summary of principal studies follows: 1. Answers to the twelve general questions from 305 faculty members, 30 editors, 147 school principals and superintendents and over 50 others. 2. Answers to an extensive general questionnaire by 502 faculty members, and answers to special questionnaires sent to different faculties, division heads, chairmen of departments, such as extension, engineering, agriculture, etc. 3. 9,500 blue books and term papers. 4. 432 descriptions of classroom exercises, supervision of instruction. 5. Detailed analysis of use and non-use of rooms in university buildings. 6. Theses written for bachelors' and masters' degrees, as well as eight doctors' theses, other phases of graduate work. 7. Investigations conducted by the faculty and regents. 8. Budget and method of budget making. 9. Minutes of faculty meetings. 10. Wisconsin high school — origin, supervision, teaching, cost, etc. 11. Provisions for training teachers. 12. Teaching experience of faculty members. 13. University Extension Division. 14. College of Agriculture, studied and reported upon by Professor Branson. 15. Questions regarding the College of Engineering. 16. University publicity. 17. Listing and inspection of rooms, dormitory provisions. 18. Small classes — number and cost. 19. Foreign languages — requirements and classroom observation. 20. High school inspection, entrance requirements. 21. Appointment committee for placing graduates as teachers. 22. Organization of the university for management and supervision including analysis of the laws and by-laws of the regents. 23. Organization of the" Board of Regents, including official Board of Visitors. 24. Miscellaneous subjects such as provisions for retiring professors; compulsory work in English and attention to English in other than English courses; the catalogue as a guide to university work; analysis of grades and the university's publications on grading; the adviser system; needs of the university; working hours per typical week and outside earnings of faculty members; various problems of education and administration and student life; university's method of computing per capita cost, etc. GROUND NOT COVERED BY THE SURVEY. The business side of the university has not been studied as much in the usual way as the legislature may have expected. More attention has been given to the causes of cost and the university's method of con- trolling such causes than to detailed analysis of prices. 148 Allen's Report A university is an educational institution and not an institution for the purpose of pur- chasing suppHes or repairing buildings. The business organization of the university must be regarded as "impedimenta that facilitate" its educational work. The survey has tried not to become so engrossed in '.'impedimenta" that it would overlook the purposes which "im- pedimenta" are intended to serve. To ascertain the extent to which a physical plant costing over $5,000,000 is used will prove more helptul than to check the prices. To secure a fact base by which the legislature can decide whether a half million dollars, or more or less, is needed for new buildings, seemed to the survey more important than to learn whether the janitors for existing buildings are wasteful in the use of disinfectants or penurious in the use of water. Having learned that time records which will show cost are not kept by janitors or clerks, the sur\^ey has not made time studies. Having learned that a large proportion of the cost of summer sessions is paid for by regular sessions and not by the summer session, the survey has emphasized the need for a method which will charge summer session cost to summer session. Every study, however, has disclosed need for further study. Many activities have not been touched by the survey; reports upon others are filed among the survey's working papers but because of lack of time have not been put into final form. Among these may be men- tioned: Department of Physical Education, military drill. Department of Clinical Medicine, Medical School, registrar's office (recommendations only are included in exhibit 36), returns • from several universities as to cooperation between civil service commission and universities, comparative growth of universities in enrollment and expenditures, student "mortality" at the University of Wisconsin, "inbreeding" in its faculty, returns from alumni questionnaire, answers from faculty members as to methods and practices which might profitably be borrowed from German universities, many tabulations from faculty and special question- naires which will well repay further study and correlation. In addition, several studies at the survey's request were undertaken by the university but have not yet been completed. These include the per hour cost of instruction by departments and colleges and the dis- tribution of non-resident students by classes. It is believed that the second study especially the university should be required to complete before the legislature considers legislation either upon the university's requests for appropriations or upon proposals to change the non- resident tuition fee. The data and information collected but not digested or interpreted by the survey represents a wealth of laboratory material which would yield rich results if further studied and correlated by students of economics or education. HOW SURVEY RESULTS MAY BE USED. In conclusion it is emphasized that the survey studies are intended not to solve problems, but to outline them; not to settle questions, but to raise questions for consideration by the legislature and administrative oflicers. The report summary and the detailed descriptive matter when supplemented by the working papers will, it is hoped be used, as they are intended to be used, for the value of the detail when compared with the detail of university management. Important as are programs, policies and principles, managing a university is a problem of applying judgments to specific individuals, specific times and specific relations. In preparing its report, the university survey has had chiefly in mind the applying and testing rather than the formulating of policies of higher education. THE UNIVERSITY SURVEY NOT A COMPARATIVE STUDY OF STATE UNIVERSITIES. "With respect to only two or three subjects has the university survey compared the Univer- sity of Wisconsin with other universities. Instead, what Wisconsin does has been compared with what Wisconsin needs. The reason for this method was explained to the president of the university before the outline for the survey was finally adopted. Any comparative study of universities within the survev's time and money limits must be a comparison of what appears m published reports. Because reports do not as yet use a common language which means the same thing when used by different universities, a comparison of reports would be a comparison of things that are unlike. Secondlv, the fact that Wisconsin is or is not doing better than another state institution is of infinitely less importance to the people of Wisconsin than the fact that the University of Wisconsin is, or is not, doing what its own facts show should be done. At one of the joint conferences an officer of the university stated that before he would use charts showing the universitv's use and non-use of riassrooms, he would want to know what the practice was in other universities. A director of the survey replied that the survey was being conducted upon the assumption that the validity and usefulness of information about Wisconsin's use of its university buildings in no way depended upon what other universities did not know about the use of their buildings. 149 University Survey Report If the purpose of a survey were to appraise and to evaluate, fairness would require a comparison of the university" surveyed with other universities of its elass. Since, however, the purpose of this particular survey has been not to appraise but to answer specific questions and to find specific opportunities for helping, Wisconsin's university has been studied against a background of Wisconsin's students and Wisconsin's conditions, of Wisconsin's realization and Wisconsin's onuortunity. PART II WHAT ITS STATE UNIVERSITY MEANS TO WISCONSIN The people of Wisconsin feel that the university is their university. They think of it as some near thing that belongs to them, rather than as some distant thing for which they pay taxes. Even when a particular policy or expenditure is questioned, the questioner usually begins by asserting the university's usefulness to his state. There is a reason. "The university" has come to mean in Wisconsin universal opportunity, and opportunity too that goes wherever ambitions and problems are. The university means service to take and to give, not a mere place to go or to to send children to. The university has made itself understood by the overwhelming majority who are not "college bred." Its "higher education" means "wider education" that is high enough to throw light not only upon every farm and every home in its state, but way beyond wherever education is discussed. Before there was a faculty or a student the Wisconsin state constitution in 1818 provided for "a state university at or near the seat of state government." The framers of the con- stitution went further and provided for connecting with the state university "from time to time such colleges in different parts of the state as the interests of education may require." The spirit of this provision if not the letter has been carried out in state wide extension work, visitation of high schools, agricultural experiments, county and district centers for disseminating information and stimulating incjuiry. From the first the state has been liberal in voting funds. Continuity and progressive growth have now been provided for through a 3/8 mill tax on personal property and real estate. Liberal as is this tax it is exceeded by each successive legislature in appropriations for university purposes. When the notable growth of the university is cited, the notable response by taxpayers should also be remembered. Increased allowances have anticipated future growth at the same time that they have recognized past growth. In the decade since 1905 the enrollment of Wisconsin students in regular courses has increased from 1,98.3 in 1903-01 to 3,301 for the year ending June 1914, or 66.5 per cent. The summer and short course enrollment of Wisconsin students has grown from 631 in 1903-04 to 1,626 in 1913-14, or 157.5 per cent. For all short and regular courses the reported enrollment has increased in the ten years 1904 to 1914 from 3,164 to 6,765 or 114 per cent. Besides, is the great increase in the numbers directly reached because of correspondence work, farmers' institutes and other extension work. The expenditures for all purposes have increased in this same period from $771,053 to $2,805,206, or 264 per cent. EDUCATIONAL LEADERSHIP IN WISCONSIN In growth Wisconsin's university is notable but not exceptional. On the contrary other state universities have grown more in 20 years and 10 years. Wisconsin's enrollment in all courses has increased from 3.343 in 1904-05 to 6,765 in 1914, or 103 per cent, whereas California during the same period has increased 117 per cent; Oklahoma 164 per cent; Oregon 185 per cent; Washington 372 per cent: Georgia 494 per cent. From 1894-1914 Wisconsin has in- creased from 1.727 to 6.765, or 292 per cent, whereas Colorado during the same period has in- creased 384 per cent; California 394 per cent; Oregon 402 per cent; Washington 613 per cent; Illinois ()71 per cent. In actual figures Wisconsin has increased since 1904 by 3,422 enroll- ments; Californ'a by 4.733; Tennessee by 3,732. Since 1894 Wisconsin has increased by 5,038 enrollments; California by 6,997; Minnesota by 5,293. Numbers and advertising give practically all state universities the title of educational lead- ership within the states that support them. So much has naturally been true of Wisconsin's university f re m the first. So far it is like other state universities with few exceptions. This educational leadership in Wisconsin has meant more than appealing to the imagina- tion of l)oys ;uul girls in all parts of the state, and more than furnishing teachers for a part of the state's high schools. Effort has been made to help communities strengthen their own edu- cational systems, particularly their high schools, as a means of preparing students for the university. 150 Allen's Rp;port But the vital institution that is now thought of when |>eo|)ie in Wisconsin speak of the uni- versity is not so nuich the university which teaclies students at Madison as the itinerant, or peripatetic, or ahnost ubiquitous university that in addition to teachini^ at Madison has gone about the state by mail, by lecturer, by press service and by district teacher and demon- strator. Of 41 pages of description in the 1914 bulletin entitled "The University," 23 pages are given to agriculture and agricultural extension, and to other extension work. Normal schools have sent more teachers to elementary s(-hools and to high schools in the state than has the university. The State Department of Public Instruction meets more chil- dren in more schools of more sections than does the university. City school svstems reach more young people through organized instruction; Milwaukee, for example, has more en- rolled in its high schools than has the university in its regular courses. But none of these other educational factors has offered to citizens in every walk of life, no matter how meager or how- advanced their education, help toward continuing their education and solving their every day problems. Hundreds of thousands have not availed themselves of the university's olTering except as they may have read educational matter which has appeared in the public press and as they may have been indirectly influenced through the university's alumni, correspondence stu- dents, farmers benefiting from university experiments and instruction, etc. Yet relatively few have failed to be moved by that newer conception of tax-supported higher education, of which the University of Wisconsin is as yet the world's foremost example. TYPE OF SERVICE TO THE PUBLIC THAT SUPPORTS THE UNIVERSITY OTHER THAN INSTRUCTION OF STUDENTS AT MADISON It is more difficult to make a complete list of types of service which the university stands ready to offer and to try to offer to Wisconsin than it would be to list kinds of service which it is unable to give. If a physician with a country practice and without laboratory facilities wants to know whether a suspected case is actually typhoid, diphtheria, or tuberculosis, he may learn within a day if he will send a sample of blood or sputum, etc., to the state laboratory, which he thinks of as the university's because it is provided for in the university budget. If a country school teacher wishes help in organizing a parent-teachers' association, or a social center, she has been told by the State Department of Public Instruction that the uni- versity has a bureau for giving just that kind of help. If a farmer's wife, a plumber, a lawyer, a school teacher, or a boy who hopes some time to be able to go to college, wanted to study a vocational subject, or literature, or a foreign language, or mathematics, the University Extension Division stands ready and eager to help. If a club wants a series of lectures by one man or several men, or a survey plus three days of meetings to consider next steps that should be taken in the interest of its community's health, or school work or government, the university ofTers to conduct a "community institute." If an organized chautauqua, or a heretofore unorganized group interested in educational en- tertainment, want meetings for a day or three days or a week, the university has arranged to furnish organizers, instructors, and entertainers. If a farmer wants tobacco seed or seed corn tested, along with particular soil in which it is proposed to grow tobacco and corn, he may call upon the university; if he can spare the time to take a special course (varying in length from one week to 14 weeks) he may study butter- making and cheese-making and other practical subjects at Madison in the atmosphere of the university, and with the aid of its instructors and laboratories. If those who fish for sport or for gain want the lakes freed from inedible fish that eat edible fish, they feel free to call upon the university to show them how. If an individual mayor or a league of mayors or auditors want to know the latest approved practice in American cities, or want copies of laws and approved records, the university has an outstanding ofi"er to help. If a school principal wants to know for a struggling school how near it has ajiproached the university's standard for accrediting and for ranking among those schools which have passed the minimum requirement necessary to state-wide recognition, the university will send in- spectors. If a legislator wants to know the world's experience in taxation or in dealing with i)ublic utilities, he feels free to call upon university professors not only for interviews but for investi- gation that may take months. If the governor or any other state administrative oHlcer wants help in having facts com- piled and analyzed and interpreted, he feels free to ask the university to help. Moreover, those who have not felt the need for s]iccial help from the university find them- selves reacling in metropolitan, semi-urban, and in veritably hundreds of rural newspapers helpful statements on health, domestic economy, farming, self-improvement, and "produc- tive use of leisure." So general is the feeling, especially among farmers, that the university exists not only for the state but for individuals within" the state, that indignation is felt either when the uni- versity fails to act promptly upon an individual's request, or when it confesses its lack of equip- ment for answering a particular question or making a particular test. 151 Um\ HKSITV Sl HVEV RePCRT WISCONSIN UNIVERSITY'S STANDING AWAY FROM HOME Reputation abroad helps at home. Every Wisconsinite is better for knowing that his university is esteemed elsewhere for its rapid growth in both regular and short courses; for securing liberal legislative support; for its avowed willingness to amend, break or preserve scholastic tradition as social needs may dic- tate; for its large number of students from other states (over 2,000) and from foreign countries (over 100); for the standing of its instructional staff and investigators among distinguished men of letters and science; for the success and forcefulness of its graduates in politics, jour- nalism and business; for its leadership in the university extension movement; and for its dem- onstration that public service vitalizes instruction and research. To the United States outside of Wisconsin the so-called "Wisconsin idea" suggests not so much politics, or government, or commissions, or senators, or legislation, but rather university leadership 1. In responding to opportunities and demands presented by its constituents. 2. In studying state problems. 3. In discovering and developing the powers of citizenship. 4. In recognizing every citizen's ability to grow and to see straight and think straight and act straight in regard to public affairs. Nowhere else in the world has an educational institution so unreservedly, so dramatically, and so understandably defined higher education as universal cooperation toward continuing education for all. Nowhere else has tax-supported higher education so unequivocally accepted the proposition that "with ability goes responsibility" to serve those who pay the bills, furnish the students and employ the product. So thoroughly has Wisconsin's university expounded and illustrated before the world this conception of tax-supported higher education that a score of state and municipal universities are now pressing her hard for leadership in repre- senting that conception. SERVICE THROUGH RESEARCH It is doubtful if in any other community the term "university research" could be as gener- ally defined as here in Wisconsin. It is true that there are tens of thousands of well informed Wisconsin business men who could not adequately explain what is meant by "research." There are, however, other tens of thousands who associate research with finding and making available truths of incalculable benefit to all humanity, as well as to Wisconsin. Most of the illustrations of research that are given by non-university men are chosen from agriculture; and are generally described in terms of increased money returns per acre or per cow, of crop, of pests destroyed, of seeds improved, of lands redeemed, and "grain belts pushed to Lake Superior." So far-reaching have been the visible and measurable benefits from re- search when applied to Wisconsin's agricultural problems that they are cited by professors in the fields of literature and philosophy, and by university bulletins, to explain the value of re- search in other fields "directed to intellectual and social advancement rather than to mate- rial wealth." Research, sometimes upon the university's initiative and frequently in response to requests from legislators, state departments, or governor, has led to much legislating and reorganizing in the direction of principles declared by the university and its alumni to be "scientific prin- ciples of taxation and goyernmental supervision." As one result the university has been ac- cused of "meddling in politics." Numerous statements have been made to the survey, as have statements been repeatedly made to the public during the last several months, that the people of Wisconsir^ need a "state university rather than a university state." The strength or weakness of any particular proposal or statute or administrative measure that may have been adopted as the result of acting upon principles taught at the university, is not the issue here. The fact to emphasize is that for years the university's teachers and stu- dents of government and economics have held themselves subject to call by the state govern- ment and by citizens for help in analyzing problems of state-wide concern. Whatever may be the regret of this or that division of public sentiment in Wisconsin for this or that step now held to have been in the wrong direction, the fact remains that the rest of the country has been convinced by Wisconsin's demonstration, and is today doing its best to secure univer- sity and college help in understanding and solving government and social problems, and in using such problems for teaching purposes. The principal results of research at the University of Wisconsin for the past 10 years have been recently summarized by the university itself in a 55 page bulletin 666, entitled, "The University." It is not necessary to repeat the summary here or to attempt to set a value on particular researchers or particular results of research. The survey working papers list prin- cipal contributions of research which were mentioned by faculty members in their responses to the survey questionnaire. The essential fact is that so obvious have been the social bene- fits of research in agricultural, medical and economic lines that funds have been voted liber- ally for research in lines where results cannot readily be described as of money or material value. 152 Allen's Report Research for service, research for advancement of knowledge, research for inspiration, re- search as a touchstone of teaching ef!iciency and a stepping stone to academic preferment axe "in the air" at the University of Wisconsin. If in particular directions the reach has here or there exceeded the grasp, the ideal is none the less vivid and actuating. The soil of scholarly ambition is fertile and ever ready for scholarly elTort and achievement. The public's repre- sentatives have voted for research because they believed the public has believed it pays. Nor is it inconsistent for the public to ask questions about universitv expense as it has been doing for several years past, particularly the last six months. Xo surer proof of state-wide in- terest in a university could be given than that voters are asking to have university work and cost explained and proof submitted that higher education is in fact what the public believes it ought to be. PART III EARMARKS OF PROGRESS AND EFFICIENCY AT THE UNIVERSITY OF WISCONSIN In describing the attitude of Wisconsin toward its state university, the survey tried to sum- marize the public's point of view regardless of relative completeness or efTiciency in execu- tion. If later sections are largely confined to listing points which seem to the survey to need administrative attention, it is not because we have failed to try to appreciate the excellencies observed while making the survey. It should be remembered, however, that general excel- lency is taken for granted. Excellencies have been explained to the state for years. They were summarized by the university itself in bulletin 666, in July 1914. The state could hardlv have spent the millions it has gladly voted to the university If it had not been convinced that the money of its taxpayers and the time of its students were being profitably invested. The legislature's purpose in directing that a survey be conducted was not to secure a summary of the university's past achievements but rather to secure an audit of its present program, or- ganization, equipment, and method, with special reference to opportunities for increasing the effectiveness of its execution. An exhaustive list of indexes of progress and efficiency is not here attempted. Typical in- dexes or earmarks are mentioned to emphasize tendencies. These fall under four headings, besides the already mentioned state's attitude w'hich is an important index. 1. Attention to individual students. 2. Steps toward instructional efiiciency. 3. Steps toward increased efficiency in business administration. 4. Progressive work by the Board of Regents. Each of these will be described from the standpoint of the direction toward which it points without attempt to show how nearly the end sought is approximated by results already ob- tained. ATTENTION TO INDIVIDUAL STUDENTS Cooperation of the alumni association is sought, encouraged and indirectly subsidized. Working with the alumni association, the university not only sends out information to a large body of alumni and former students, but tries to help individual students secure employment while at, and after leaving, the university. Advisers of two kinds are provided — faculty advisers whose many sided work is described in exhibit 6, and an older student adviser who looks after and assists younger students, meets trains, helps find rooms, "shows the ropes," etc. General student organizations of every description are encouraged. The Y. M. C. A. has a quasi-official status as has the Y. W. C. A., the lattter being housed in Lathrop Hall. . Voca- tional conferences for women and round-table discussions for groups of twelve have been de- veloped under the leadership of the dean of women. Student government in other than dishonesty cases is vested in two bodies — one for women and one for men — to which all students belong, and the officers of which students elect. Office rooms and other feicilities are provided by the university to encourage and strengthen student government. Student hygiene was for years in the hands of a special hygiene committee, later supple- mented by the Department "of Clinical Medicine, and in 1914 merged with the committee on student life and interests. Every student is given a complete physical examination. Not only are physical defects or special needs pointed out, but the course of study may be modified in view of such needs. Many students are warned not to try college work, whiie others receive special prescriptions, including rest hours, outdoor exercise and other corrective treatment. Recently in cooperation with a course in public speaking, a voice clinic has been opened. Free medical advice is always available and is said to be sought by 75 per cent of the students. Two wards are provided in the Madison General Hospital for students who, if they remain after the period of observation, are expected to pay if they can. .\n infirmary was opened in Sep- temlDer 1914. In short, the combination of optional and compulsory medical supervision is greater than that enjoyed probably by most Wisconsin families of even greater income. 153 University Survey Report For women, general iirovisions are furnished second to none among American colleges — gym- nasium, swimniing|)ool, rooms for student organizations, study rooms, parlors for large enter- tainments or for meeting guests in small numbers or individually, supervisor of employment, receptions by the dean, by women oflicers, and by faculty women — almost everything but outdoor play space. If to these be added the dormitory provisions for 2i)i to 272 women housed in Fiarnard and Chadbourne Halls, the |)rovisions for physical comfort, social inter- course and supervision of women are found to be unusually generous. Student life receives special attention and study not only by the dean of women and her staff, l)ut by a faculty committee on student life and interests. Large informal parlies have been confined to Friday and Saturday nights; the majority of student social affairs thus come when they will cause the least interruption of study. Fraternity and sorority houses are un- der continuous supervision and work in cooperation with the university officials to uphold rules regarding entertainment, scholarship, chaperonage, etc. Xo girl is allowed to live in a house not api)roved by the dean of women. This coming year it is planned to visit every house where women students live, even those houses where students are living with friends or relatives. Houses will not be approved until inspected by the dean of women or her repre- sentative: among conditions which must be met before approval are these: that there shall not be men students in the house except under conditions found satisfactory by the dean; that sanitary conditions shall be satisfactory; that the use of the parlor for receiving friends be agreed to in advance. At times the board provided in private boarding houses has been par- tiallv inspected. To give students a better footing when dealing with those who have rooms to let, an official directory was prepared by order of the regents in September 1914, based upon a house to house visitation and a room by room description. The card index showing facts for each room is retained at the business ofTice, and a duplicate of certain important facts kept on record at the Y. M. C. A. The card shows for each room, besides address, name of landlady, etc., the number of students per room; the price per week per student; on which floor; in which part of the house — whether front, middle, rear; whether lighted by electricity, gas, electricity and gas. or kerosene; whether heated by hot air, steam, hot water, or stove; whether toilet and on what floor; whether bath and on what floor; whether a closet and wardrobe; whether bed or cot; the number of windows; whether undergraduates, graduates, or faculty members are preferred, etc. A board of visitors with broad powers of inquiry granted by the regents is part of the ofTi- cial machinery for discovering the needs and desires of students, and for fitting curriculum, equipment and instruction to those needs. This board gave 6,000 students and former stu- dents an opportunity in November 1914 to answer 12 pages of questions regarding ways to help student instruction and living conditions. The answers promise to be a valuable con- tribution to higher and secondary education. Plans for men's dormitories and a general student union or meeting place have been made, generally not in detail, as authorized by the last legislature. Their construction has been tem- porarily postponed by the governor as part of a plan for general retrenchment in state expen- diture. While waiting for the hoped for Union and auditorium for student meetings, numer- ous assemblies of students, such as varsity welcome, football cheering, class receptions, etc., are held in the gymnasium and the Y. M. C. A. building. A feature of recent meetings has been the singing conducted by the professor whose special work is to promote "community music." In the Y. M. C. A. is organized the student union where all matriculated men stu- dents, without payment of extra fee, are welcome to the privileges of a gathering place on the first floor. Opportunities for outdoor athletics and sports are being extended to a progressively larger proportion of students. During 1914, 11 new tennis courts have been constructed, making 25 in all; a toboggan slide has been for several years maintained by the university. Every stu- dent, unless specially excused, is expected to swim a distance of 50 yards before the end of the sophomore year — opportunity for swimming lessons is offered to both men and wonien. Ex- tension of opportunities for general rowing is planned for this next year, although intercolle- giate rowing has been abolished. Students are given preference in the allotment of seats for athletic events, and may secure tickets for .50 cents for which the public gladly pays $2.00. and at times would gladly pay more. Finally, as the most important phase of attention to individual students may be mentioned the opportunities offered in the course of study, which offerings in many instances are supple- mented by the open homes of professors or deans for class gatherings, as for example, for spe- •cial reading clubs as well as for personal hospitality. ADVANCE STEPS IN HIGHER EDUCATION The last thing one would expect to find in the University of Wisconsin is that it has failed to keep pace in its educational steps with the vanguard of colleges and universities. To list all the advance steps taken by this university in higher education would be to repeat most of the details of this country's progress in higher education. Because this repetition would not be helpful, only such advance steps are mentioned as are either peculiar to Wisconsin or are of peculiar present interest to Wisconsin's public schools, university students and taxpayers. The order in which the steps are mentioned has no significance, and is not an attempt to rank them according to importance. 154 Allen's Report Freshmen in engineering and all freshman taking Knglish courses are given special examina- tions (several, not one) during the first days, in order to find out how they may be most effectively helped. For those who need special help in engineering mathematics, "trailer" or "catch up" classes are organized; for those needing special help in English, a sub-freshman class is organized. Special and unusual attention to Knglish has been given for years. Practically every freshman in each college except engineering, and the majority of engineering freshmen, must take three recitations a week in English. In preparation for this work, the instructional staff has worked out textbooks and study j)lans and teaching j)lans frf)m experience with Wisconsin students. If a Wisconsin freshman has not a thorough grounding in luiglish composition and a desire to extend his acquaintance with P2ngiish authors, it is not for want of organized attention to this field during the freshman year. The principle of holding a full professor responsil)le' for the efficiency of instruction in elementary subjects has been adopted. While freshmen and sophomores'receive the greater part of their instruction from assistants and instructors, the theory is that the most efficient and experienced professors in these subjects arc constantly in touch with the execution of plans for which they are responsible to faculty and regents. Illustrations of conspicuous efficiency in teaching are given in a later section of this report, exhibits 3, 23; illustations are numerous of conspicuous effectiveness in helping advanced students find themselves and their fields. A premium is placed upon scholarly attainment through announcing that such scholarly attainment will influence promotion and salar\', number of hours remitted from teaching for research, and other forms of recognition. To reduce to a minimum the influence or personal contact, a fixed salary schedule has been adopted by the regents for automatic increase of salary and automatic promotion to higher rank in the absence of specific disqualification or specific evidence that departmental work does not justify additional cost. Several general survey courses are offered and encouraged in order that those not wishing to specialize or to do the preparatory work necessary to approach fields through the scientific equipment of those fields, may take thus a birdseye view — for example, of contributions by German, French, Greek or Latin authors, or a birdsej'e view of English; likewise of music, sociology, political science, fine arts, meteorology, etc. Prospective teachers in three subjects were given last year experience in practice teaching in the Madison high and elementary schools; for seven years opportunities to "observe" teaching has been available in Madison public schools; for four years "model teaching" was demonstrated in two high school subjects taught by men selected and partly paid by the university. Advanced study has been encouraged not only by general emphasis upon it. but by per- mitting seniors, under certain conditions, to receive credit toward advanced degrees for work done in the senior year in excess of requirements for the bachelor's degree. That organizing mixed classes for graduates and undergraduates encourages advanced study is also believed by the university. Studies continued when away from the university but under university supervision are credited toward the master's degree. In numerous instances various classes of field work away from Madison have been accepted as substitutes for residence work; this has ranged all the way from usual credit for work in residence at some other university to credit for work on geological surveys, in social work and even in machine shops. Organization of practical field work that needs to be done as part of the university's course of laboratory instruction has been begun or planned. 1. In the library course where 8 weeks out of 36 are given to actual work under super- vision in various public libraries. 2. In the law course, where after July 1. 1916, at least 6 months of work in a law office will be required toward the law degree. 3. Working fellowships for students engaged under university supervision in work in state departments at the Capitol. 4. Teaching fellowships for selected students from the training course for teachers. 5. Industrial scholarships for practical artisans whom it is desired to retain for teach ing practical subjects. 6. Special appeal is made by the Medical School for opportunity to extend its present course to include not only the usual clinical education, but also field ser\'ice in the hospitals and other public institutions of the state and of various cities away from Madison. 7. Six months of actual work on a farm prescribed for a degree in the College ofAgricul- ture. 8. Full charge for one week of a practice cottage in the home economics department 9. Recognition by commerce course and economics department of the need for a "lab- oratory" for dealing with practical problems. 10. Beginnings of use of college student publications as "clinic" or "laboratory" oppor- tunity for students of journalism and presentation of technical matter — the ^is- consin Engineer for the engineering department and Country Life for the course in agricultural journalism. 155 University Survey Report 11. Use of assistance from state department through problems under which students of political economy, engineering, etc., work under joint supervision of university and state departments. , . , ,., , . x ,-, 12. Assignments given bv state legislative reference library and state library commis- sion at the Capitol to students in political science, economics, library, school, etc. 13 The need for laboratory instruction of prospective teachers has been recognized in the construction of the Wisconsin high school and in the establishment of a salary rate for high school teachers more than double that of high schools to which these student-teachers will go. The several questions later raised by the survey as to the direction and efliciency of energy thus spent do not subtract from the significance of the university's conclusions that academic instruction should be supplemented bv laboratory experience. 14. An extensive course of lectures including special library and field studies in labor problems, which bore notable fruition in the opportunities for students in this course to participate in the state and national work of the industrial commissions. 15. Opening the fields of higher education to students who are unable to attend the univer- sity and who wish to do the work by correspondence or by correspondence supple- mented by class work in the district offices of the Extension Division. The service rendered by the university through correspondence, lectures, and class work, from the university Extension Division has rapidly developed a condition anticipated in spirit although not in letter by the framers of the constitution when providing for connecting with the university "from time to time such colleges in different parts of the state as the interests of education may require." 16. The "German House" with rooms for women and board for men and women where only German is spoken. 17. Beginnings of special work for engineers in city planning, in making roads and pave- ments; inspection tours by engineering students, (at least two weeks for seniors) besides visits to manufacturing plants in Madison. 18. Normal school work is accepted in exchange for two years at the university. Credit for credit is given toward a degree of bachelor of philosophy; for the degree of bachelor of arts, the foreign language requirement for adult normal graduates who have had teaching experience was waived by faculty action, October 1914. 19. Music is accepted as college work and given credit, hour for hour, through the college course in music. 20. Special advanced work during vacation in laboratories and library will, if certified by supervising professor, be credited toward an advanced degree. 21. Summer session opportunities in practically every field are offered and have attracted an increasing number of students, chiefly from professions, but also several hun- dred students who wish either to shorten their college course or to make up condi- tions. No fewer than 2,555 students registered in the summer of 1914; large numbers of advanced students come merely for personal advancement without asking uni- versity credit; others who want "freedom to browse" without the exactions of quiz, written papers, or examinations are also encouraged. 22. Products of research and emphasis upon research should of course be included here among advance steps in higher education. 23. Academic freedom is assured even in matters where in institutions similarly con- trolled there is temptation to interfere and restrict. After an incident involving taste rather than academic freedom, the class of 1910 presented a bronze tablet to the university inscribed with the following sentence from a resolution of the Board of Regents: "Whatever may be the limitations which trammelinquiry elsewhere, we believe that the great state University of Wisconsin should ever encourage that fearless sifting and winnowing by which alone the truth can be found." ADVANCE STEPS IN BUSINESS MANAGEMENT For several years there has been progressive advance in attention to business aspects of university management. Among these steps are noted: 1. A business manager for business affairs appointed to be "the executive head of those officers and employes of the University that are not attached to the instructional force." 2. An improved accounting system. 3. An improved budget procedure for preparing and considering budget estimates and tentative budget allowances. 4. A building program to secure conformity to a general artistic architectural plan and improved current supervision of construction and repairs. 5. A plan for extending and beautifying the university's lake shore and making filled land for future university buildings, perhaps for student dormitories and men's union and commons. 6. Extensive boarding and cafeteria arrangements with physical equipment and meth- ods of supervision which render efficiency easy. 156 Allen's Report 7. Foresight in purchasing or securing options on land thought to be necessary or de- sirable for university development. 8. Substitution of an official and detailed directory of rooming and boarding facilities for students in place of a semi-official, incomplete, indefinite and inaccurate directory. 9. Progressive improvements in registration have been made by the registrar and also by the deans of the various colleges and the dean of women so that less time is re- quired each year and fewer mistakes are made. Beginning with September 1914, the registrar required all women students to enroll with the dean of women before completing matriculation, which will help insure central knowledge of the places and conditions of residence of all women students. 10. Beginnings of special studies and reports by the business office which point in the direction of adequate audit, not only of so-called business aspects but also of all esti- mates and reports upon educational aspects of university work. Prior to the beginning of the university survey, an important study was made, the results of which were published in May 1914, in a bulletin, "A Study of the en- rollment of students." 11. For the survey the regents through the business office promised to obtain important data regarding cost per student hour for instruction, distribution of non-resident students by classes, etc. Because these studies indicate the power of the business office to illumine both educational and business fields by bringing facts from both fields into the same picture and by interpreting each by explaining in terms of cost the educational results obtained and showing for educational results their cost, it is to be regretted that these studies have not been completed in time for incorpo- ration in the survey report. 12. Whatever is done in the name of the regents or the executive committee or their business officers is for the most part so recorded and classified that at a moment's notice, the secretary's office is able to guide the inquirer, whether regent, educa- tional officer, or citizen, to the official record of each transaction. ATTENTION OF REGENTS TO UNIVERSITY WORK The improvements in business management were called for and approved by the regents. The personal interest of even the regents who give least attention to university matters is attested by the time spent without remuneration at Madison in attending committee and board meetings; also in time that must be spent at their homes in keeping even partially in touch with matters sent to them for official attention. The interest shown by those regents who give most time to university affairs is very great. In some instances it would be fair to say that more consecutive and concentrated attention is given to the public's business, not only without remuneration but at sacrifice of private in- come, than is given by public officers in many states who draw salaries from two to four to six thousand dollars or more. Numerous evidences have been observed by the survey of efforts on the part of regents to make sure that administration of business affairs shall facilitate, not hamper, educational affairs. Although one of the net results of progress in the business ofllce has been to make it more difficult for regents to act upon their own initiative without authority from the board, other results have so obviously made it easier for regents to work within authorization by the board and for the board to act as a unit in considering university problems, that official support has gladly been given to the business manager in efl'orts to increase business efficiency. Illustrations of attention by regents to questions on both the business and the educational side of the university management are given in the different sections of the report which fol- low. These illustrations show, the survey feels, that the regents have given open-minded hearing and sustained official support to increased efficiency proposed by administrative officers. CONDITIONS AND METHODS NEEDING CORRECTION Thus far the survey has attempted to report evidences or earmarks of efficiency and prog- ress without indicating where if at all the execution is not as effective as it can be made. The next sections of the report will be treated under the general heading of conditions and methods needing correction. In those sections, as in preceding sections, concentration is felt to be desirable. Will the reader please remember, as one point after another is taken up, that under each heading the survey will be speaking not of the whole university, not of the whole of any subject, but of specific opportunities to secure greater benefits from the com- bination of facilities and agents that constitutes the University of Wisconsin. 157 University Survey Report PART IV OPPORTUNITIES FOR INCREASING EFFICIENCY To make clear the fact base for each statement of fact and suggestion by the university survey fiO instalments of a detailed report have been submitted to university, officers and sur- vey advisory committee as stated in part I of this summary report. In addition, the tabula- tions, correspondence, written answers from university oflicers and faculty and all other in- formation are permanently filed for such use as the legislature, the university, or the public mav wish to make of them. • , r The 60 instalments of details above referred to were written with special reference to the use that might be made of them by legislative committees, the university itself, or others wishing to take uj) |)()int for point the facts described or next steps recommended. For the legislature and the general public has been prepared the following summary of conditions aiid methods needing attention, or of opportunities for increasing the efficiency of the university. Except where necessary for clearness the detail is not included in this sum- mary. It will be understood, however, that unless otherwise specified every statement or suggestion here made is based (1) upon the six months' intensive and extensive study de- scribed in part I, and (2) upon results summarized and specifically supported in the detailed reports and working papers, of which this is but a much condensed digest. In April the Slate Board of Public Affairs announced that the university survey would un- dertake to answer 12 general questions, which it assumed the legislature and the public wished to have answered. This summary will answer these questions in the order announced in April, so far as survey studies make possible and support definite answers. The detailed reports and working papers give the direct answers to these 12 questions which were received from 305 faculty members and 200 others in different parts of the state. 1. What, if anything is the University of Wisconsin undertaking that the state as a whole does not wish it to do? Two classes of work which many correspondents wrote ought to be discontinued, the facts show should be continued — namely, extension work in general and assistance to farmers in analysis of their problems. Of no class of work in its entirety has evidence shown the need for discontinuance. For several classes of work need for modifying kind or amount has been shown. The university weeks for chautauqua assemblies were undertaken by the university with- out evidence either of any special demand for such assistance from the university, or of the university's equipment for rendering such service, or of alternatives to the particular combi- nation of entertainment and education provided for in the plan adopted. The estimates of cost were not adequately made or reviewed. Regular classes (not including research or thesis courses) of one in the first semester 1914-15 (45) and two (35) and three (41) and four (35), and five and under (209), and ten and under (382), students should be discontinued except as specifically authorized by the president and reported to the regents with reasons, unless departments are willing to give them as additions to the minimum normal schedule of instruction hours (exhibits 25, 26). High school inspection for the purpose of accrediting high schools should give way to high school visiting for the purpose of helping the university keep in touch with state needs, of checking up the efficiency of its training of teachers, of assisting its graduates through what might be called continuation school work for teachers and of giving helpful suggestions upon request, based upon visits. The detailed report (exhibit 21) shows that at present there is no difference in treatment accorded pupils from accredited and unaccredited schools. One great field for shifting opportunity and load is the elementary courses which in many subjects could be given satisfactorily by the larger high schools if the university would give advanced credit for ground satisfactorily covered at high school. There is room, too, for the extension of the junior college idea of encouraging colleges and secondary schools to do as much of present freshman and sophomore work as they can do well. The State Laboratory of Hygiene might from now on be more effective if made an integral part of the State Department of Health, always available to the university for instructional purposes, instead of being provided for in the university budget under conditions which greatly restrict its use by the state's responsible sanitary officers. Certain types of publicity arc shown to be misleading and to the disadvantage of both the university and the state. A series of articles prepared and paid for by the university ap- peared in 1914 as the work of an outside analyst. The withdrawal of one bulletin on the mark- ing system the survey has recommended on the ground that it is unfair to the university and to teachers in the state w ho may be influenced by this bulletin to emphasize statistical norms when marking instead of pupils' individual work and needs (exhibit 13). Advertisement for, or special encouragement of, out of state students (30 per cent of total in regular session. 53 per cent in summer session, 1914) should be discontinued until after a definite policy has been decided upon with regard to the portion of the entire cost of giving instruction and providing buildings and equipment which it is found to the interest of the university and the state to ask out of state students to bear. As requested by the survey a 158 Allen's Report name for name accounting for each non-resident student in Xovember 191 1 is being prepared by the university as the basis for a cost statement and although not yet completed should be called for by the" legislature. That compulsory foreign language requirements (which in eilect compel thousands in high school to take languages for the sake of the few who go to the university), should be discontinued both for. entrance and for graduation, and languages given an opportunity to ' expand on the merit of the teaching is indicated by returns from faculty and students and from the experience of other institutions: 153 of 323 faculty members replied that no foreign language was necessary for successful work in their courses; 74 others considered them desirable but not necessary. The president of the university believes no subject is necessarily indispensable for a liberal education. The head of the Greek Department wrote that better work is being done in Greek now that it is optional than when it was compulsory. Of 247 juniors answering the Board of Visitors' questions over half (138) say that they took foreign language because they had to not because they wanted to. Of 70 graduate students answering survey questions, 17 found no foreign language indispensable to their work. Three of the state universities in the American Association of State Universities do not require foreign languages either before or after admission; nor does Leland Stanford. Among 22 colleges and universities not prescribing foreign language for admission to the bachelor of arts course are Leland Stanford, Chicago, Clark, \lichigan, Minnesota, Ohio University, Reed, South Dakota, Washington and Lee. For admission to the bachelor of science course foreign languages are not required by Barnard, Columbia, Illinois, James Millikin University (exhibit 12). The survey recommends that before the budget meeting of the Board of Regents in April 1915, a further investigation be made by the faculty itself along lines specified in the survey's detailed report, (exhibit 12); i. e. through a committee of three, not to include any member from foreign language departments. Numerous statements have been made to the survey, both from within and without the university itself, that the university is undertaking to influence legislation and should dis- continue "legislative activity and "meddling in politics." Xo concrete evidence has been obtained by the survey of legislative interference or of meddling in politics. The complaints which have come to our attention have to do with methods of administration or of presenting budget requests, and of pul)licity, and are to be dealt with not by discontinuing any particular activity, but by attention to administrative organization and methods, such as (he detailed reports specify. 2. What if anything is the university failing to do \vhi<4i the state wishes it to do? In the detailed reports are specific answers from faculty and others to this question, (exhibit 1). Here are mentioned only general services for which the survey studies have shown the need: Correspondence courses in agriculture subjects, farm management, farm marketing, etc. Regular practical courses in child welfare and public health for undergraduates. More attention to teaching the fine arts and to beauty making in buildings and class- rooms and on the grounds, especially the lake shore. Supervision of ctassroom instruction which includes conferences with instructors, and the visiting of classes and research workers not only by deans but by the president also. The superintendent of schools for Milwaukee has over three times as many teachers as the university. It is believed that faculty members might profitably l)e better known to super- visors and that administrative work can be so organized as to leave time for conference and visiting. Supervision of research of faculty and students by administrative officers as well as by major professors in charge of student research, and by dei)artmental committees responsible for passing upon the value of faculty research. DilTcrent theses for doctor of philosophy were found by the survey to be careless in workmanship, inaccurate in quotation and refer- ences, not scholarlv in presentation, unoriginal, and in two of eight cases taken largely from other works without due credit. The fact that it is not yet. or is no longer, expected of the American university president to visit classes and to supervise research work, or to seek conferences with all faculty members and investigators — especially new members — only adds to Wisconsin's opportunity to contribute to higher education. It would cost less to provide the clerical or administrative help necessary than it now costs for presidents or deans not to know what can be learned onlv by personal contact with workers and work. The equivalent of the working day time spent "by the president in attending the annual meeting of the Carnegie Foundation, November 1914, would give a 20 minute conference with each of the 105 new faculty meml)ers. Two points mentioned under question 1 may be answered here — namely. (1) the failure of administrative officers and regents to keep currently informed as to the number of classes of ten or fewer, (382 first semester 191 1-15. not including research or thesis courses), and of five or fewer students, (209), and the formation of such classes without special authoriza- tion; and (2) university inspection of high schools primarily for accrediting rather than primarily for helping both the schools and the university. 159 University Survey Report Extension of the Medical School to include the third and fourth years, in Milwaukee, etc., not so much for the sake of training individual physicians as for the sake of general health education throughout the stale. This should result from strong leadership by the university in practical clinical work such as it is planned to conduct in Milwaukee, in other large cities of the state, and in state institutions. Health education is needed in two other directions — the extension of the public health course through emphasis not now placed upon field training for health supervisors, and through short courses for physicians and health administrators; also through emphasis upon dental hygiene such as through short courses at Madison and at extension centers, for grad- uate students and practicing dentists in the administrative and educational use of dental knowledge. In 1914 an otherwise acceptable candidate was refused the degree of doctor of public health because he failed in the foreign language test. Congestion and high cost of living require that the university assume responsibility for studying and lowering the cost of living for students who come to Madison, through the inspection and publicitv of living conditions and through maintenance not of a few (now two, for women) but of enough self-supporting dormitories and boarding places at rates below those of present dormitories ($60 to $148 per year at Chadbourne, $80 to $125 at Barnard) and commons ($4.50 per week). Without changing the character of construction now planned by the university it will be possible to rent rooms as low as 75c and $1.00 per week if double rooms are provided as well as single rooms, and if single rooms are somewhat reduced in size from the over-generous 10 feet X 15 feet planned (exhibit 36). Responsibility for retiring or pensioning Wisconsin professors would better be borne by the state instead of shifting this responsibility and the responsibility for studying higher education problems to the Carnegie Foundation for Advancement of Teaching. This would cost the state but about one-third of a cent per capita per year, or would add a trifle over one-fourth of a cent to the tax on a property assessed at $1,000. More student convocations. Sunday vesper services, and weekly assemblies in the difTerent colleges, at least for underclassmen. Encouraging able students to do four years work in three regular school years — i. e. six semesters. At Harvard 19 per cent of the graduates, A. B., in 1913 finished in three years and only 7 of Wisconsin's graduates finished in three years. Extending the use of the university plant to 48 regular weeks (four quarters) instead of full use for 36 weeks (two semesters of 18 weeks each) plus partial use for six weeks of summer session. Training through contact with what in medicine is called clinical material — actual problems that need to be solved — is needed in all professional courses, and in all non-professional courses, too. The need for it is strongly felt by university officers responsible for medical extension. Similarly it exists in engineering where the shops at Madison and perhaps at Slilwaukee will furnish the equipment and help in supervision as have the shops in Cincinnati. Madison shops have offered cooperation. Such practical training is needed in the fields of journalism, (where a large Madison newspaper offers extensive cooperation through equip- ment and work), commerce, education, agriculture and research. In failing to try to utilize efficiently the laboratories for teachers, engineers, journalists and students of government, which exist at its very door in Madison, the university has postponed demonstrations greatly needed by the state. Credit for field training, under proper supervision, for public service and social service in applying the principles of economics, political science and sociology needs to be made the rule and not the exception in the graduate school, and to be extended to undergraduate students. Giving students assignments which test and develop their ability to plan, to study, to correlate and to apply will yield greater results than giving them lectures, or readings, or lessons, or quizzes without such testing. The graduate school now gives as a reason for not announcing its willingness to do generally what it does upon special applica- tion, that it would receive too many applications for credit for field work. Saving money while increasing efficiency would result from use of students and faculty both to study administrative and educational problems in the university itself, and to study government problems under the direction of state, county, and city officials. The university is better equipped than are the great private educational foundations to study educational problems, if it will direct research and laboratory energy in part that way. Vocational guidance is needed to include analysis of strong and weak points of students early in the course and throughout the course, by means of laboratory tests, and particularly of work tests: A senior commerce class of 27 students took for the survey the Courtis standard tests used in elementary schools. One-third, or 9, made from 1 to 11 mistakes each in multiplication such as 3 x 7, 4 x 9; 9 made one or more mistakes in simple division; 5 made one or more mistakes in copying figures; 8 made mistakes in simple subtraction; 5 made mistakes in adding two figures; 25 made mistakes in indicating whether the process required to solve a given example was addition, subtraction, multiplication or division. Of 57 sophomore commerce students taking the same tests. 56 made from 1 to 15 niistakes each in indicating whether the process required to solve simple examples was addition, sub- traction, multiplication or division. Yet the officers responsible for these students believe that tests of accuracy and speed would not be useful in helping students ascertain their strong and weak points. 160 Allen's Report Among the 27 commerce seniors the number of examples attempted in this test varied from 291 to 191; in addition, from 02 to 1(H); in subtraction, from 16 to 92; in multiplica- tion, from 34 to fi8; in division, from 26 to 80; in reasoning from to 18. Yet these students have been given the same work, and the officers responsible for the course feel that tests to bring out the dilTerences other than are brought out by usual ex- aminations would not help students find their strong and weak points. The survey suggests that graduates of the commerce course should go into the world prepared to multiply r) by 3 or divide 12 by 6 rapidly from early morning until late at night without mistakes. Undertaking to perfect work already in hand is more necessary than undertaking new work. 3. Is the university doin^ Me!l enough what it does? In certain directions the university is unquestionably doing better than well enough — that is, more work, better work, more far reaching work than the state could have reasonably ex- pected from any standards available outside the university itself. In other respects the detailed reports point out specifically that with the methods now em- ployed it is practically impossible for the university to do well enough, whether measured by its own standard of efficiency or that of the state. Vacations are too long, especially for president, deans, assistant deans, directors of courses and business manager. There is reason, too, to believe that student and teacher alike would do more productive and more satisfying work if their regular working year were 48 weeks in- stead of 36 weeks. Without more knowledge about work done in classroom than is possessed or sought by departments, directors of courses, deans, president and regents, it may never reasonably be expected that teaching in all classes will be well enough done. The university maintains that able men would not submit to classroom visitation for the purpose of discovering instructors* strong and weak points. When so little is known about the facts, progress and results of research by students, or re- search done by teachers as part of their university work, and so long as so little accountable supervision is given to research it may never reasonably be expected that research will be well enough done. Yet two or three examiners who certify to the scholarship of doctors of philosophy are not expected to read the doctor's thesis; the supervising professor does not test the thesis for accuracy; the dean certifies to form only; the president neither examines nor tests research by student or faculty member exhibit 4). In 1911 the president stated to the legislature that research would cost from one-third to one-quarter of the total running expenses of the university. On this basis research in 1914-15 would cost from S505.750 (on basis of one-fourth) to 8674,333 (on basis of one-third) — with- out including any charge for capital expenditures, depreciation or interest (exhibit 3 1). Absence of knowledge about classroom and research efficiency means absence of ability to distinguish degrees of efficiency — great, medium, little. This means that superiority com- petes with mediocrity and inferiority on an unequal footing, with the result that superiority is not encouraged. Any system in a university or outside which fails to disclose inefficiency also fails to disclose efficiency. To illustrate administrative methods which make it practically impossible to secure know- ledge necessary to efficient management, a list is here given of steps which the graduate school is not now expected to take through its administrative office: WORK THAT IS NOT EXPECTED OF THE GRADUATE SCHOOL DEAN'S OFFICE 1. To send out a calendar to members in advance of graduate faculty meetings, except in case a matter of special consecjuence is to come up. 2. To send individual notices of meetings to members of the graduate faculty. 3. To send minutes of meetings to facu'ty members. 4. To have an index to Graduate School minutes. 5. To send minutes of executive committee meetings to its members — "The men are sup- posed to be present and take cognizance of what happens." 6. To analyze records of Graduate School, registration of students, courses, distribution of graduates and undergraduates in classes, etc., proportion of graduate and undergraduate work, number of undergraduate students doing graduate work for credit, etc. 7. To have or exercise jurisdiction over the minimum or maximum number of hours of class work to be done by graduate students or by faculty members doing graduate work. 8. To know more about a candidate for a doctor's degree than ""the time the candidate has been registered, whether he has had the prescribed mimimum amount of residence in the university, has absolved his language requirements, absolved the required preliminary ex- amination, and to see if he has made his deposit to secure publication of his thesis." 9. To have information regarding graduate students who wish positions, or jiositions need- ing graduate students, or the work done by the university appointment committee for grad- uates. 10. To have personal knowledge of a Ph.D. candidate's abi'ity to use foreign languages. 11. To have.or act upon, further than through private conference, knowledge as to effi- ciency or inefficiency of instruction in classes attended by graduate students. 161 University Syrvkv Rkpckt 12. To su|)orvise research by graduate students or to have current evidence either that re- search is being supervised or how far it has progressed. 13. To have a detailed plan of research that is being conducted by graduate students. 14. To have an outline of theses proposed for either master's or doctor's degree. 15. To read theses offered toward advanced degrees for any other purpose than to see whether they have fuHilled the mechanical requirements as to form. 16. To require an examiner, appointed by the dean to participate in an examination for a doctor's degree, to read the thesis offered. 17. To furnish examiners, or see that they are furnished, with information regarding can- didates' records, beyond what each examiner may personally know. 18. To require examiners to have a definite jilan for examination before beginning such examination. 19. To require as a minimum for all examinations that they "get away from the idea that a doctor's examination is a test of the candidate's memory, and substitute the idea that it is an opportunity to show his power in a given field." The only advanced step taken in the gradu- ate school in seven years which the dean wishes to specify is "a better understanding in the mind of the faculty as to what the nature of an examination should be." 20. To compile such information as how long a person could do graduate work in different subjects 21. To keep a calendar of unfinished business other than a drawer in a desk which con- tains matters that are to go to the graduate committee. "I make a rough memorandum and tuck it in there." 22. To codify for the dean's office, for the faculty of the Graduate School or for publica- tion, decisions showing what kind of field experience have heretofore been accepted toward graduate degrees in lieu of residence at this or other universities. 23. To know whether the faculty member to whom has been entrusted correspondence with an inquiring student has written the letter or neglected to write. 21. To know how far different departments are acting upon faculty authorization, such as for in absentia graduate work through the Extension Division. 25. To have information at the dean's ofTice as well as in the departmental offices as to qualifications of graduate fellows. 26. To know what is in the communications now received by departments regarding grad- uate fellows. 27. To know how many seniors are registered for advanced credit in graduate work. "I could tell by running over this package of cards and counting them." 28. To know what the difficulty seems to be with, for example, a candidate who absolved all the requirements for the degree of public health except the requirement that he be able to read scientific German and who was therefore refused a degree. 29. To formulate or to promulgate tests of efficiency for the Graduate School's instruc- tional staff. 30. To visit graduate classes with a view to noting efficiency of teaching or efficiency of supervision. 31. To require professors to fill out the election blank that all students are supposed to return, or to require students to secure such blank from instructors. Notices of delinquency are, however, sent first to the student and later to the instructor. 32. To have recorded in the minutes of the graduate faculty the names of persons present or departments represented at meetings. 33. To receive copies of examination questions given to in absentia students for work done between summer sessions. 34. To have any record of examinations for masters' and doctors' degrees except the examiner's certificate that the candidate has or has not been recommended. Frequently the dean visits examinations and occasionally asks questions. His purpose in visiting is to show his interest and at the same time to keep in touch. If he feels that the questions do not give the student a fair chance, he is apt to ask a question to bring out powers not heretofore dis- closed. As dean, however, he has no authority to criticize an examination. 35. To require the filing of the preliminary examination cjuestions or report upon alterna- tive tests for the doctor's degree, of which the rules read that they must be filed with the dean. (The dean says may be filed.) 36. To have advance information of where graduate work is being done either in regular sessions or in the summer session; the dean does not know until after the records of examina- tions or term cards are filed with the registrar. 37. To make comparative reports of significant facts regarding graduate work or graduate students to any other administrative ofiTicer of the university, or to the Board of Regents. The foregoing list of statements taken directly from the dean but partially reflect, so far as they go, the fact that the dean of the Graduate School is a clerical officer and not a super- visory or administrative officer. The title "dean" was voted in 1914 not because any change was to be made in the powers or duties formerly exercised by the director of the Graduate School, but to remove certain social difficulties experienced by the then director, now dean, when attending conferences of deans. To the deanship of the Graduate School attaches a salary of S600, less than one-sixth the total salary of the present incumbent. 162 Allp:n's Rkport For that salary, SliOO, it cannot reasonal)ly l)c ex|)cfled that more than one-sixth of the time due the university shall he si)ent upon the (iraduate School. The above list is given not to raise question as to whether the dean is doing all that mav reasonably be expected of his office, but whether the university at present is expecting enough of the dcanship of the Grad- uate School. So long as 183 different standards, unchecked and unsupervised administratively, are em- ployed in marking papers and in judging students' work, the marking of papers, 'the test- ing of work, and the helping of students to see where their work needs strengthening cannot be well enough done. For oral recitations allowances vary from ."> per cent to 90 per cent toward final mark; the final examination varies from .') per cent to T.'j per cent (exhibit 13). s So long as the greater part of important records are inadequate and unstudied, so long a educational records and financial records are not brought together into the same story and made to show cost in terms of service rendered and teaching \n terms of cost, those respon- sible for management cannot do their own work well enongh or be sure that their subor- dinates are doing well enough. With so little information as the officers, regents, and legislature have heretofore had, Cex- hibits 24, 33, 3.'i) it will always be impossible, as shown under question 9, to distribute well enough the university funds or administrative attention. Among the fields where conditions and methods may readily be made to produce more sat- isfactory results several are listed below: (Specific suggestions will be found in the detailed reports.) Registration and the registrar's office. University catalogue. Faculty minutes. Attention to English in other than English classes. Accounting for costs. Freshman English. Supervision of instruction and research. Graduate School, including thesis review, research supervision, and course of study. Adviser system. Finding positions for teachers. High school visiting. Current records of size of classes, including hours and kind of work by instructors. Enforcement of rule regarding preference in women's dormitories for Wisconsin students. Helping students find rooms and board. Cost of living including cost of dormitory and commons. Classroom efficiency. Elementary chemistry course. Making the university budget. Extension Division — Municipal Reference Bureau and Social Center Bureau. Wisconsin high school — program, teaching use, ventilation, play space, manage- ment, course of study. Regents' investigations, where analysis shows that regents are given conclusions not facts and conclusions founded upon inadequate investigation. Faculty investigations. Present organization of faculty. Examination, testing and grading students' work. University publicity. Uncleanly practices in the university dairy and contributary dairies. Faculty-regents conference which after an initial suggestivemeeting in October 1912, did not meet again until April 1914, (without action or suggestion of consequence) and had not met a third time by October 1914. Method of selecting teachers where the method used to learn of an efficient can- didate for business manager might well be employed; i. e., fairly "scouring" the country for names of available persons of requisite experience. A premium, in addition to all other qualifications, upon successful teaching in elementary, high and normal schools would increase the competition and raise the standard, # especially if notice of vacancy were sent to all Wisconsin high and elementary schools and to superintendents of city schools outside of Wisconsin. The Municipal Reference Bureau (exhibit 17) and the Social Center Bureau of the Ex- tension Division need administrative attention, as well as the provisions of the dean for informing himself as to extension work of other divisions (exhibit 16). The Municipal Reference Bureau reported 792 inquiries received last year; examination showed 94 inquiries. The Social Center Bureau was found by regents to be in- adequate and unsystematic, but no administrative steps were taken to insure improvement. After the survey had shown inadequate and insufficient service by the chief of the first bureau, the division undertook correction by adding an assistant where the existing force was already amiile. After defects of the second bureau had been taken up in conference, they were referred to a committee when they needed immediate administrative attention and prompt action. 163 University Survey Report Too little is seen of instructors inside and outside the classrooms by administrative officers and president. Of 110 visits to the president during 1913-1 1 by 303 letters and science faculty members, 108 were by one member. Of 77 ranking as instructors none had interviewed the president regarding courses; 64 of 77 had not interviewed the dean. Too much administrative work is undertaken by leading members of the faculty to the neglect of educational duties. Too much student legislation is undertaken by the faculty in view of the university's expressed intention to develop student government. Whatever reasons may have existed for retaining for the university faculty control over dishonesty cases when dishonesty meant suspension, have disappeared, since in most cases the penalty for dishonesty now is probation, additional university work and exclusion from student activities. Specific characteristics of instruction which need to be discouraged or eliminated are listed below. Illustrations of these defects will be found in the detailed report, (exhibit 23). Rambling unorganized lectures. Failure to make technical terms clear. Failure to support debatable statements. Failure to adapt subject matter to purpose of course. Failure to invite response from students. Failure to receive response by students sympathetically. Defective questioning leading to inadequate response. Failure to make instruction concrete. Failure to do the thing talked about, even though this was both desirable and possible- Failure to require preparation by students. Failure of instructors to hold attention. Failure to use class time fully and profitably. Failure to use foreign language in classes where it is being taught. Failure to use quiz sections for quiz purposes. Failure of instructor conducting a question-answer type of recitation to know stu- dents by name after five weeks. Failure to illumine instruction with results of specialization. Failure to subordinate the first personal pronoun. Failure to capitalize students' experience. Failure to address questions to others than the particular student called upon. Failure of the instructor to dispense with repeating answers of students. Failure of instructor to make himself heard and understood. Failure of instructor to peak and to require correct English. Failure to exclude irrelevant material. Failure of instructor to prepare himself adequately for a class exercise. Failure of lecturer to give any material not easily available in books. Failure to bring lecture material up to date. Specific characteristics of examinations and grading which need to be discouraged or eliminated are listed below. Specific examples of these characteristics 'ound in examination and term papers of 1913-14 are described in the detailed report (exhibit 13): Students are sometimes held strictly to account for using only their own work — some- times not. The university does not accept the results of research by its own Department of Educa- tion in its system of grading. The same grade given by the same reader in the same course does not always mean the same thing. Grades are increased upon review without reason for such additions to grades. Answers receive a passing mark, or even much higher than passing, when question is only partly or very inadec[uately answered. Papers arc marked as high as "C" when obviously they deserve a "failed." • Answers of no special merit, and sometimes even those which should be criticized, receive commendation from the reader. An "excellent" paper may be one which omits one question entirely and answers the others without distinction. Questions are not framed to meet the needs of Wisconsin students. Examinations in practical courses test memory rather than skill in applying knowledge. Examinations and marks are not used to increase teaching efficiency. In a five question examination each question was marked on a basis of 20 per cent if the student answered five questions, but on the basis of 25 per cent if the student answered only four questions. Incorrect work is specially commended. In the tail of 1914 the survey requested that in certain elementary courses students who had just entered the university without examination be asked the same questions that had been given to others applying for entrance through examination. In history, 31 out of 32 164 Allen's Report failed; in solid geometry the higliest mark was 12. Further analysis of these papers will be found in the detailed report, (exhibit 13). This summary is mentioned here to raise the ques- tion whether entrance, promotion, graduation and advanced degree requirements should be based upon ability to do present work, rather than upon certificate of work already done with a passing mark or better. Regents and visitors who ask fundamental questions and require complete answers will prove effective supplements to research and departmental competition — conditions which are thought by the university to induce educational growth. Similarly, substitution of individual for group assignments and for lectures will keep teachers "everlastinglv" growing and researching in the mere effort to keep ahead of, to guide and to test student researches and questions. The university maintains that teaching without research deadens initiative and that research and inter-departmental competition are both needed to keep classroom instruction from growing into routine unilluminatcd work. If research is indispensable to ef- ficient university instruction the survey suggests that the most direct way to encourage research is to ask questions which will show where, if at all, instruction is "growing stale" or falling below the accepted standard of efficiency. For want of questions by administrative officers, regents and official visitors, university work is not studied as it should be; the gap between plan and performance is not disclosed; important facts are buried such as, for example, that 10,000 i)ersons took correspondence courses from 1908 to 1914 while less than 90 took four or more courses, (exhibit 16j, that the university commons does not pay its way, (exhibit 28), etc. 4. Is the university doing inexpensively enough what is does? Any business spending over $3,000,000 a year (on operation and construction) can always do some parts of its work less expensively next year than last year. Whether work is inexpensive enough depends not only on what it costs but on what it costs in view of what is and might be given in return. Per cubic foot the university is building inexpensively enough according to available outside standards, especially since face brick has taken the place of stone facing, etc. Its latest buildings, however, measured by Mhat could have been done with the cubic feet have not been built inexpensively enough. The detailed report on the use of buildings (exhibit 27), shows that the allotment of space available has not been inexpensive enough and that con- struction of new space has not been inexpensive enough when measured by what could have been done with the same cubic space — notably in the XVisconsin high school and the biology building, among recent large structures. In the high school building expensive repairs will be needed to make the building sanitary (exhibit 23); much space is inadequately used; seats cost nearly twice as much as most \Visconsin high schools can pay. From the stand- point of the university's purpose to demonstrate most advanced practice teaching a high school without outdoor play space is too expensive. To cramp the campus for play space while hundreds of acres of owned farm land is avail- able for agricultural experiments seems a too expensive use of the university farm lands. Many faculty members are being retained too inexpensively — that is, for the kind and quantity of work they do they could obtain more in other institutions and many could obtain much more in other walks of life, as is true of some men in all educational institu- tions. For the standard of living to be met and the standard of preparation for teaching to be required salary schedules are too inexpensively low. The survey suggests that the best way to effect a change is to begin with attention to lowering living and raising teaching standards, before changing the salary standards. Among the principal causes of unnecessary expense which are explained in the detailed report are: Lack of an accounting system to show unit cost for kinds of work, including lack of adequate time records for the non-instructional force. Classes of one, two, three, four, and five students, and under ten without notice or justifying reason for each; according to the only official record S12 per week of salary was spent upon one student in one class (second semesteV 1913-1 4), or §1,512 per year. Maladjustment of schedules whicli causes wasteful use of space. Sending out a 802 page catalogue, or writing a two page personal letter in answer to an inquiry calling only for a printed form or post card. Indeffniteness in the catalogue which necessitates personal letters. Inadequately supervised research. Overlapping of courses. Unsupervised administrative officers and bureau heads. Inadequate comparative information when the budget is made. Construction O' renting of additional space when existing space could be utilized. Purchase of land at private sale when the alternative of condemnation might both reduce cost, establish a lower level for real estate in Madison and help check the increase in cost of living for students. 165 University Survey Report Losing $6,000 (during 1913-14) on commons (exhibit 28) in spite of the large volume o? practically certain business, or $15,000 if depreciation and interest be charged. The fact that profits on a dormitory equal losses on commons does not wipe out the loss. Lack of information regarding graduate and research work. Absence of a place or plan for study by university management of university problems and conduct. Lack of definition as to what cjuantity and quality of contact with students is expected to be given by instructors — whether 15 hours, or 8, or 4, or 40 per week. Failure of directors, deans and president to know university work from the side of classrooms. Failure to draw upon student and faculty sources of information as to inefficiency, waste, and needs not yet met. Types of organization of faculty and regents which lead to action without adequate inquiry. Failure to use students and faculty for reducing administrative cost while supplementing theoretical courses with practical field tests. Usurious interest paid on summer session salaries in leaves of absence when not paid in cash. Absence of information in the hands of regents which would enable them to exercise in- dependent determinative judgment, and inability to secure information when they ask for it. 5. What if any parts of the university's work are inadequately supported? When this question was framed it referred to fields already entered by the university in which sufficient funds were lacking to do the work already undertaken, it does not here refer to kinds of work not yet undertaken. From information gathered the survey does not feel justified in saying that any division of work which has come to its attention needs at this time additional financial support, as much as it needs additional administrative attenlion. Additional financial support often subtracts from a department's efficiency by diverting attention from basic work to the increment of work that the new money is intended to buy. It is suggested, for example, that for the Extension Division to spend two years developing its present organization will do more for the future quantity and quality of its work than will the customary addition of 825,000 a year or 875,000 a biennium to its budget (exhibit 16). For similar reasons the survey is convinced by its study of the use of rooms and building space that attention to the full use of space now on the campus will do more toward adequate future support than will additional funds at this time, because additional funds would divert needed attention from existing unused space to creating new space. In October 1914 the percentage of vacancy (on a 44 hour week) was 44 per cent in univer- sity hall; 41 per cent in north hall; 66 per cent in the engineering building. Details for all buildings, mornings and afternoons, are given in the detailed reports (exhibit 27). The congestion which exists indicates the need of attention to time schedules, courses of study and distribution of class work, more than need for increased support for new buildings. The time and money needed for studying the registrar's records and for devising ways to save time of students in registering can be obtained by improving the catalogue, and by making unnecessary personal letters which give information that would not be called for if the catalogue and other notices were complete (exhibits 7, 36). The much needed supervision of classroom instruction and of research is already being paid for, according to the university's own definition of responsibility assumed by those in charge of undergraduate and graduate study and research (exhibits 2, 3, 4, 23). A bureau of statistical and administrative research is needed, but a definite plan by the de- partments of social and educational science for research through practical service that needs to be rendered is more necessary than the bureau; counting leaves to learn about medians, norms and averages as is done by classes in statistics, is less profitable than counting small classes or unused rooms. Salary schedules for instructors of highest efficiency in each rank are inadequate in the university for full service: Instructors, $1,000 to $1,500 in five years; assistant professors, $1,750 for first three years, $2,000 for second three years; associate professors, $2,250 for first two years, $2,500 for second two years, $2,750 thereafter; professors, $3,000 for first three years, .$3,250 for next two vears, $3,500 after five vears — exceptional salaries going up to $3,750, $4,000, $4,250, $4, .500. In the Wisconsin high school many salaries are so low ($800, $1,000, $1,100 and cheaper part lime arrangements) that it is unreasonable to expect that for them the university can obtain service of the quality it pledges itself to give to prospective teachers. The suggestion is repeated that the quickest way to secure an adequate salary schedule is to prove to the state the need by study such as the university has not yet given to instruction, and by requirements regarding amount and quality of service which it has not had the information to ])rescribe or to enforce, rather than by appeal for increases in salary schedule without increase in the minimum standard of service rendered. 166 ALLt\ S HKl'(,Hr 6. What parts of the uiii\t"rsity's work urv out of i)ro{>ortion — too large, too ninall — to its program as a » hole? Several divisions of university work have not been examined by the survey. It is difFirult, therefore, to answer this question satisfactorily. Methods are later suggested by which it may be made easily possible for the university and the legislature to answer this rjuestion cur- rently for themselves. Among specific disproportions shown in the survey's detailed reports are the following: Too much argument against culture possibilities of vocational courses in freshman En- glish, second semester. Too little oral P^nglish. Too little use of foreign language in foreign language courses. Still too few opportunities for physical exercise out of doors. Too few self-supporting dormitories for students and too little attention to student cost of living. Too few general information courses. There has been little development since 1907 when the regents were informed that the faculty had decided to increase these courses. (By "general information courses" are meant courses to be taken for a birdseye view of important fields where the student has no intention of specializing and can- not afford the time to prepare for advanced courses.) "Coordinating" courses are needed such as former President Bascom gave, and such as are illustrated in the digressions in the elementary chemistry course. The student now sees only special- ists, and what is more ii^portant, only specialists meet him. Too few courses in problems of citizenship, municipal, county and state government; less than .S13,(l00 is now directly appropriated for these subjects. Too little analysis either of policy, methods or results of university management. This is inevitable when so little information is possessed, sought and correlated. Too little field laboratory work in several branches, including the social scienci s, educa- tion, engineering, agriculture, journalism. Too little supervision of the field work now being done. Too little supervision of instruction, resulting in too little knowledge about instructional methods and results, and too little effort to strengthen, to locate and remove weak- ness and to improve teaching ability. Relatively too much emphasis upon research and graduate work, upon which consider- ably more than half the instructional payroll is spent, together with too little supervision of research and graduate work. The other side of this disproportion is that there is relatively too little emphasis upon efiiciency of instruction and upon undergraduate and elementary in- struction. In the report to regents, 1912, by the dean of letters and science, the regents were told: "It would be impossible to secure at any price [ablest men] who would give the whole, or the greater part of their time, to elementary teaching." Foreign languages are over-emphasized in the entrance and graduation requirements al- though ability to use them is under-emphasized in actual instruction of students who are re- quired to take the courses or elect them, especially of those who are preparing to teach them (exhibit 12). This disproportion in emphasis is illustrated by the comparatively small pro- portion of students (911 of 3,646 registrations, November 1914) who elect advanced courses in the subjects which are in effect or actually compulsory for the first two years. (,In its com- putations the university counts as advanced work freshman and sophomore work of stu- dents offering foreign language for admission). There is reason to believe that compulsion is emphasized at the expense of personal and cultural advantage in the present treatment of foreign languages. Elementary courses are given which it is the expressed intention of the university to shift ultimately to high schools, and which could more rapidly be shifted to high schools if the university would modify its emphasis both in visiting high schools and in encouraging high schools to add certain subjects to their curriculum. For example, new university buildings are felt to be necessary to accommodate the elementary classes in physics, history, l^nglish. "trailer" classes in mathematics, military drill and physical education for all freshmen and sophomores, etc., where a great reduction in the demands upon the university for such in- struction could be effected through strengthening and making more general strong courses in these fields in the high schools. Yet instead of throwing extra weight in these directions the university has in 1914 taken what it has described as the most important forward step in the training of teachers bv appointing at the rate of §2.500 a year a specially well equijiped teacher of Latin in the' Wisconsin high school. Of 183 students who graduated in 191 I from the training course for teachers 11 are known lo be teaching Latin, and in November there were 192 enrollments in Latin courses at the universitv, while in high schools in the state 5,814 of 42,000 pupils were taking Latin in 1913-14. In proportion to the number of students served, three instructors of professorial rank for Hellenistic Greek and Semitic languages are out of proportion. l-:ilher the department is dis- criminated against in permitting students to elect, as is claimed, or it is given too much money for its service. If moncv and men are not disproportionate to the importance of the subjects, then administrative attention to the development of these subjects is less than it should be. In October 1914 one teacher of professorial rank had 7 classes of 1 student; another had one class each of 9, 3, and 2 students and 2 classes of 1; the third had three classes of 1 student, 1 class each of 4 and 3 students. 167 U^■l^ KRSiTY Survey Report Spanish, Italian. Scandinavian, Hellenistic Greek and Hebrew suffer a disqualification be- cause while it is possible for a freshman to elect these languages, information given to stu- dents by the catalogue and the adviser is confusing with resi)ect to these courses. In i)roporlion to the time and space given to describe courses and to show courses required, loo little time and space are given to outlining alternative courses, which will help the stu- dent select courses with reference to one another and with reference to his own peculiar needs. Electing with so little balanced information as the student now has is too often sheer gam- bling, not intelligent election. There are too many independent departments, which fact leads to a topheavy adminis- trative organization (exhibit 24). There are departments of one mernber, of two and three and five, etc. This means a chairman for each department, which again means "autonomy." inter-departmental courtesy, unnecessary machinery and inevitable lack of correlation. There is a department of Greek and another department of Hellenistic Greek and Semitic languages. Likewise, the College of Engineering is cut up into small departments, as is the College of Agriculture. The number of directors of courses (commerce, chemistry, education, etc.) is dispropor- tionate to the i)owexs, duties and activities of such directors. They are for the most part di- rectors who are not permitted to direct. Instead of directing, they negotiate and manoeuvre and petition and "watchfully wait." Too many coordinators have the same effect upon co- ordination as too many cooks have upon the broth. The net result of the present tangle of too many departments, too many department chairmen, too many directors, is really to keep deanships and i)residency from the coordination which should be required of deanships and presidency. Attention to extending and multiplying university activities is out of proportion to atten- tion given to developing and strengthening present activities. This has been notably, and naturally, true of the Extension Division which is of recent origin. It is notably true also of the Wisconsin high school which was taken over in 1911 and for three years was conducted wi'ch altogether too little attention from the university and with results that instead of justi- fying the expense added complications and diverted attention from teaching efficiency, prepa- ration of students, and development of Madison public schools as laboratories, and gave the university a heavy investment in mistakes which hamper it in making the most of its 1914 equipment (exhibit 23). Before physical education work was organized a course for training teachers of physical education was introduced. Before the high school building was fairly in use it was proposed to establish a lunch room in place of the play rooms. Special courses for agricultural students are opened in the College of Agriculture which the College of Letters and Science should be able to conduct. Before suflicienlly well equipped to give graduate work to justify students in specializing, graduate courses are offered by many departments. Too much time at too great cost is given to examinations — not including overhead costs, over $125,000 a year (by university, $75,000; by students, $.50,000). The other side of this disproportion is that too little attention is given to the purpose, method and results of exami- nations. Too little effective testing is done during the term (no testing in some courses, only 5 per cent allowance given in others) such as might make it unnecessary to spend 15 days out of the two regular semesters in final examinations (exhibit 13). Too few student convocations (6 in 1910, 11 in 1911, 9 in 1912, 4 in 1913, and 4 in 1914), too few faculty convocations, too few Sunday vesper services, too few assemblies for students of certain courses or colleges are provided. This need is expressed by faculty and students alike and is one that requires little if any additional expenditure to meet adequately. With a fac- ulty of over 600 members to draw upon, and with a large number of distinguished men and women visiting Madison every year both from within and without the state, it is not neces- sary to have special appropriations in order to make meetings of students and faculty great educating and unifying factors. 7. Is the state's support of the university proportionate or disproportionate to state support of other public educational activities? It is clear, when support is measured by numbers reached, that the university is not less liberally supported than are other public educational activities. It has been easier to secure funds for the development of the university than for the devel- opment of other activities because the seat of the university is the place where the legislators are when making up their minds how to vote. The appeal for funds comes to them in consoli- dated form. The state university (especially because of agriculture and extension work) is felt to belong to all citizens of the state and to involve their welfare to a degree not felt re- garding normal schools which work within limited areas, high schools which are local, com- mon and rural schools which are local, or even the State Department of Public Instruction which is known to people of the state because of its connection with each locality, rather than through its connection with public education throughout the state. A second reason why somewhat more liberal support of the university will always be the tendency is that the more the state does for the rest of its public education, the more pressure this will put upon the university to serve them and the students they prepare. 168 G late has pon the lumbers Ludents, )portion sake of rovided cent in- hanhas by the he state levelop- iditions ;ounties wav of by 'the 100 to rsity in ear, be I in the ortance lequate s which lunities rogram revious !ases to public islature Ived in Depart- ditions, reconi- onic to on. the as the :ion, in clearly tiasized is work quiring 1 other of the ng the shes as cs dis- tv five to the who is 1 judg- line of .• judg- ion be testers, ich the ocracy estions o MAP OF WISCONSIN SHOWING BYCOUNTIESrOR 1?13- T0WN5 MOT REPRESENTED BY 5TUDENT5 AT THE UNIVERSITY m c Allen's Rkpgrt A third reason why the support of the university is disproi)ortionate is that the state has been providing funds to take care not only of the state's own increasing demands upon the university, but to take care of regular non-resident students who have increased in numbers during the last ten years 213 i)er cent, or more than three times as fast as the regular students, who (during the same period) have increased only 66.5 percent. (The actual disproportion is even greater because several hundred non-residents acquire residence for the sake of attending the university without tuition). I-'or sunmier school the university has provided not only for a 543 per cent increase of Wisconsin students but also for a 1,185 per cent in- crease of non-Wisconsin students. Less attention has been given by the state to several of its own state-wide needs than has been given to serving the individual able to attend the university. Other reports by the State Board of Public AfTairs have shown that too little attention has been given by the state to the preparation of teachers for rural schools and other common schools; to the develop- ment of courses in citizenship in the rural, common and high schools; to living conditions and salaries for rural school teachers; to opportunities for central high schools in counties and townships which cannot, working independently, support such high schools. An indication of disproportionate demand for university service which is another way of stating a disproportion in attention by the state to educational needs is afforded by the survey map of 500 Wisconsin communities, ranging in population from loss than 100 to over 2,300, not including tributary territory, which sent no students to the university in 1913-14. It is not expected that every single community in Wisconsin will each year, be represented at the university. The fact, however, that 500 communities, as shown in the accompanying map, had no students at the university last year, demonstrates the importance of asking what the state is doing to express proportionate interest and to secure adequate public education in these communities. A second map shows at one time the counties which in eight years have furnished 10,000 correspondence students and also about 757 communities from which in eight years no correspondence student has registered. As to appropriations, it is suggested 1. That the universitj- should receive appropriations in proportion to the program which the state expects it to execute without subtraction because of previous inadequate appropriations to other state activities; but that future increases to university appropriations be made with a view to the entire program of public education by means of reports which shall put into one picture for the legislature and the state the benefits to be received by each county, and the cost involved in proposed appropriations for all portions of the school system (.exhibit 33). 2. That for rural schools and other common schools and high schools the State Depart- ment of Public Instruction be expected to report for each biennium the conditions, number benefiting, new work undertaken, needs not yet met, and tentative recom- mendations of funds needed in order to insure proportionate development. 3. That the three-sided budget of state appropriations for public education come to the legislature not directly from the State Department of Public Instruction, the State Board of Normal Regents and the university Board of Regents, but as the result of a budget conference of these three representatives of state education, in which the numbers reached, work not yet undertaken, relative costs be clearly shown. Compulsion is over-emphasized and free competition and supervision under-emphasized with regard to foreign languages. Compulsion fosters inditTorcnt or incompetent class work because students may not avoid or choose If, as is maintained, one reason for requiring foreign languages is that they afford a discipline that cannot as yet be obtained from other subjects which are thus far not taught so well, the obvious opportunity and duty of the university is not to keep a Chinese wall around foreign languages without changing the character of other teaching, but to see that every subject is as well taught and furnishes as good preparation as do foreign languages when best taught (.exhibit 12.) The line now drawn between voting and non-voting members of the faculty gives dis- proportionate weight to rank. An instructor efficient enough to be in the university live years is certainly "not less competent to vote upon the kinds of question that come to the faculty than a full professor who has just arrived at the university. An assistant who is retained after working two years should not be less competent to express interest and jutlg- ment than an assistant j)rofessor who has just arrived. It is suggested that the line of participation in convocations and meetings to which questions are referred for faculty judg- ment, be not one of rank alone but one of length of service, and that the only exception be of persons of whatever rank who have not been at the university at least two semesters. Returns to the survev show that non-voting members have views and proposals which the university cannot afford to lose. Where more than half the faculty is disfranchised democracy cannot be said to exist. (For final settlement of educational and administrative questions submitted to the faculty a small central council of 15 is later suggested.) 169 University Slrvey Report 8. Is the university's business management — in poli<-y. planning, purehasing, supervising, eheeking, and reporting — adequate and effivith the university and «)tlirr educational activities reflect ac^quate information and efficient use of iMf<»riiiation? The history of legislation shows that the two principal conditions which compel adequate information and efficient use of information are (1) significant questions raised by legislative authority; and (2) competition among appealers for funds. Competition between the university and other activities appealing for appropriations has not been keen enough singlehanded to compel the university to furnish adequate informa- tion. Nor have the questions heretofore asked been numerous enough, timely enough and definite enough to bring out adequate information. The budget has conic to the legislature too late, too informally, with too little supporting information, especially as to the educational side of university work. Instead of being printed the university budget has come to the legislature's finance and education committees in mimeo- graphed syllabus form, with an oral elaboration. Instead of being submitted in January the university estimates for the current biennium were presented to the legislature the first week in March. Lack of information and lack of understanding have naturally resulted in misun- derstanding and misinformation. 171 Uni\ ERsiTV Survey Report The procedure in budget making has been described in a detailed report, (exhibit 33) and a number of recommendations made, some of which refer to the university's procedure in de- ciding for what amounts it will ask and what information it will present; others refer to pro- cedure before the legislature as follows: RECOMMENDATIONS AS TO METHOD OF PRESENTING THE UNIVERSITY BIENNIAL BUDGET TO THE LEGISLATURE \. That the university's budget estimates for the next biennium, with adequate explana- tions, be ready for action by the board of regents at its December meeting or at a special meet- ing to be called for January, so that the estimates may be before the legislature at the open- ing of the legislative session; that in subsequent years the budget estimates be printed ready for distribution by January 1st preceding each legislative session. 2. That the regents who are responsible for the university's appropriations, and not the president of the university, assume responsibility for explaining the university budget to the legislature; and that if the president appear at all it be to explain not to present the estimates. "3. That in preparation for their appearance before the legislature the regents obtain the information necessary to explain all budgetry requests, more especially all changes from cur- rent rates and totals. 4. That the printed university budget be distributed in ample time for due consideration in advance of legislative hearings not only by members of the education and finance commit- tees, but by all legislators; and not only by legislators but by the public. 5. That in addition to totals and general reasons in support of the budget there be given specific information which will show comparative results and tendencies such as are enumer- ated in the detailed report (exhibit 33) as not being shown in the 1913 syllabus; e. g., propor- tion of total increase that is to go to increased staff, proportion to go to increase in salaries for present staff, definite estimate of work to be done where requests for extension of work are. made, definite basis of estimates for new buildings, equipment, etc. 6. That in order to make it just as easy to obtain information necessary to an adequate support of the budget as it is now to obtain incomplete and inadec[uate supporting data, steps recommended in the detailed report be taken by the university and required of the univer- sity by the legislature. RECOMMENDATIONS AS TO PER CAPITA COST STATEMENTS TO BE REQUIRED OF THE LEGISLATURE Statements of per capita cost of individual instruction when required by the legislature should, it is suggested, show separately the per capita costs on six different bases: 1. The gross cost to include all operating expenses before subtracting fees received and due from students, government grants, gifts, etc. 2. The net cost to the taxpayer obtained by subtracting from gross cost the total amounts received and due from tuition, government grants, etc. 3 and 4. The gross (3) and net (4) costs of operation obtained by adding to the operat- ing expenses each year's proper share toward permanent improvements not only of the current year but of preceding years. 5 and 6. The gross (5) and net(6) costs found by adding to operating expenses the aver- age outlay for each year of the biennium for permanent improvements. The method now used in stating per capita cost first subtracts amounts received from other sources other than state appropriations ($847,800 for 1913-14) in order to get the total amount contributed by the state toward individual instruction ($1,949,000, including all operation and permanent improvement charges). Secondly, the present method subtracts from the state's total contributions those sums furnished for permanent improvements ($636,900). Permanent improvements are subtracted on the following grounds as stated in the latest bulletin issued by the university: "The money spent in any year for capital account should not be charged against the stu- dents who are attendant upon the university during that year. It is permanent in- vestment to be used for the students during many succeeding years." One trouble with this method is that succeeding years are never charged with any part of this year's capital outlay for permanent improvements; nor is any sum charged against this year on account of permanent improvements paid for in preceding years. In other words, im- provements and capital outlay never appear to cost anything of anybody but posterity, and never appear in the charges either against any year's student or against posterity. If posterity is to pay for buildings it should be remembered that today as yesterday's pos- terity should be charged with a proper share of former outlays for permanent improvements. Since, however, the state of Wisconsin does not make any provision for assessing against posterity its share of today's improvements; Since no bonds are issued for university buildings; 172 Allp:n's Report Since the slate's method of determining tuition, fees, etc., does not include any payment by today for yesterday's improvements or any i)ayment by posterity for today's improve- ments; and Since today's share for yesterday's improvements if charged up in interest and sinking fund would just about equal the average annual capital outlay for the university. Would it not be a fair working statement of what it costs to maintain a university to in- clude as part of cost to be distributed proportionately over the various university services the average of the biennial outlay for permanent improvements? (exhibit 34). Secondly, it is recommended that in computing all fees and the cost of ail services which are supposed to pay their own way and their full way, the cost base include a proportionate share of permanent improvements, interest and depreciation; further, that in all cases where full cost is decided to be too high for direct charge against those students who directly benefit, the difference between full cost and actual charge be specifically appropriated and charged against the departments involved. Thirdly, that instead of estimating the amount spent upon research and other activities, adequate cost records be kept to show actual cost. Fourthly, that in counting students taught the number of weeks attending or the number of credits earned be used — not the number of registrations. 10. What is the university's relation with, and influence upon the rest of the state's system of public education? So much of the general relation of the university with the rest of the state's public educa- tional system as consists of leadership in the field of higher education, or influence due to alumni, or indirect influence due to publicity and to research, is not dealt with in this sum- mar>\ This general relation has already been treated in parts II and III of this summary. Only direct relation with and direct influence upon the rest of the state's system of public education are referred to here: 1. With the State Department of Public Instruction costing $60,000 annually, re- sponsible for correlating the entire public education system with its total en- rollment Jo 460,000, the university has the following direct relations: (a) The state superintendent of public instruction is also ex-oflicio regent of the university. (b) As regent the superintendent also serves on two committees, and is chairman of the committee on extension. (c) As state superintendent the ex-ofTicio regent secures from the university no cur- rent reports except by courtesy not even a brief annual statement for his bien- nial report. (d) The ex-officio relation leads almost inevitably either to friction between two portions of the state's system of education, or to cooperation based upon in- action, and this really means two-sided failure to cooperate — failure of the university to give the state system the benefit of university knowledge regard- ing state needs; and the failure of the state superintendent to give to the uni- versity the benefit of his knowledge regarding university needs. (e) This ex-officio relation seems clearly to have hampered effective cooperation in Wisconsin. If the state superintendent voles against proposals in the Board of Regents and talks against them, he becomes an annoyance; if having voted against them or having remained silent, he later in his capacity as state super- intendent criticises what the university has done, he is charged with bad faith or lack of courage or double dealing in his second capacity as regent. (f) As state superintendent, the ex-ofTicio regent is not free, as personal relations go, to ask any questions or make any suggestion or comment upon the university until after he has asked questions or made comment before the Board of Re- gents. Having made them there he cannot, in courtesy, publicly question or criticise until the university has had a chance to act upon his suggestion. To the extent that the state superintendent as regent has made mistakes, has not kept himself informed, it is made diflicult for him as state superintendent to proceed as if he had not been party to what he may consider steps in the wrong direction. (g) If the State Department of Public Instruction and the university were coordi- nate factors, where now the state department is represented in the Board of Regents, each would be freer to deal with the other, and the state should ob- tain from each, first, information that would help strengthen the other, and , secondly, active cooperation in strengthening the other. Among amendments to the law it is suggested that the present ex-ofl\cio relationship be- tween the university and State Department of Public Instruction be discontinued and an in- stitutional relationship set up for the purpose of increasing their active cooperation. Of 28 state universities reporting, the state superintendent is not regent of 12. 173 University Sthvev Report 2. Xiith slate normal schools, c-osting §1,055,000 annually, with an annual enroll- ment of 3.900 students in normal departments and 2.000 pupils in grades in training schools. (a). Occasional, not syslemalic conferences are held between the university and normal schools over special questions. (b). Joint meetings of the university Board of Regents and Board of Normal Regents are not provided for or held, (c). Institutionally there is no cooperation even in such matters as bureaus for securing appointments of teachers, (d). More serious is the lack of conferences on such subjects as courses for the training of teachers, entrance rec}uirements, courses of study to be commended to high schools and other schools. (e). No joint meetings are provided in making the budgets for which the respective boards are responsible, (f). Normal school graduates are admitted to candidacy for and given two years credit towards the degree of Ph. B. (g). Other students from normal schools are given credit point for point up to two years for work done in normal schools, (h). The recjuirement of foreign languages was waived in October 1914, in the case of normal school graduates as petitioned by adult students with teaching experience and as recommended to the faculty by a faculty committee. (i). There is no coordination of program for training teachers although the normal schools still send more teachers into high schools of Wisconsin than does the university. (j). Although there appears to be little actual open friction there is certainly little mutual understanding and little active open cooperation. (k). Proposals toward coordination are made in a separate report by the state board of public affairs. Pending the constitution of any new means of coordinating the work of university and normal schools, it is suggested that the division of reference and research which is recom- mended by the survey, equip itself with information regarding the essential points which are common to university and normal schools. 3. With high schools, costing over $2,000,000 annually, with a enrollment of 42,000 pupils. (a). The university visits high schools for the triple purpose of seeing whether they are to be officially accredited or continued as accredited, to give them general advice, and to keep in touch with high school needs. 300 visits were paid in 1913-14, to schools (number unknown to university) by 26 inspectors; 307 schools are accredited (b). The university helps teachers find positions in high schools and helps high schools find teachers; 44 of last year's graduating class were helped to high school teaching positions in Wisconsin, besides 5 helped to supervising posi- tions in Wisconsin. Of 1,985 teachers in Wisconsin high schools in 1912 regular and special branches, 536 were from the university. Of 369 principal- 77 were from the university. (c). The university conducts a secondary school, the Wisconsin high school, for three purposes, all of which relate more or less directly to the welfare of public high schools, (1) to give prospective teachers directed teaching and demonstra tions of efficient teaching; (2) to investigate secondary school problems, and (3) to set up standards for secondary schools. '(d). The university publishes a high school series of bulletins for distribution among Wisconsin high schools. (e). The university conducts courses for the training of teachers in 17 subjects besides maintaining a department of education with 11 instructors. Of these five general points of contact with high schools the detailed reports show that the actual contact is not as profitable to the high school as it might easily be made for the follow- ing reasons: 1. The committee on appointment secured places in Wisconsin high schools, for but 44 of 183 graduates (1914), from the course for the training of teachers, and knows of but 13 others who went to high school teaching positions in Wisconsin. The routine work of the committee can be greatly improved by steps which have already been reported upon in detail and taken' up with the Board of Regents rexhibit 22). 2. The committee on high school inpsection has not had a definite enough plan either for a year's work or for the work of one inspection visit. Uneven and indefinite records are kept which reflect lack of knowledge and clear program. Too liitle of the information obtained by the university gets back to those responsible for 171 Allkn's Report local schools; pracUcaily no improvements in university instruction of any course of study are recorded as the result of knowledge gained through high school visiting. Probably because of the major emphasis ui)on accrediting, which means refusing recognition to those not quite uj) to a given standard rather than upon helping schools to reach that standard and upon being itself helijed, the university has Ijeen led, induced, and almost compelled by high schools, whereas* with a different direction of energy it would have enabled to lead in develoi)ing high schools. In 1914, for example, when high schools have so generally introduced commercial subjects, domestic science, and other vocational subjects, the university declares that its principal forward step has been in engaging an es|K'cially well equipped teacher of Latin, although only 5,81 1 pupils out of a total of 42,000 pupils in Wisconsin high schools are studying Latin in 1913-1 1. 3. Similarly the university has failed to develop in high schools the teaching of natural sciences, notwithstanding its own need for relief from congestion in chemistry, physics, etc., and notwithstanding the space desired for such subjects. Instead of throwing its own emphasis where teaching in the state is felt by it to be weakest, the university has thrown its emphasis into subjects that least need its help. 4. Finally instead of giving to the general university faculty information about educa- tional conditions in high schools, the committee on high school inspection has reported the arithmetic of its work — the number of schools visited, number of schools accredited, etc. (exhibit 21). If disproportionate emphasis seems to be given here to the university's relation with second- ary schools it must be remembered that the high schools alone of the state's public school system have direct relation of consequence with the university. In this direction lie the greatest possibilities for modification and improvement of policy, organization, method and teaching qualifications. Of one high school bulletin issued by the university, the survey has shown that it not only fails to fit the needs of schools but gives impractical and misguiding advice, (exhibit 13). Other bulletins show the need of more intimate understanding of high schools as they are in the state before detailed suggestions are sent out by the university. 4. With the training of teachers costing S 15,856 annually. e\clusive of cost of administration, cost of 10 departmental courses and the special courses of the Department of Education, with an enrollment of 203 annually. This division of university activity is in reality not a course, as it is called, but an aggrega- tion of courses not subject to central planning, direction, or inspection (exhibit 23). (a). The detailed description of classroom exercise observed show not only that many of the instructors are not sufficiently well equii)ped by experience or ability, or training, to demonstrate the sort of teaching that is needed in high schools, but that certain of them are not as interested in this phase of their university work as the w^elfare of high school work requires. (b). On paper the university is extradcrdinarily well equii)i)ed to demonstrate to teachers how classes in secondary schools should be taught. In practice I'le university is not only failing to avail itself of a remarkable opportunity, but is also failing to meet the current definite demands from the high schools. (c). The director of the course for the training of teachers may not direct, may not prescribe qualifications of those who give the courses for teachers, does not visit classes to see the nature of the work done, may not remove an inefficient teacher, may not practically bring pressure to bear to change subject matter, method or personnel, may not reasonably be held responsible for efficient direction of work in training teachers. (d). With the Wisconsin high school the report has dealt in another section (exhibit 23"). The nature of the survey findings is illustrated by the recommendations made informallv to a committee of regents before the ojiening of the fall semester of 1914. if these recommendations seem detailed, it must be borne in mind that practicallv everv principle of administration in the study of the university as a whole is fUustra'ted in the conditions found to need attention in this program for training teachers. RECOMMENDATIONS 'REGARDING WISCONSIN UK.II SCHOOL Alternatives to the announced i)lan of the Wisconsin high school are suggested as follows: 1. To postpone entrance into the Wisconsin high school until an efficient stall of in- structors in all subjects be secured; an efTicient organization and proper records provided; and the enrolimenl of rei)resentative jnipils secured; or 2. To give the building as it stands plus the wing necessary to finish it. if such can be obtained, to the Aladison jniblic schools for a high school to be directed by and to be 175 University Survey Report made available with other Madison schools for demonstration and practice, directed teaching and experimentation, under terms which would protect the Madison pub- lic schools and be obviously to their advantage; or 3. To give Madison the use of the building without cost, and if need be to contribute toward the salaries of Madison teachers, as formerly in the case of Professors Hart and Bassett; or 4. To use the building this fall, either for the various courses for the training of teachers, including courses by the department of education, educational museum, exhibits, library seminaries and conferences, or for other courses. 5. To go on with the Wisconsin high school as planned. IF THE WISCONSIN HIGH SCHOOL IS TO BE OPENED AND CONDUCTED AS ANNOUNCED 1. Re-define organization, responsibility, method of management and purpose, substituting definiteness for vagueness, certainty for uncertainty. At present the authority, duties and privileges of the following are not clearly defined : director, principal, supervisory council, chairmen of departments giving courses for training of teachers, individual members of departments of education, special supervisors. x\mong questions not answered by the present announcement or other ofTicial record are these: What is directed teaching to be like; how much will each student have; how much will each regular teacher have; how many special supervisors will direct and how much; how many periods of actual teaching will each graduate have had; how many observers will be in a regular classroom at one time; how many periods of regular class work will each student observe; who among the special supervisors and members of the supervisory council may, and who may not. use the special rooms for observation rooms and the adjacent classes, and on what conditions; how many graduate students in education use the school; how will Madison schools supplement; how many credits may undergraduates or graduate students earn by observation and practice teaching; is all permitted observation also directed teach- ing; may special supervisors interrupt regular teachers; how are teachers to benefit from discussion of their work; how many conferences between regular teachers and university staff, etc.; what is meant by references in announcements to relations of director and prin- cipal, general and immediate control, etc., pages 8-9? 2. Perfect the record system so that it will conform to minimum standards taught by the university as necessary for other high schools. Require that the system be above not below the minimum as to content and form of infor- mation, as to pupils and teaching, which is expected of up-to-date high schools. No one prob- ably in our American colleges has given more attention to this subject than the director of the school. Typical lacks are noted in detail in the report of the Wisconsin high school. In brief, new forms need to be drafted and put in use by the end of the first school week of 1914-15. Constant supervision of installation of forms by the director should be required. Monthly summary reports by principal to director, by director to dean, by dean to presi- dent, and by president to regents should be prescribecl. Current tests should be required of teaching efficiency of all persons connected directly with high school instruction. Record should be made by supervising teacher of observation or directed teaching assignments, conferences with regular teachers, etc. Similarly, adequate record should be kept of observation and practice work done by stu- dents in Madison public schools, assignments, conferences with teachers, etc. School for field training via record information as to points needing attention is another need. 3. Re— state the entrance requirements. Accept no registrations from towns where there are accredited high or county training schools. Accept no registrations for studies taught in unaccredited high schools in the pupil's home, or from unaccredited schools until pupils have completed the local curriculum. Refuse admission to regular classes of persons who fail at the university or in university entrance examinations. Construe good health (page 12 of announcement) to mean physical ability to carry the minimum work of four hours. Accept no pupil whose physical condition prevents taking the minimum of four hours. Permit no pupil other than adults to take one or two subjects or less than four subjects for other reason than necessity for self-support. 176 Allen's Report Add previous work, whether in or out of school, equivalent to six grades in school to the present entrance requirements for admission to the lowest class, which are ability to read, write, and speak simple I^nglish with reasonable case and accuracy (unless willing to abandon all educational requirement for entrance to the university). Drop "ability to pay" tuition as requirement (unless school is to remain a college prepara- tory school). Drop scholarships as means of selecting desirable pupils. 4. Reorganize the salary schedules and the teaching stafT to insure minimum of efficiency permissible in a demonstration school. Employ in some other university capacity every teacher who is not considered a model in his or her subject. (The present salary schedule and previous teaching support the admission of the president, director and principal that there are several who would not be employed if adequate funds were available.) Provide adequate helpful current supervision. Spend the larger salaries (if choice must be made) on subjects less etriciently taught in the state's high schools (Latin is said by the university to be among the very best laught). Arrange with Madison to take university high school pupils in subjects which the univer- sity is not yet prepared to teach as models, and in exchange take Madison high school pupils in subjects which the university can now teach better than can Madison. Utilize university freshman classes for directed teaching and demonstration in subjects which the high school is not prepared to teach in a model way. Concentrate upon efficient demonstration teaching and efficient recording of the school's experience the first year, post- poning experimentation until the second year, if not later. Challenge until proved the efficiency of all supervising instructors and ask for re-assign- ments that may be shown to be necessary (several will be necessary). 5. Reorganize and re-state the course of study. Harmonize the educational ideas of the high school and the Department of Education — do not practice at the high school what is taught by the Department of Education to be obsolete. Coordinate course with that of Madison schools. Have course as whole submitted to supervisory council and all supervisors and all depart- ment committees whose subjects are taught in high school. Make school a supplement to, not rival of, the Madison high school to illustrate (a) agri- culture teaching; (b) commercial course: (c) industrial training; (d) cooperation with shops and business; (e) double use of teaching; (f) the sciences; (g) business English and (i) business writing. Show high schools of state how to teach in a model way so-called practical subjects which all are being required to teach. Use experience as basis for new texts and discussion of methods in subjects not now gen- erally well taught. Require emphasis upon "mother tongue" in other than English courses. Require greater and different attention to writing (see page 27 of_announcement.) Have method and content re-stated (see page 45 re civics; page 1/ re mathematics) to con- form to modern method and to essentials of clearness (page 28). 6. Correct defects of building and equipment so far as possible and frankly use the uncorrectable defects as illustrations of errors to be avoidctl. Desks are too expensive, lack room for books and ])aper, are inadequately adjustable, and are not adjusted at end of December. More toilets are needed. Ventilation is inadequate in many rooms and lacking in others, and is inadequate in toilets. Dust catching mouldings are numerous. Unnecessary space is expensively set aside for auditorium, gymnasium, playrooms, ob- servation rooms. (Other points are noted in detailed report, exhibit 2.3). ■7. With the common schools, other than rural and high schools. Mitii an enroll- ment of 255,000 pupils. (a) The university has practically no relation through its regular faculty. (b) Very few educational studies have been made. (c) It gives lectures and assigned readings to students who are expecting to teach in high schools, some of whom expect to supervise public school systems. (d) University officers attend state and district educational meetings and thus indirectly affect common school standards. 177 Umvkrsitv Survey Report (e) The Kxlension Division lias to a very liinilod exlenl utilized Lhe public school system in extending its correspondence study work and its other princij)al activities. Three-quarters of the university's corresi)ondence students are in the vicinity of seven hirge cities where regu- lar district solicitors personally see prospective students and enrol! them for courses. (f) Social center work is being conducted by the College of Agriculture and the Extension Division, but the former has thus far done little excej)! publish a program worked out by others; the latter has conducted a propaganda of which relatively slight results are visible. Its bulletins and method of dealing with communities, its correspondence, etc., show that it has failed to understand the small .school or the small community. The gap between the possibilities of this bureau and tlic work which it has done is indicated by the following ex- tracts from recommendations which were sent at the request of the dean following a confer- ence between the survey and the dean and chief of the Social Center Bureau: EXTRACTS OF RECOMMENDATIONS RE SOCIAL CENTER BUREAU 1. That the Social Center Bureau keep currently informed as to the extension program dates for the i)rincipal agencies in the state, such as the Wisconsin Slate Teachers' Associa- tion, The Grange, Federation of Women's Clubs, etc. 2. That a special list be kept showing every place in Wisconsin positively known to have had social center work last year, with the population of town, school enrollment, etc. 3. That a circular letter be sent to presidents and principals of training .schools of the eight stale normals, and to all influential social agencies throughout the state telling briefly the way that the bureau aims to help, to serve as a clearing house, etc. and asking each town or school districts such facts as: (a) Api)roximate number of night meetings held last year in the school house. (b) \\ hether or not school house was used for elections. (c) Whether adults on their own initiative hold meetings or come merely to children's meetings. (d) What other town meeting places there are. (e) How many moving picture places there are. (f) Whether teacher or principal or superintendent would like the bureau's regular serv- ice and what other special help they would like. With the letter might well be sent a return post card, with space for name of present teacher or principal — whether new or there last year. After a few weeks a reminder return post card should be sent out to all localities that had not answered the first sei of questions. -1. That slides of photographs and interesting information be prepared to try out in a few towns with commercial moving pictures, as the beginning of a comprehensive campaign to advertise social center work through the local moving picture companies. 5. That a simple form of uniform report be sent to localities, not so much for the purpose of getting answers to the bureau as of helping the principal keep a record that will interest the locality, school trustees, etc. Later, a summary of these reports should be called for and dis- tributed. The cooperation of older school children or of men and women of the community could profitably be enlisted in keeping this record. 6. That answers to correspondence give definite and helpful information, and also promise further help. 7. That the bulletins be rewritten so as to make them shorter, clearer, simpler, easier to un- derstand and more practical than they were during 191,'?-14. 8. That the city of Madison be made a demonstration place. To that end it will be neces- sary for the bureau to start at the beginning and help Madison teachers and principals take their next steps from where they are now, keeping the bureau in the position of helper rather than instigator. 9. That districts near Madison be helped through graduate students and students intend- ing to teach, and used to try out thoroughly the bureau program, so that there will always be I)Uices near Madison to which visitors can be taken, and so that the bureau will always have a field check under its own eye for its various plans. 10. That the bureau help existing local agencies, including principals, demonstrate the need for system. It is suggested that communities are vastly more likely to appoint a per- sonal representative after they feel the need of one than before their local experience shows them such need. 8. With rural schools, costing $3,760,000 annually, with an enrollment of 165.000 pupils (a) The university has no direct relation. (b) At the time of the rural school survey by the State Board of Public Affairs a committee of the university exjiressed interest and joined in an appeal to the state to utilize the survey results for the improvement of the rural schools. (c) No comprehensive means exist for gathering important data regarding rural school conditions. (d) No special courses are offered at the university for county supervisors, such as might be provided through short courses. (e) The social center bureau which might have done much for the rural school during the last school year did less than should have been done in one month. Although the university 178 Alle.n's Hkport recognizes this fad and slated it to tlio incumbent, no steps were taken to change the meth- ods which had been found defective. (f) The rural school is not used by the Kxlension Division to any appreciable extent in promoting correspondence study. (g) To a slight extent the rural schools as such are directly served by the Extension Di- vision's package library 9. With those out of school who wish to study The university had enrolled in its correspondence study course .lune 191 1, r),181 from the state of Wisconsin. There are from two to three times as many students taking corresi)ond- ence courses with private schools as with the university. 'I'here are over 1,20(1 in the city of Madison enrolled with one private corresijondence school. The tuition paid to out of state private schools undoul^tedly exceeds the total cost of running the entire Extension Division, for which the university appropriated for 19 11-1. j, S'll'AJ'M). One reason why there are so many students enrolled in private correspondence schools is that the advertising by the Extension Division increases the number who are susceptible to the commercial institution, which relation is reciprocal however to the benefit of the uni- versity. The map showing communities from which during eight years no person has registered with the university for correspondence study work contains ToT pins. This suggests the importance of more direct relation between university extension and the common and rural school ofTicers. The limited extent of the university's direct influence upon the rest of the public school system has been obscured by the rapid growth which without analysis would indicate a tremendous hold upon the schools of the state. The university, however, has proportionately fewer students in 1913-14 from Wisconsin high schools (6') i)er cent of register) than it had either 10 years (821 ])er cent of register) or 20 years ago, (87^ per cent of register); ratio of Wisconsin students at the university to high school enrollment was 16 per cent in 1884 and 8 per cent in 1913-14, (latest date for which figures are available) despite the presence in 1913 of several hundred non-resident students who claim residence in Wisconsin. While this fact is partly explained by the ra])id increase in the proportion of students who now go into high school with no thought of continuing to college, a contributing explanation is the lack of organization at the university for learning about high school needs, for analyzing the university's relation to high and other schools, and for more definitely preparing teachers to meet these needs. Recommendations respecting this relation are made in the state board's separate report on a central board of education. 11. What are the standards of living — social and economic — in the university? What the social and economic standards of living in the university are no one knows definitely. Xor has a systematic, comprehensive, official effort thus far been made to ascertain. The Board of Visitors issued in November a set of questions to .'),000 students in residence and to the graduates of 1914, the results of which promise comprehensive data as to amounts spent by students. Of 97o rooms for men (accommodating 1,739 students) listed in the second official directory of September 1914, the advertised charges were as follows: Price per week per student Total No. of students accom- modated 1 ,739 Total No. of rooms 975 No. of rooms for 1 267 No. of rooms for 2 660 No. of rooms for 3 40 No. of rooms for4 8 $ .75 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75 4.00 4.50 5.00 5.50 6.00 7.00 8 62 131 321 157 463 110 277 30 110 7 36 5 11 4 3 1 2 1 4 29 67 170 81 252 64 160 19 79 4 22 3 11 3 3 1 2 1 4 21 57 1.33 62 178 46 99 11 31 3 12 2 3 7 29 13 58 18 52 8 48 1 9 1 11 2 3 1 2 1 3 2 6 4 15 3 1 2 1 9 1 1 . .. 179 University Survey Report Private boarding places accommodating 615 students were listed in this directory, at the following rates: Board for 43 students at $4.00 per week Board for 289 students at 4.25 per week Board for 251 students at 4.50 per w-eek Board for 2 students at 4.75 per week Board for 14 students at 5.00 per w^eek Board for 16 students at 5.25 per week Regular board at the university's dormitories and commons is S4.50 a week. In the public lunch rooms where students" may buy what they want for each meal and come ir- regularly, selection may be made for a week within §4.00; what the actual average is, is not known. Unless students earn while at Madison it is extremely difTicult for any Wisconsin student to go through the school year for less than $350. Those who pay $500 will prol)ably be found in the tabulation now in progress to exceed those who go through for $350. For the details which make up the fees ancl miscellaneous expenses it will be more helpful to await the results of the answers to the board of visitor's questionnaire to students which will be available early during the session of the legislature of 1915. On the social side much has been done by the university by way of furnishing equipment. Student organizations may use Lathrop Hall for dances and other entertainments. Women students may have callers in the parlors. These privileges are not used to the satisfaction of those responsible. The whole question of student life has been the subject of concern to the faculty. A special committee has been appointed to concentrate faculty action. It was unfortunate that the report leading to the formation of this committee dealt with generalities so that the concentration of authority was brought about without information necessary to the most effective use of centered authority (exhibit 24). The "varsity welcome," the large cheer meetings in the gymnasium, the men's union, are all helping to bring about more natural and more general social relations among students. It is still true that the smaller percentage of students who are organized on social lines, such as the fraternities, sororities and a few other clubs, have a very great advantage over students not so organized. There are too few functions of general character to which students may come simply because they belong to the university without at the same time belonging to some special social organization. The conviction that there are too many outside activities which deflect student attention from work is entirely compatible with the fact that those who lead in outside activities and who get most benefit from them are the small percentage. Too few student societies exist for public speaking, debate, literary and scholastic purposes. The following suggestions are made as to social and economic standards: 1. That more student convocations be held. 2. That assemblies of students having common interests be held. 3. That more general social meetings be arranged for in the gymnasium and in Lathrop Hall which do not depend upon organized societies for their success. The cost of cleaning and of other arrangements for using the gymnasium would be consider- ably less than the interest on the money necessary to build the hoped for adequate student union. 4. That the price of rooms in the women's dormitories be lowered so that instead of having a surplus of $8,266 on a cost basis from this source the university receive only carrying charges to include interest and depreciation. 5. That to help reduce the cost of living all land be purchased at condemnation unless a figure may be agreed upon privately that is within the lowest, trustworthy independent appraisal. 6. That students be encouraged by remission of physical education requirements to take rooms further from the university so that those who must now scrimp to pay rent will have a margin for recreation. 7. That the program foV self-supporting dormitories mentioned in another section (exhibit 27) be begun promptly on an extensive scale, if need be through mortgages on dormitories by which private funds advanced on a commercial basis, may supplement legislative appropriation. 8. That the catalogue announce that no non-resident student is desired at the university w^ho cannot content himself with an expenditure not to exceed $600 a year for living expenses (and tuition) in Madison. ArJMlrary as such suggestion may seem it is less arbitrary than for non-resident students through lavish expenditures of $650, $750, $1,()(J0 to force— as such expenditures do force in college as well as out of college — a higher cost of living than lower incomes can meet. If it w^ere legal to set a maximum for resident students it would be a desirable and just thing to do. With non-resident students the university may make terms. To notify parents of resident students that an expenditure above $600 is not to the interest of the student, or his fellow students, or the university, would be effective through the catalogue and correspondence. 180 Allen's Report 9. That university land especially along the lake be tendered to groups of students who will erect suitable buildings for board and room with assured supervision accept- able to the university. This policy may be found in full force at Northwestern University. 10. That student self-government be given a chance to learn from its own mistakes without intervention of faculty committee or faculty rulings. The logical develop- ment to the limit of student self-government would do much to improve social and living conditions among students. 11. That funds be opened for student contributions toward a permanent endowment which could be used for reducing charges upon future taxpayers. Toward resident tuition and university equipment which costs $158 a year (exhibit 34), the Wiscon- sin student pays S21, and the non-resident student but .$121. Not only does the grammar school and high school student with no available income lose the college education but he must pay from his own meagre earnings to send the more favored schoolmates to college. Many students realize that the main dilTerence between themselves and their fellows who cannot go to college is not greater service to the state but greater ability to earn and to enjoy. This greater earning and enjoying ability so far as it exists represents unearned increment which should be more equally distributed if possible. At present there is no organized opportunity for students to ])ay back to the state part, or all, of what the state has spent on them. The public mind would not accept the suggestion that students be compelled to pay back the diiierence between their tuition and what it actually costs, either in service or in money. Would it not be worth the experiment for the university to describe the opportunity, to make it easy to have this return made, and to promise that all contributions will be kept as captial and endowment? The conventional appeal to college men and women to regard their special advantages as special obligations would bear more fruit if it became a tradition that gratitude means, in every case possible repayment of tuition cost within 10 years from date of leaving or graduating. The faculty at present suffers disadvantages due to high cost of living similar to those suf- fered by students. For faculty as well as students there are too few opportunities for social meetings. The salary schedule has not kept pace with the increase in cost of living and with increased value set by the world upon services equivalent to efTicient service as faculty members. Heretofore, however, the concrete statements that have been presented to the legislature regarding cost of living, have not been based on extensive enough study, or specific information having to do with the elements of living cost in Madison. The survey had hoped to make such a cost study, and began an investigation, but was un- able to finish it.* It is recommended that the departments of political economy and home economics be asked to make a report in time for consideration by the next legislature, as to changes in the cost of living with reasons in Madison during the past 10 years, for both students and faculty members. 12. What not-yet-met needs of the state which the university might meet and Mhat opportunities for retrenchment or increased efficiency should be re- ported to the next legislature ? It is the belief of the survey that the most important single need of the university is scien- tific attention to management; that increased efficiency in doing what has already been un- dertaken will produce better results than could extension into new fields: that attention to administrative detail would release more energy than increased appropriation could pro- vide; that the cure for administrative methods needing correction is administrative cor- rection and not money. It is suggested that the best possible way for the legislature to help the university is to re- quire reports as to steps taken by the university with regard to conditions and suggestions in the detailed survey reports before voting any funds for the next biennium. With few exceptions, no steps have been suggested which cannot be begun immediately with present organization and within present appropriations. There are enough administrative officers and enough faculty members to go to the bottom of each situation between the time this report reaches the legislature and the time when it is necessary for the legislature to pass the university appropriation bill. If the legislature asks the right questions more will be done between January and March than will be done in 12 months after the voting of money for the next biennium. The detailed survev reports will help the legislature ask fundamental questions. The de- tailed suggestions are not repeated here. Instead the general suggestion is made that the legislature inform the university at the opening of the session that it will wish by February 1st, or March 1st at the latest, "a specific statement as to what steps have been taken by the university to remedy conditions shown by the survey to be remediable through adminis- trative act of the university and without legislation. 181 University Survey Report LEGISLATION NEEDED ^Vhile the greatest single need of the university is administrative attention to getting done what it is obvious should he done, the survey submits certain recommendations which, if ap- proved, will require legislative action. It is suggested 1. That comj)ulsory military drill be abolished. There is nothing in the university's rela- tions with the federal government which makes military drill compulsory. Even courses in military tactics need not be given in any other college than the college of agriculture and need not be compulsory there. Drill as an elective study would be amply provided for in the sec- ond clause of section 387, chapter 25 of the laws of regents. Eor this course the university appropriated for 191 1-15, S7,512. Students paid for uniforms $5,545. One-third of another salary, not included in the above budget, ($120) must be added. This makes a total direct cash outlay of 813,507. To this should be added the rental of the main floor of the gymnasium and the use of the lower cami)us for drill. In addition, because of military drill, the efTiciency of the department of physical educa- tion is said by itself to be reduced by three-fifths. The director of physical education says that requiring military drill and other physical drill during the same season prevents either from doing sufTicienl practice or securing the best results, and that "three periods a week of physical exercise would be worth 100 per cent more than two periods, and four periods would be Vorth at least 50 per cent more." Ten per cent of the morning hours of freshmen and sophomores is given to military drill, although the university believes that these hours are peculiarly adapted to mental activities and classroom work. Every student who takes com- pulsory drill gives up in time the equivalent of one-half a semester's work. In other words, the same number of hours given to class work would enable a student to save during his first two years one-half a semester. Neither the Physical Pxlucation Department nor the Depart- ment of Clinical Medicine believes that drill is justified by physical benefits. Many students dislike it; how many will be disclosed by the Board of Visitors' report. The same amount of attention given by those who do not elect drill to other forms of physical exercise and team work will develop the moral qualities which are believed by some to result fom military drill. The same amount of time spent in teaching the arts of peace and the methods of efficient citizenship would do more to advance the interests of the state of Wisconsin. 2. That the state superintendent of public instruction be omitted from the Board of Re- gents by amendment of the second clause of section 378, chapter 25. As stated above, the cooperation of the university with the State Department of Public Instruction is ham- pered by the present dual relation of the superintendent. Instead of having two cooperating forces the situation leads to either two compromising or two conflicting forces. 3. That if the superintendent is omitted from the board, the law be amended to provide that the superintendent have the right to appear before the board, to ask questions, to speak, to receive copies of minutes, notices of meetings, proposals, reports of investigations, etc. 4. That whether or not the superintendent be omitted from the Board of Regents, his office be given the power and charged with the duty and responsibility of requiring adequate re- ports from the university to supplement the other reports on educational conditions in the state for the state department's biennial report. 5. That whether or not the state superintendent be omitted from the Board of Regents, the law be amended to require that the educational budget for the normal schools. State De- partment of Public Instruction and the state university come to the legislature after confer- ence between the State Board of Normal Regents, the university Board of Regents, and the State Department of Public Instruction. 6. That the president of the university be omitted from the Board of Regents. The legal advisers of the State Board of Public Affairs give the opinion that the meaning of the present law is that neither on the board nor on standing committees shall the president have the right to vote except in case of a tie. The president states that he does not vote in case of a tie. The voting power, therefore, is not an essential part of the president's relation with the board. In 21 of 28 states reporting, the president is not a member of the university Board of Regents. It is suggested that the president would be in a stronger position with the board if he were not a member; and that the board would be more effective if it were in the position of dealing with an administrative officer rather than with a fellow regent. 7. That if the president is omitted from the Board of Regents, the law provide that he shall receive notice of all meetings; be expected to attend all meetings or have a deputy at- tend; have the privilege of the floor at all meetings; and the right to use all the means now actually used to present facts to the board while still preserving the relation of an adminis- trative officer presenting facts and suggestions to the regents. 8. That if the president is not omitted from the Board of Regents the legislature consider doing away with the regents as a governing body; lodge in the president alone responsibility, so that there can be no confusion as to who is responsible; and make of the board an ad- visory and consulting commitee with power to require reports, etc. A second alternative would be to make the president responsible to the legislature for the discharge of his administrative duties substituting for the Board of Regents in budget making the committees of the legislature during the biennial sessions. 9. That the university Board of Visitors he made a state-created body, where it is now • regent-created, and be given its present powers to question, plus addeu power to compel the attendance of witnesses and records; and that there be added to present definitions a defini- 182 Allen's Hkpckt tioii of the character of report that shall l)e suljinittod by the visitors, i. e.. one tiiat wi'I snecify the mimi)er of visits, amount of time spent, number of i)ersons inter\ie\ve(l, nature f)f'ques- tions taken up, consideration ijiven, results, etc. Also, that the term of the visitors be changed from the present four years with ]K)ssii)ility and probability of reappointment, to three vears without i)ossihility of reai)pointment. It is suggested that the value of the Board of Visitors is in its inabilitv to answer questions without hrst asking them. As soon as a board of visitors knows without" investigation how to explain its own or other people's questions it ceases to be of value to regents or to adminis- trative officers. If a three year tenure is adoi)led it would be advisable to'have onlv one-third of the membership of 12 retire each year. 10. That the Board of Regents, the Board of \'isilors, the universitv and college faculties be required to keep cumulative calendars of unfinished business so that matters of conse- quence will not be indefinitely i)ostponed or lost sight of; and also cumulative indexes of ear- marks of efficiency and inefliciency. 11. That the Board of Regents be reduced in number from 15 (13 appointed and 2 ex- ofTicio) to .^ or 7. That the term be reduced to five years without possibility of successive reappointment. That one member retire each year. That meetings be held at least once a month throughout the year. That the five members be chosen from five different professions or vocations. That the law prescribe qualifications which will require abilitv to understand adminis- trative problems by reading written reports, plus a previous experience that will teach the need for systematic presentation of correlated information. 12. That under the Board of liegents there be created a division of reference and research which will serve as a clearing house for information as to educational and non-educationa! features of university work, criticisms and suggestions from students, facultv and others, in- formation regarding practice in other institutions of higher learning, progress of education in Wisconsin schools that send students to the university, practices wHhin the universitv that deserve encouragement or deserve elimination, etc. 13. That Wisconsin make provision for pensioning its own professors and assume respon- sibility for studying its own university problems. The basis of this recommendation will be found in the detailed report (exhibit 32). Among 10 recommendations there listed are the following: (a) That the legislature repeal the joint resolution, number 10. laws of 1909, which con- stitutes the present legal authority for Wisconsin's relation with the Carnegie foun- dation for Advancement of Teaching. (b) That the legislature introduce its repealing clause with a preamble expressing the appreciation of the state of Wisconsin for the interest taken by the Carnegie Foun- datien in establishing "the principle of a generous and fair retiring allowance sys- tem as a part of the regime of higher education in the United .States." and for (he Foundation's generous efforts to raise the standard of higher education in the United States. (c) That this preamble further express the willingness of the state of Wisconsin, from an equal footing, to cooperate to its utmost with scientific studies by the Carnegie Foundation into education of whatever grade in the state of Wisconsin, and also the conviction that S8,500 (the average amount paid annually during the past five years by the Carnegie Foundation in annuities to Wisconsin i)rofessors) spent upon studv- ing educational problems in this .stat'^ will prove of greater service to the state as a whole than the same amount spent in relieving the people of Wisconsin from a defi- nite obligation toward their, own university professors. (d) That the Board of Regents be requested to report not merely a general retirement policy as was ordered at the October 1911 meeting of the Board of Regents, but also a plan for the assumption by the university — perhai)s by the university and pro- fessors together — of complete and sole responsibility for retiring allowances. (e) That the Board of Normal Regents be invited to collaborate with the university Board of Regents in making the study necessary to determine the j^roper basis for retiring allowances to normal school instructors, either separately or in conjunction with a fund to include both normal and university instructors. (f) That the State Department of Public Instruction be asked to report tentatively upon the alterations, if any, that would be necessary in the present pension plan for secondary and elementary teachers, if a central pian for all |)ublic teachers in the state were to be adopted. (g) That pending final re[)orts and final settlement, the legislature vote the funds neces- sary to continue the annuities already allowed by the Carnegie pension fund; to pro- vide for the retirement of those who have already passed, or during the next bien- nium will have passed their (i'lth year of age, and their 2r)th year of teaching in the University of Wisconsin. 14. That the detailed survey report on the by-laws anil laws of the regents be taken up by the legislative committees on education. (This recommendation was tentative pending e.x- pected conference between the Board of Regents and the survey with special reference to the details of exhibit 30. The hoped for conference was never held. Without consulting regents, administrative officers of the university replied that tentative suggestions in question form did not help.) 183 University Survp:v Report QUESTIONS INFORMALLY SUBMITTED TO THE STATE BOARD OF PUBLIC AFFAIRS, SURVEY ADVISORY COMMITTEE, BOARD OF REGENTS, AND BOARD OF VISITORS, FOR CONSIDERATION IN CONFERENCE BEFORE FINAL FORMULATION The survey regrets that the suggested conference was never held. The questions are included for "the consideration of legislature, regents and citizens for the important bear- ing they have on the administration and government of the university. 1. Should the term of the president of the university be limited to seven years without possibility of successive reappointment? If the term were so limited a provision might be made, where mutually desired, for continuing an ex-president or ex-presidents as instructor in their own specialities and for general information courses, or other special services in research or administration through which they may be best able to continue to serve the university. Seven years is one year more than three terms of a governor of the state of Wisconsin, and three years more than the term of the president of the United States. It is suggested that the substitution of a seven year tenure for an indefinite tenure, which in a university usually means permanent tenure, would key up the various forces upon which the president must depend for success and progress to a higher level of effort and attainment. 2. Should the term of dean be limited to three years morefor present incumbents, and to five years thereafter? Instead of having deans elected by the regents, should they be directly nominated by the president as his deputies upon approval of the regents? 3. Should the term collejfe be abolished and the term course substituted? The net result of the present system is to emphasize different instead of common interests; to divide not unite; to extend colleges rather than to extend and strengthen the university. Beginning with the college the president loses direct contact, direct control, and direct influence. The agricultural college is no more a college in purpose than is the course in chemistry. The engineering college is no more a college in purpose than is the course for the training of teachers. 4. Should the term school give way to the term course? The Medical School is no more a school than the course in commerce ought to be. (Compromise may be necessary in the medical school because laws of various states require that students study four years in a medical school. For local purposes the name need not, however, be used). The differences i)etween colleges and courses, schools and courses, are differences in authority, not in educa- tional purpose or in the kind of administration needed. 5. If for colleges and schools be substituted functional divisions representing different problems and different kinds of work, should there be substituted for deans, directors and coordinators who from top to bottom would represent a direct line from president to individual instructor and from individual instructor to president? Faculty organization along the line of common problem and common interest would be more effective than present faculty organiza- tion. For example, have not teachers of freshman English more in common with teachers of freshman engineering than have teachers of freshman English in common with graduate re- search in English? 6. For purposes of representing the regents and the state in deciding upon educational and near-educational questions, should the university faculty consist of a small body elected by the whole body to, represent each of the five instructional ranks, plus one each from the agricultural course, engineering course, course for the training of teachers, medicine, law, chemistry, commerce, and two at large, plus the president as presiding officer? 7. Should this central university faculty or council divide its 14 members into two groups as is done in the University of Minnesota — one for attending to the primarily educational matters, and one to attend to the largely or primarily administrative, or quasi-educational questions? UNIVERSITY COMMENT ON DR. ALLEN'S REPORT ON THE UNIVERSITY OF WISCONSIN INTRODUCTION The reader of the University comments on Dr. Allen's report and its accompanying exhibits should bear in mind, when reading these comments, the limitations under which they were prepared. 1. The university officers and teachers who have prepared the comments have at the same time been engaged in the performance of their regular duties at the University. (The disturbing influence of the Allen survey upon the work of the University is another matter.) As a natural consec^uence they have not had time to make answer seriatim to all the issues of fact and conclusion raised by Dr. Allen and his assistants; they have had to be satisfied to examine the important points involved in the deluge ot inferences, conclusions, and recommendations of Dr. Allen. 184 University Comment 2. In his report and exhibits Dr. Allen has not separated his "statements of facts" from his conclusions or recommendations upon the "facts," although at the beginning of his investigation he formally undertook to do this very thing, and was again and again requested by the University to do so. In truth, the Allen report and exhibits as a whole are an inex- tricable tangle of "facts" and "conclusions," and this condition has seriously hampered the university representatives in checking up Dr. Allen's data, weighing his conclusions, and writing the needful comments. 3. In submitting his report and exhibits Dr. Allen was not required, as would be the case in legal proceedings, to prove his assertions of fact or the reasonableness of his conclusions. He has presented as facts what seemed to him good, and submitted, as axiomatic, recom- mendations which pleased him. As a consequence the representatives ol the University have in effect been called upon to disprove statements of alleged fact and demonstrate the inadequacy of conclusions which would require no rebuttal in a court of law for the simple reason that they would fall of themselves. In brief, the university representatives have been called upon to use the procedure of primitive times, which required the accused to prove his innocence, instead of compelling the accuser to prove his case. When, for example. Dean Birge was preparing his comment on Allen exhibit 35, which is primarily a criticism of Dean Birge and the i)resident, he wrote Dr. Allen asking for references to the official documents from which Dr. Allen purported to derive his data in exhibit 35 (Birge to Allen, December 5 and 7, 1914). In reply Dr. Allen wrote: "In view of the subject matter of instalment XXXI V^ [now known as exhibit 35], will you please excuse us for not complying with your request of December 7th. Instead of making sure that the right passages are selected for the assertions in our report, would it not in this particular instance be a better procedure lor the university to make sure whether or not the original assertions upon which we are commenting are based upon passages in the letters from faculty to dean and president?" (Allen to Birge, December 9, 1911.) This answer doubtless seemed effective to Dr. Allen, but the result was that the university representative was called upon to prove the incorrectness of an unproved (and unprovable) charge, and to use all the spare time of weeks in tracking down the origins of the misstatements and false conclusions set forth in this exhibit of Dr. Allen's. (See University comnient on exhibit 35.) Dr. Allen can hardly have failed to realize the weakness of his position in this matter of the authenticity of his "facts" and conclusions, for he has undertaken to buttress it with three defences: (1) by alleging that the University had a chance to secure from him an agreed- upon statement of facts (Report, Part I); (2) by spreading a generous mantle of "coopera- tion" over his investigations (Report, Part I); and (3) by guaranteeing the correctness of his facts and conclusions (Report, Part IV). Let us look into each of these points. 1. Could the univer.sity get Dr. Allen to state facts? In Part I of his report, under the heading "Cooperation with the University," Dr. Allen describes at length steps taken to secure a statement of the facts which would be acceptable to all parties. He says: "Findings of fact have been submitted to the university for comparison with ofTicial records; numerous conferences have been held with committees and officers. With . respect to each section of the report, the following steps have been taken ," and then he lists seven steps which appear to indicate a commendable willingness on his part to come to a basis of agreement on the fads. As a matter of exact truth it must be said that it did not prove possible for the University and Dr. Allen to come into agreement regarding any instalment of his material which was of consequence, that a large part of the disagreement related to questions ol fact, and that his report and exhibits were and are saturated with inaccuracy and error. In exhibit 35 Dr. Allen asserts that it was easy for the University and himself to come into agreement regarding sections: "3 — For nearly two-thirds of the instalments no con- ference with the survey ^[Dr. Allen] was requested although (a) early conferences showed that it was easy for the University and the survey [Dr. Allen] to come into agreement regard- ing sections; and (b) the regents and State Board of Public Affairs agreed in May. in June and in October that such conferences should be held, as was clearly and emphatically stated by the president of the Universitv at the October joint meeting" uiuoted from Allen Ms. since a copy of exhibit 35 is not accessible; but we think this statement is the same in its printed form in exhibit 35). The facts are as follows: (1) The conferences were suggested by President \ an Hise as a means of "narrowing the zone of controversy," and with the hope that Dr. Allen would accept university criticisms of his draft instalments in such a spirit that it might be unneces- sarv to file critical comments upon them. The arrangement for conferences was based on this idea, and many conferences were held. (2) There was not a single conference which "showed that it was easv" or even possible for the University and Dr. Allen "to come into agreement regarding sections." Certainlv the early session of the Board of Public Affairs upon Dr. Allen's "Significant Facts" regarding the Wisconsin High School cannot be con- strued to be a conference of this nature \see supplements to exhibit 23 and university com- ment on this exhibit). As a result the university filed comments, as it was able, upon sub- stantially all the Allen material. (3) The conferences had to be abandoned for the following reasons: (a) The Allen instalments poured in on and after December 1, and we were informed that the Board of Public Affairs was to hold its final meetmg December 18. 1 here was 185 University Survey Report therefore no time for anything but an elTort to prepare and ph^ee our crilioisnis on tile, (b) Part IV of the Allen report, whieh presents in summary form all his critieisms and reeom- mendations, came to us December 1. although a number of vital exhibits, on which Part IV is based, were held back. It would have been nonsensical to attempt to "confer" with Dr. Allen on his Part IV before we knew (from all the exhibits) the facts on which it pur- ported to rest, (c) Earlier conferences had proved illusory, as was most conclusively demon- strated at the open meeting of the Board of Public Affairs, December 18, 1914, by Regent BuckstafT. Responsibility for the failure of conferences does not rest upon the university; the con- ferences which took place did not hold out any hope of inducing Dr. Allen to stick to the facts; further conferences would have had no better results. 2. Are Dr. Allen's results cooperative? In Part I of his report Dr. Allen enumerates a large number of organizations and individuals who gave assistance to him in his work. In this list of cooperators the university itself receives an honorable place. It is only fitting that Dr. Allen should acknowledge indebtedness where it exists, and this he has (lone very gracefully. But we desire the reader of this report to be on his guard against falling into the error of concluding that the organizations and individuals who gave Dr. Allen assistance are in any way responsible for his findings of fact, his conclusions, or his reconiniendalions. Normal and secondary schools furnished inspectors for classroom exercises, but their observations of classroom teaching are not adequately represented by the published findings (see university comment on exhibit 3, section 2). The United States Commissioner of Education is ostentatiously cited as impressed with Dr. Allen's skill in securing cooperation, but we do not know how familiar the Commissioner is with Dr. Allen's work. The Board of Visitors of the University has disclaimed responsibility for Dr. Allen's data; and certainly the university comments cannot be construed as vouching for the authenticity of his findings. In a word then, the rather imposing list of cooperating agencies (including the university) in Part I must not be carelessly assumed to represent guarantors of the "facts" and con- clusions of Dr. Allen's report and exhibits. Their accuracy and worth are vouched for l)y no one but Dr. Allen. 3. Dr. Allen's guarantee of the correctness of his findings In the final revision of Part IV of his report (third paragraph), Dr. Allen says: "It will be understood, however, that unless otherwise specified every statement or suggestion here made is based (1) upon the six month's intensive and exhaustive study described in Part I, and (2) upon results summarized and specifically supported in the detailed reports and working papers, of which this is but a much condensed digest." The hoUowness of this guarantee is shown by the university comment upon every Allen exhibit which deals with any question of educational difficulty or complexity. The support which Dr. Allen's "every statement or suggestion" can find in the "working papers" is worthy of brief illustration here. (1) Dr. Allen's criticism of classroom teaching in his report, Part IV, rests upon "432 observations of classroom exercises" (exhibit 3, section 2). The exhibit rests, in turn, upon the actual observations which are to be found in the working papers. We have exaniined some 287 of these and can here explicitly declare that the statements in exhibit 3, section 2, frequently run counter to the observations in the working papers and that the evidence there to be found (irrespective of its correctness) is not correctly employed and is not in- frequently garbled and distorted in exhibit 3, section 2, and also in the Allen report. Part IV. See university comment on exhibit 3, section 2. (2) In Part IV (sub question 1) Dr. Allen says: "high school inspection for the purpose of accrediting schools should give way. . . ," and he refers the reader to his exhibit 21. In exhibit 21 he cites 240 answers to a questionnaire sent out by the Board of Public Affairs to superintendents and principals inquiring, inter alia, what their attitude toward university inspection is, and he asserts that the weight of their opinion is against university inspection. An examination of these answers found in the working papers reveals the fact that only 30 of the 240 favored abandoning the inspection, while scores of answers urged its retention. See university comment on Allen exhibit 21. (3) In exhibit 3, section 6, Dr. Allen giyes the "working hours of a typical week." The reader of this section will look in vain for any general. statement corresponding to the title. Dr. Allen prepared and sent out an elaborate questionnaire on this subject. His assistants collected and tabulated the results. But Dr. Allen makes little use and no comprehensive use of these tables. Still further, in calling for statement of work he did not specify as separate items classroom and laboratory instruction. Where they were given separately he omitted the laboratory from computations. He called for seminary teaching as a separate item, but he ignores it as part of the results. Several items of university duty, requested by him and reported by instructors, are omitted by Dr. Allen. The effect of all this is to give not merely an incomplete but also a wholly false picture of the "typical week" in exhibit 3, section 6. Some partial correction is macle by the university comment on exhibit 3, on the basis of Dr. Allen's tables. 186 Unixkrsitv Commknt Tne reader is invited to tesL the worth of Dr. Allen's guarantee by this exhibit and the comment upon it. (I) In exhibit 31 Dr. Allen attempts to show that there is "considerably more than S60(),0(K) spent for research." In order to justify this computation he selects figures from the data on the "typical week," by which he asserts that faculty members on an average spend 8.3 hours weekly for instruction and 6.7 for research. He then divides the salary list between instruction and research in the ratio 8.3:6.7. But Dr. Allen's own "working papers" show the aljsurdity (^or worse) of this contention. His teaching hours are too small, on the basis of his own returns. When the laboratory and seminary work arbitrarily omitted by Dr. Allen is included, the mean teaching in the College of Letters and Science is 11.9 hours for all classes of full time teachers. This is about 43% more than is assigned by Dr. Allen. The average hours of "classroom and laboratory work" of a professor in the table given in exhibit 2, section 3, are 7.5. But when the laboratory work and seminary work dropped by Dr. Allen, though entered on his tables, is restored the mean is 10. .J hoiirs; an increase of nearly 40%. But this error of 40% is a small matter. In the computation of cost of research he places as comparable numbers 8.3 hours of instruction and 6.7 of research. But his own data show that the "tyi)ical week" consists of nearly 60 hours, of which 6.7 are given to research. If the whole of research were cut off only about one-ninth of the instruetors' working time would be freed, according to Dr. Allen's data, and therefore a very small part of the salaries should be charged to research; a smaller part, indeed, than results from the com- putations of the university. Had Dr. Allen presented the data on the "typical week" which his "working papers" contain, his computation of cost of research would have been seen to be w^orthless. The reader is again invited to consider the value of Dr. .Mien's guarantee. Conclusion No statement of facts and no conclusion or recommendation of Dr. Allen can be accepted without verification. Dr. Allen's conception of higher education and the services performed by the university In Part II of his report Dr. Allen makes a brief survey ol the services which the university renders and commends the leadership of Wisconsin in the field of higher education. The reader has a right to expect that there will be set before him. in brief space, the principal contributions of the University to the cause of education in Wisconsin. The reader will be disappointed. He wull find much relating to the newer aspects of university extension, and he will find a new definition of higher education. The university's " 'higher education' means 'wider education' that is high enough to throw light not only upon every farm and every home in the state, but way beyond wherever education is discussed." The phrasing is Dr. Allen's own. The reader of Part II is told that many of the city school systems in the state have more pupils than the University has students in Madison: "Milwaukee, for example, has more enrolled in its high schools than has the university in its regular courses. But none of these other educational factors has offered to citizens in every walk of life, no matter how meager or how advanced their education, help toward continuing their education and solving their every day problems." Comment is hardly needed: a pupil is a pupil; higher education is wider education. Part II is headed "What its State University means to Wisconsin." The trunk of the university tree is the College of Letters and Science, and it is as a teaching institution that this college has rendered over a half-century of service to the state and the nation. The College of Letters and Science is not mentioned in Part II, and in it the reader will find no statement of the work of this college or of the work of the university as a leaching msti- tution at Madison. This serious omission was brought to Dr. Allen's attention. In a conference with him, November '28. 1911. the university representative suggested that Dr. Allen should recognize that it is a "large and important function of the university so to use its courses and the intellectual interests which are connected with them, as to raise and broaden the intellectual life of the individual student and of the state at large; it is the duty of the university to afford opportunities for young peoi)le, who so wish, to lead the intellectual life in any of the great fields of learning. If the university does not. as its most fundamental obligation, do all in its power to further the life of the spirit, it will be recreant to the commonwealth." The suggestion was given Dr. Allen in writing, and was ignored by him. Nothing is said in Part II concerning the intellectual life, or the life of the spirit; nothing is said in any part of the report or the exhibits on these fundamental ends of education. So far as his investigation and his re])ort are reliable evidence on this point, the intellectual life and the life of the spirit are to Dr. Allen what a symphony is to the deaf mute or a sunset to the blind. 187 University Survey Report On the defective organization of Part IV of the Allen report Part IV of Dr. Allen's report deals with "opportunities for increasing efTiciency." No general criticism of this part of the report will be attempted, nor can such criticism be made. There is no Ijasis for such criticism, for the section is devoid of form and ol organization. It consists of hundreds — ])erhaps thousands — of disconnected and half-connected state- ments and recommendations, strung on the slender thread of a questionnaire containing 12 (jueslions. The suggestions deal with matters of all grades of importance, from the nrethods of keeping memoranda to the organization of the regents. No subject is presented as a whole; none is dealt with, completed, and dismissed. Dr. Allen's views and recommen- dations on every important part of university work and organization must be sought for under a dozen dilTerent heads and pieced together, if they are to be understood at all. A bit is given here, a hint elsewhere, a suggestion in a third place. If a thorough-going criticism is to be made of this part of the report,- the critic must supply the organizatmnand" correlation of ideas which 'the authoV has wholly failed to furnish. It is a manifest impossibilitv for the writers of this comment to perform this huge task in the time at their disposal. They must, therefore, confine their comment to separate points in Dr. Allen's report. Survey reports and Allen reports and exhibits A word is necessary to explain our care in distinguishing between Dr. Allen's survey of the university and the Survev oroper whose results are to be embodied in the report of the Board of Public Affairs. The reason is obvious. The official results of the Survey of the university will be presented by the Board of Public Affairs. The results of Dr. Allen's survey are something quite distinct; his report and exhibits are no part of the official find- ings of the Board of Public Affairs. It is, therefore, necessary that we should in our com- ments avoid giving cause for confusion. Hence our use of the words "Allen report," "Allen exhibit." Quotations are made from the Allen report and exhibits as they were first submitted to the Board of Public Affairs (in mimeographed form). I. COMMENT ON METHODS OF DR. ALLEN Many methods have been employed which we regard as affecting unfavorably the work and the conclusions of his survey. We submit a general statement regarding such methods. Our comments apply not only to Dr. Allen's report but also to the exhibits of which the report is an abstract. We have not mentioned all methods which we believe are open to criticism. We give onlv a few examples under each head. We shall be glad to add to these examples if such action is desired. Many illustrations of these methods have already been cited from the exhibits of Dr. Allen in the comments of the University. 1, The method of negation By the method of negation is meant the enumeration of the things which the university has not done and the faflure to enumerate the things which it has done concerning a subject. This method is illustrated by Dr. Allen's exhibit upon regent investigations (exhibit 35) and his exhibit on faculty investigations (exhibit 24). In regard to one of the recent in- vestigations, fifty things are mentioned which have not been done. In the instalment on faculty investigations (exhibit 24), in regard to the appointment of a special committee on rooms and time table, ten things are mentioned which were not done bv the committee. In the investigations of the committee on extra-curricular activities, five things are mentioned which the committee did not do. In the investigation upon the discontinuing of crew races, six things are mentioned which the university faculty did not do. In Part IV of Dr. Allen's report there is given a list of thirty-seven things which it is stated the dean of the graduate school is not expected to do, without evidence being presented that it is desirable or practicable to do any one of the thirty-seven things. Many other illustrations could be given of the use of this method in other Allen documents. In no one of these cases is there any summary of the things which the university did, nor any estimate of the importance of the things which it did. No better illustration of the belief of Dr. Allen in the negative method could be furnished than that relating to the men who did not attend faculty meetings. Dr. Allen states that 81 members of the faculty attended few or no faculty meetings. Of these persons 67 were instructors and assistants and therefore not voting members of the faculty. On this point the exhibit says: "If 81 faculty members who attended few or no meetings write that in their opinion 'the meetings are not of value,' this judgment seems to the survey to be just as clearly an evaluation by these faculty members as the statement of 81 others, who attended regularly, that they find meetings helpful." (Exhibit 24). 188 University Comment Is not this statement analogous to saying that the testimony of five boys who did not see a murder is just as important as the evidence of five men who did see the murder? As soon as Dr. Allen ascertains that a thing has not been done and mentions it, it is assumed that the thing should have been done; whereas in each case there should be shown to be a fair presumption that the thing which he mentions as not having been done should be under- taken. Using the method of Dr. Allen it might be said: (a). No attempt has been made to determine the average size of shoes worn by pro- fessors. (b). No attempt has been made to determine the color of the hair in relation to efficiency of instruction. (c). No attempt has been made to correlate the color of the eyes with efTiciency in research, etc. » Of course, these illustrations are absurd; they are intended to be so in order to make clear the fallacy of the method which assumes that each thing mentioned as not done should be done. The fact of the matter is that all knowledge is incomplete. The method of human ex- perience is to gain such knowledge as can reasonably be obtained on the subject and then to reach a judgment. The practice of other institutions and the experience and the judgment of the professors who are carrying on the work of the university arc factors of prime impor- tance in reaching a conclusion. 2. The method of selected evidence Dr. Allen has collected evidence broadcast in regard to almost every subject, but when this evidence is used and is applied to a theory or belief which Dr. Allen holds, that part is selected which supports the theory; and the material on the other side is neglected altogether or if not neglected it is not introduced in fair proportion to the evidence on the other side. In some cases this goes as far as the suppression of evidence. Illustrating suppression of evidence: Dr. Allen holds the theory that the demonstration and practice work for the training of teachers should be done under the method of coopera- tion. In support of this theoryBrown University and Harvard University are emphasized as institutions using this method. Dr. Allen, however, fails to mention the fact that at Brown University only eighteen students have practice work, and that this is distributed among several high schools; and that at Harvard University there are only thirty students having practice work, and that this is distributed among eight different high schools. At Wisconsin there are more than two hundred students and only two possible cooperating schools. When all of the facts are stated, it is evident that Brown and Harvard do not offer cases which are at all parallel to that of Wisconsin, but Dr. Allen staled only part of the facts. 3. The method of statements regarding documents, and conclusions concerning same, with reproduction of documents In regard to many documents Dr. Allen makes many critical statements and also many that are condemnatory. When the documents in question are examined by the university it is found that many of the statements concerning them made by Dr. Allen are inaccurate, unfair, or untrue; even concerning the part to which the statements relate. The parts of the document which did not happen to fall under Dr. Allen's condemnation are omitted altogether, even though they show clearly that he misinterprets the words which he criticizes. Many examples of this method of treatment could be presented. Two general illustra- tions are the exhibit relating to faculty meetings and the exhibit relating to regent inves- tigations (exhibits 24 and 35). Another document which illustrates this method is a portion of the instalment relating to bulletin 666 published by the university (exhibit 29). In these cases and in others the university answers have pointed out important inac- curacies, omissions, and unfair, and even untruthful statements, concerning university documents. So serious is this defect of method in reaching a sound conclusion concerning documents that it was suggested to Dr. Allen tliat documents criticised should lie included in the material sent to the public affairs board; and this request was formally made in a letter to Dr. Allen, dated Nov. 27, 1911, for the instalment which relates to regent investigations. This Dr. Allen refused to do. Illustrations of three arc given under the next head. 4. The method of misquotation and misrepresentation Dr. Allen not infrequently misquotes the passages and statements which he purports to represent and to criticise. In verv many cases the meaning of a passage is given without direct quotation or with only partial quotation. The statement of Dr. Allen thus made is 189 University Sirnky Report often a gross niisrepresenlalion of the j)lain meaning of the passage referred to. The result of this misrepresentation is that the documents, or i)ui)lioations, are made to convey a wholly wrong impression, and this wrong impression is strengthened by the interpretation which is given to them by Dr. Allen. Some illustrations of this method are the following: 1. Dr. Allen reports that the principal of the Wisconsin High School is "Opposed to difTerent kinds of high schools for different sets of students and declared that there should be but one high-school course, that fundamentally that course should be the same for all — 'delinile, teachable, hard'." The full statement of the principal, Mr. Miller, containing the phrase quoted, is as follows: "We must not set aside lightly material which can be organized in such manner as to present a serious progressive, consecutive study of something which is "definite, teach- able, hard'." (See University comment on exhibit 35). 2. A particularly aggravated case of misquotation is that relating to the graduate school. In the instalment on the graduate school (exhibit 4), upon the basis of the quoting of a single word "apex," the following argument is set forth: "1. The graduate school is said to be the 'apex' of the university, i. e., the most important part. "2. The graduate work is also the most expensive part of the university. "3. As the most expensive part it has been and will continue to be, subject to special challenge by taxpayers. "1. So long as it is the apex and most important part in the estimation of the uni- versity, its undergraduate students, their parents and employers will continue to be, as they have been in the past, jealous of the energy shared with, if not deflected from the large number of undergraduate students." The fallacy of this argument was pointed out by the university in its answer to this instal- ment; notwithstanding this, Dr. Allen in his summary report makes a statement based upon another misquotation of four words, "of the first importance." The clause of Dr. Allen's report which includes this quotation is as follows: "The graduate school is referred to as 'of the first importance' and figures are given for total enrollment, whereas statement of the facts as to those doing exclusively gradu- ate work, doing work in classes with undergraduates or doing more than one year of graduate work would have given a different impression of the graduate school in its relation to the rest of the university." The only words quoted by Dr. Allen are "of the first importance." That quotation and the accompanying interpretation give a false impression of the statement of the bulletin concerning the graduate school — so wrong that it is difficult to believe it was the intent of Dr. Allen to represent the bulletin correctly. The paragraph from which the quotation was made reads as follows: "The graduate school is the apex of the university. While in the sense that the number of students in this school is small as compared with those in the undergraduate colleges, and is therefore much less important; in the sense that the graduate school produces teachers and investigators who are in the future to teach undergraduate students in this and other higher institutions of learning and who are to advance knowl- edge, the school is of the first importance. Also, the university that has a strong graduate school is an efficient university in undergraduate instruction." By using the method of Dr. Allen this paragraph might be cited as proof that the univer- sity asserts that the graduate school is (1) the "apex of the university." (2) "of the first importance," (3) "much less important than undergraduate colleges," (4) "an efficient university in undergraduate instruction." 3. In the instalment on regent investigations Dr. Allen gives as the method of a depart- ment in selecting assistants: 4. "Capable fellows of good and pleasing personality are chosen without regard to specific teaching qualifications" (exhibit 35). The statement which Dr. Allen thus misrepresented is as follows: "During the months of the second semester it is one of my duties which I regard of the greatest moment to inform myself as completely as possible regarding young men who are available for these positions. In doing this I correspond with professors in institutions that give a training similar to ours, in which I ask them to name me the young men whom they regard as most able in every way, of a pleasing personality, and who will be qualified to come to this university to assume the duties of an assistant. In addition to names secured in this was I am constantly in receipt of letters from young rnen applying for fellowships or scholarships, or, perhaps, these assistantships, so that in the course of the spring months I become acquainted with quite a large circle of young men, all of whom have completed their college course, and have taken advanced work in the subject of ])hysics, and from these, with the aid of my associates in the d ipart- mentai faculty, I make the selection of the assistants for the coming year. Some of these men, and indeed most of them, have had experience in teaching, and where this is the case, it is an item which is always taken into account. In addition to men secured in 190 University Comment th's way, we have among our own advanced students men whom we know to be quahfied to enter upon work of this nature, and these likewise are competitors for the assistant- ships that may become vacant. It has been our experience by using care in this way in selecting these men, that in general the man who is recommended to us as a capa- ble fellow and of good and pleasing personality is the one who is almost sure to make a desirable assistant." (See appendix to comment on exhibit '.i').) The question is submitted whether the readers of this section have ever seen a grosser misrepresentation of the meaning and spirit of a document. 5. In the instalment on Professor Dearborn's bulletin on grades (exhibit hi). Dr. Allen makes the following statement: "Instead of holding out the hope that with improved teaching, improved equipment and improved attendance, the percentage of failures and poors and fairs will decrease, the bulletin declares, page 23, 'In the long run there should not be any difference at all in the percentage of pupils who receive the same grades.'." The words quoted by Dr. Allen are in the bulletin but their meaning in the pa.ssage from which they were taken is wholly different from that assigned by the exhibit, and this meaning would be plain to any one who read the passage. The full statement of the bulletin is: "If we are considering one hundred pupils in each of two high school subjects, e. g., English and history, we may anticipate some slight dilTerence from year to year, but in the long run there should not be any difference at all in the percentage oi pupils who receive the same grades. For every pupil who excels in English there will be one who excels in history, or in mathematics or in any other school "subject." The full statement shows that the words of the bulletin have a meaning entirely different from that given to them by Dr. Allen. His report claims, in substance, that the bulletin "declares" that the percentage of pupils receiving certain grades will not change from year to year no matter how greatly teaching may be improved. But the full quotation from the bulletin shows plainly that it is not considering, either here or anywhere in this section, the effect of "improved teaching," etc., in changing the standard of grading as years pass. It is discussing grades received by the same pupils in the same school at the same time, in different departments which presumably have equally good teaching and equip- ment. The bulletin, therefore, makes no such declaration as that attributed to it by the survey. The question is submitted, whether Dr. Allen has used this printed document fairly or unfairly. The defects of the methods of Dr. Allen which are specified under heads 3 and 1 are so constantly present in his reports that the university is compelled to assert that no statement of his exhibits regarding the meaning of a university document is to be regarded as correct unless the full passage is quoted to which reference is made. Xo conclusions whatever caiv safely be drawn from any statement of Dr. Allen's regarding documents unless the statement is checked up with the document which it purports to represent. S. The method of conclusion from single illustration. At various places lists of defects are mentioned, but no idea whatever is obtainable from the work of the Allen survey regarding the extent to which these defects are found. In each case there should be a quantitative treatment in order that the criticism should be of value; or if there is not an exact quantitative treatment, there should be a treatment within reasonable limits. An illustration may be taken from the instalment which deals with classroom methods (exhibit 3). It will be admitted at the outset that in a faculty of several hundred almost every defect which can be mentioned regarding pedagogical rules will be somewhere found. It is the constant duty of the executive educational officers of the university, that is, the chairmen of departments, the deans, the directors, and the president, to find the places where these defects exist and to have them remedied as far as possible. As soon as a defect is discovered in an instructor the first attempt is to have the man correct the defect. If the defect cannot be corrected and is so serious that it is not advisable to keep the man, he is not reappointed at the end of the year. As illustrating the method of argument from a single case, let the reader review the list of pedagogical defects alleged to have been found in university classrooms (in exhibit 3 and also in Dr. Allen's report). It was not necessary to make a survey in order to have the university agree that every one of these defects may probably be found within the university. Such a report does not assist us in any way. But we submit that in the general statement these failures and defects should not have been included, without an indication of the extent to which each one of them exists within the facultv. and without adequate proof. Realizing, as soon as we had read a few of Dr. .Mien's instalments, the evil of this defective method, the universitv in its answer to the instalment on supervision of instruction (exhibit 2) asked that Dr. Allen rewrite this instalment so to show "what percentage of Wiscon- sin's instructors is inexperienced and is not getting adequate supervision, and what per- centage is getting such supervision of one form or other from their departmental seniors." This request was repeated in the comment upon the next instalment. The request has been ignored. 191 University Survky Report 6. The Allen survey has largely concerned itself with records It is a method of Dr. Allen to go over the records relating to a subject and regard his in- vestigation as finished. Conclusions are based upon written records and on them alone. Many illustrations of this method could be given. In the instalment concerning the Wisconsin High School, entitled "Significant Facts," item 7, it is stated that "there is no record to indi- cate that the dean, or the regents' committee on letters and science, or members of the de- partment of education or other faculty members then interested in the training of teachers, reviewed either the plans or the results of the investigations before they were taken up di- rectly by the president and the departmental chairman (director of course involved)." (See exhibit 23, supplement III). Many other illustrations could be given. The conduct of the business of the university cannot be judged by written records alone. Many methods are used, one of the most important of which is frecjuent conferences. Rec- ords are made whenever necessary, but the larger part of the arrangement of plans is made by conference of the parties concerned, and when a consensus of opinion is developed the con- clusions reached are put into form. To introduce bureaucratic methods into the university so that there shall be a record of all conferences and transactions which relate to all subjects would enormously increase the size of the clerical force, would make a heavier draft upon the administrative officers, and would deaden the organization. This point of view is demon- strated by the existing situation in the government bureaus, which are in strong contrast with the universities. The latter, to the present time, have happily escaped bureaucratic methods. Whether the methods that the university has followed are better or worse than those ad- vocated by Dr. Allen is not the point at issue here. The unfairness of his method lies: (1) In his persistent assumption that the written records of the university contain a full statement of the methods by which a certain conclusion was reached. (2) In adducing the absence of written records as evidence that no care was taken in reaching the conclusion. So far as Dr. Allen has covered fields of the university which should be matters of record alone, the work has been of value; as for instance, in his instalment upon the university cata- logue. But even these parts which relate to records are put in so extreme a form by Dr. Allen that the work can only be accepted after the facts are reviewed, corrected, and interpreted. This is well illustrated by the case in regard to the instalment on space in university build- ings. The answer of the university to this instalment consists of two parts, one relating to the university other than the agricultural college, and the other relating to the agricultural col- lege. The university's answer shows the extremes to which Dr. Allen goes even in those cases which are decided substantially upon the basis of the records. (Exhibit 27 and univer- sity comment.) 7. Method of neglect of substance The emphasis which Dr. Allen places on the records naturally leads him to neglect the sub- stance. Many illustrations of this could be given. Perhaps one of the best is the instalment on the graduate school. This instalment in discussing the graduate school, with the exception of a part at the end relating to theses, concerns itself almost altogether with the forms, rec- ords, and administration, rather than with the substance of the work; indeed, this defect is so fundamental that the dean of the graduate school in his answer to this instalment stated, "The survey of the graduate school has been mainly directed to its clothes rather than to the living being beneath the clothes. No substantial suggestions for improvement are made, ex- cept those in regard to records, forms and supervision." (Exhibit 4 and university comment) . The same defect in the work of Dr. Allen is clearly brought out in exhibit 24 on the uni- versity faculty, the criticism of which consists almost exclusively of statements concern- ing records, or reports, and manner of conducting business, rather than the soundness of the conclusions reached; indeed, in the instalment on illustrations of faculty investigations there is the following statement: "Whether or not the conclusions reached by the faculty in the five concerned"! (This statement has been modified in revision for printing.) The faculty believes that the soundness of its conclusions is the best warrant for the suffi- ciency of its methods. It believes also that elaboration of method and record beyond the amount that is necessary to reach sound conclusions is unnecessary and unwise. Perhaps the neglect of substance in the Allen report upon the university has been due in great extent to the fact that much of the work of his survey has been conducted by inex- perienced men, few of them having held any important place in any educational institution. These inexperienced men, unaware of the methods of a university, having little knowledge of the ideas under which it is conducted, may be capable under direction of reporting upon rec- ords; they are incompetent to report upon substance; therefore the natural emphasis upon records. And yet, aside from this section, it will also be seen that the inexperience of some of the men who have done the work upon the records is such that many inaccuracies have been introduced. 192 University Comment 8. The method of implication In many cases Dr. Allen employs the method of imi)li(ation; that is, he implies a thing with- out definitely stating it. The advantage of this method from the point of view of Dn Allen is that he can give the impression which he desires to convey without the necessity of defend- ing the correctness of the impression; for when such impression is challenged, Dr. Allen can reply that he "said no such thing." The university does not regard this method as an honest one. Some of the illustrations of the method are as follows: 1. Concerning the Wisconsin High School (exhibit 23j, it is stated, "Where such low scholarship among pupils exists together with such small classes as are found at the Wisconsin High School, serious question can be raised as to the efliciency of instruc- tion." Here a conclusion is based upon an implication. The implication that low schol- arship exists is wholly untrue; and yet a conclusion is drawn from the implication. 2. Again in regard to the Wisconsin High School, "If the university proposes to con- duct a preparatory school instead of frankly avowing the fact and olTering its services to needy pupils in all parts of the state, it has obscured the fact by the character of its an- nouncement." The implication is that the university is conducting a preparatory' school under the guise of the school for demonstration and practice. This implication is wholly false. Two more illustrations from criticisms of the Wisconsin High School may be drawn from Dr. Allen's report: 3. Dr. Allen recommends: "To postpone entrance into the Wisconsin High School until an efTicient stafT of instructors be secured; an efTicient organization and proper records provided; and the enrollment of representative pui)ils secured." This brief para- graph introduces three improper implications, without "saying" any of them; that is, that an efficient staff of instruction does not exist; that an efficient organization and proper rec- ords are not provided; and that the enrollment of representative students is not secured. Every one of these assumptions has been categorically challenged by the university. 4. Again the report says in regard to the Wisconsin High School: ""Re-define organ- ization, responsibility, method of management and purpose, substituting dcfiniteness for vagueness, certainty for uncertainty." Here again by implication Dr. Allen says that the organization, responsibility, and method of management have not been clearly de- fined; that vagueness and uncertainty exist in these respects. Every one of these implications has been shown to be without foundation by the univer- sity in the answer to exhibit 23 concerning the Wisconsin High School. Numerous other illustrations of the method could be furnished, but the four named are taken from the criticisms of the Wisconsin High School to show that there may be several in a single document. . It is difficult correctly to characterize this method of argument and still remain within the limits of parliamentary language. 9. Method of dogmatic statement Dogmatic educational pronouncements are made at many places unsupported by any sub- mission of the facts even as seen by Dr. Allen. Illustrations of these pronouncements are found in several instalments, or exhibits, and some of them are noted in the answers of the university. The following additional examples may be given which are taken almost at random from Dr. Allen's final report: "Too little oral English." "Too few courses in problems of citizenship, municipal, county, and slate govern" ment." "The state laboratory of hygiene . . . is . . . provided for in the university budget under conditions that greatly restrict its use by the stale's responsible sanitary ofiicers." 10. Method of misstatement of fact In the Allen exhibits are multitudinous instances of inaccuracies of fact, inadequate statement of fact, and false statement in regard to fact. Those are illuslralod in almost every one of the exhibits which has been critically examined by the university. In the answer to the instalment relating to the university faculty meetings, (university comment on ex- hibit 24) scores of illustrations of inaccuracies and inadequate statement were given. In regard to the records of the Wisconsin High School eleven of the twelve statements con- cerning records have been shown to be inaccurate or untrue, and the other one, (Allen) No. 11. is so vague that the university is unable to ascertain its signilicance (^university comment on exhibit 23). Similarly, many inaccuracies are pointed out in the university's answer to the instalment relating to placing of teachers, the instalment upon the adviser system (^exhibit (V), the in- stalment upon the inspecting and accrediting of high schools (exhibit 'ID, and the instalment 193 University Survey Report relating to the records of the graduate school (exhibit 4). To give here a summary of these in- accuracies would be to repeat a considerable portion of the university's answers to Dr. Allen's exhibits. General effect of these methods It has followed inevitably from these methods that Dr. Allen reaches the conclusion that very many things in the university are not as they should be. He finds not only fundamental defects in administration, records, etc., but he proposes numerous radical changes. If the state superintendent is a member of the board of regents, he should not be. If there are 15 regents, there should be 5. If we have a Carnegie system of retiring allowances, it should be abandoned. If wc have a seven-hour day, it should be an eight-hour day. If we have a forty-two week year, including the regular and summer sessions, it should be a forty-eight week year; and this opinion is given with no analysis whatever of the complex facts relating to the matter or the experience of other institutions. If the board of visitors is created by regent law, it should be created by statutory law. (No reason is given why the work would be different in the two cases.) If the president of the university is a member of the board of regents, he should not be. If the business manager is accountable to the president of the university, he should be accountable to the regents alone. If it is the practice to have the needs of the university presented to the legislature by the educational ofTicers, this duty should be transferred to the regents. If the university faculty is organized upon a broad democratic basis, substitute for it it a university council. If the principle of departmental organization exists (as is true not only for this univer- sity, but for every large university of the country), substitute the course for the depart- ment as a unit of administration. If the right to vote in the university and college faculties is upon the basis of rank, it should be upon the basis of service, even if acceptance of this proposal allows an as- sistant to vote and deprives of this privilege a full professor who has been in university, work for years and who has just come to the university. If military drill is compulsory, it should be made not compulsory. (This statement is made without any consideration of the benefits to the student, to the state, or to the nation, which follow from military drill.) When one hundred questions are raised suggesting changes in the laws and by-laws and not one of them is discussed or a conclusion concerning any of them reached, such work is of little value. II. SELECTION AND ORDERLY ARRANGEMENT OF CERTAIN RECOM- MENDATIONS OF DR. ALLEN REGARDING THE RECONSTRUCTION OF THE UNIVERSITY The New University, sketched from Dr. Allen's Recommendations: Part IV of Dr. Allen's report makes evident the type of university which his recommenda- tions and suggestions will produce if they are adopted. This plan is not presented as a connected statement, but is lo be drawn from the various recommendations submitted by him. It is not possible to draw a complete picture of this new university, but not a few of its most essential features may be indicated. 1. The board of regents is to consist of five persons. 2. Each of these is to represent one profession. The inevitable effect of this arrangement would be that one regent would substantially take charge of the afi'airs of the college, or department, to which his profession, or business, was allied. 3. The term of office of the president is to be seven years, without re-election. He is to be deprived of all financial responsibility (see below, 5, A, B, C, and also Dr. Allen's report: "That the regents and not the president assume responsibility for explaining the university budget to the legislature.") 4. The terms of deans are to be three years for the present deans; five years for subsequent appointees, without re-election. These officers after serving their term, may be retained for purposes of teaching or in- vestigation. 5. The business manager is no longer to be responsible to the president, but responsible to the regents alone. A. "That the laws of the regents be amended to make the business manager directly responsible to the regents and the regents alone." B. The president is not to "join with the business manager in approving requisitions" but is to "join with the faculty members in requesting" expenditures, "so that his signature will not be an approval of expenditure but a certification of the need." 194 UxiviirssiTV Comment C. The business manager is to have "final responsibility for preparation of budget coordination of educational and financial data " (When Dr. Allen prepared this report for the press he inserted (as he had every right to do, if he wished; the word "mechanical" before "preparation of budget." This change does not in any essential respect modify the dominant position assigned by Dr. Allen to the business manager in the organization of the university. The change does not call for any alter- ation of our comment). These proposals would make the business manager the sole responsible officer of the uni- versity (under the regents) for all expenditures for educational and other purposes. It is clear that by controlling the budget and all expenditures under it, he would also control the educational policy of the university. 6. A "division of reference and research" is to be created under the immediate charge of the business manager and directly responsible through him, to the regents. This division is to "be charged with responsiijilily for applying to university problems the principles of scientific research and efficient dislriliution of knowledge." This division is not only to be entirely outside of the control of the president of the uni- versity but the president cannot call upon it for reports, except by making requests of the business manager. The division of reference and research is to be "directly responsible to the regents through the business manager." This provision puts the division under the immediate control of the business manager. Dr. Allen recommends further, "That the laws of the regents be amended . . . retaining the provision that reports from the business manager may be required by the president, but requiring also that reports of the subordinates of the business manager may be requested only through him." Thus the educational problems of the University are to be solved by the business manager operating through the "division of reference and research," which is under his immediate control. Its educational policy will necessarily be determined by the same power, since no money can be obtained except through the business manager's recommendation. 7. Tlje recommendations regarding the position and responsibility of the business manager and those relating to the division of reference and research are said to "relate to any board of regents of whatever size." They constitute the central recommendations of Dr. Allen. Their effect is to transfer the control of the educational policies of the University from its educational officers to its business officer. 8. The offices of president and dean having been made temporary and many of their func- tions having been transferred to the business manager, the temporary occupants of these positions are to devote much of their time to supervision of classroom instruction and re- search. The practical effect of the changes recommended would be to convert holders of these positions into supervisors of instruction and research. Investigations by the proposed division of reference and research are, however, not to be supervised by the president or the deans but bv the business manager and regents. 9. The educational policy of the University is to be radically changed by regarding all classes smaller than six as exceptional and by demanding special reasons in each case for their existence. It is stated that such classes ".should be discontinued, except as specifically authorized by the president and reported to the regents, with reasons, unless departments are willing to give them as additional to the minimum normal schedule of instruction hours." It is obvious that if Dr. Allen's recommendations are adopted it will be of no use for the president to "authorize specifically" such classes. The possibility of having such a class would depend on the budget and this is to be, in fact, under the control of the business manager. The effect of this recommendation would be to limit, and in great degree to destroy, the advanced and graduate work of the University in all of its colleges. 10. The method recommended for selecting teachers shows the type of teaching which Dr. Allen would have in the University. "A premium, in addition to all other qualificalions, upon successful teaching in elementary, high and normal schools would increase the competition and raise the stand- ard, especially^f notice of vacancy were sent to all Wisconsin high and elementary schools and to superintendents of city schools out of Wisconsin." (Italics are ours.) It is, then, the idea of Dr. Allen to recruit the faculty either from (a) those persons who have prepared themselves for another kind of teaching, elementary or secondary, or (b) from those who have prepared themselves for college or university work alone or for both college and secondarv teaching, but have failed to receive positions in colleges. 11. The kind of control which the business manager and the bureau of reference and re- search would exercise over the departments may be illustrated from recommendations of the report. These extend to the amount and use of foreign language in foreign language courses, to the amount and qualitv of the discussion which should be given to subjects in freshman English, and to the amount of use of oral English. The central authorities are to fix the methods by which grades are determined by each instructor and the methods for conduct of work in departments. These selections show wail enough the type of university involved in the recommendations of the report. As opposed to this scheme may be stated a few of the fundamental principles which the University of Wisconsin has followed up to the present time. 1. The regents govern rather than administer. 195 University Survey Report '^ Under the government of the regents, control of business matters is placed in the hands of business ofTicers and control of educational matters in those of educational officers. 3 The educational ofTicers, whether holding the position of teachers or administrators, take a leading responsibility for the formulation of educational policies and have a correspond- •nq responsibility and influence in the matter of expenditures for educational purposes. The business officers are agents of the University for facilitating education and not for the purpose of controlling it. ,,,_•. ^ ^ ■ ,. t- r ^u u u 4 The organization of the faculty and the mternal admmistration of the university have been based on democratic principles. Supervision and control are given where needed, or where advisable, but the presumption is in favor of freedom and responsibility rather than of direction and control. ,..-.,- , j , jj ■ xu ^ re. 5. Under these leading principles the institution has developed during the past fifty years. The recommendations of Dr. Allen look toward an institution of a radically different type, whose main idea is that of control centered in the business manager. It is obvious that the underlying principles of the two plans are incompatible. The Board of Public Affairs should understand that there is involved in the recommendations of Dr. Allen a university alien in spirit and method of administration to the present institution. If the recommendations of the report should be adopted, it would be necessary to "scrap" the present administration, to "scrap" the present administrative officers, and to subject the teaching force to methods of inspection and control to which its strong members would not submit. Thus the methods of the university, the type of work done by it, and the personnel of the faculty would be radically and rapidly altered. The institution would remain in name the University of Wisconsin but in substance it would be wholly different from the present university. The faculty and the administrative officers of the institution have not been ignorant of defects involved in the methods of administration which have been followed in the past. An attempt to administer an educational institution in a democratic spirit and a democratic way has its disadvantages precisely as the attempt to administer a state in the same way has its disadvantages. The university, however, has believed and still believes, both for the institu- tion and for the state, that the advantages of the democratic method far outweigh- its dis- advantages. The university does not assert that the criticisms of Dr. Allen do not touch weak points in its administration. On the contrary, some of the criticisms of Dr. Allen contain some truth and some contain much truth. But they are all underlaid by a conception of university govern- ment and of university administration radically different from that which exists here and elsewhere. The situation is similar to that which would obtain if the government of the state were to be criticised by a man whose standard of state government was that of a Russian province, a German district, or a French department. Such a man would find many weak points in the government of any democratic state. But his standards and ideals of state government would be so diverse from those which obtain here that he could not appreciate the advantages which we find in democratic methods, and he would judge our defects by standards which are fun- damentally different from ours. His suggestions would, therefore, have little value. An important corollary of Dr. Allen's theory of university control is that his so-called "survey" of the universitv has failed to be a survey in the American sense of the word. It has been an attempt by an advocate of an untried theory of university government to find in the University of Wisconsin reasons why his theory should be put into practice. He has assumed that every difference between his ideal and the facts is a "defect"; something to be corrected. To strengthen his case he has not only pointed out real defects but he has not hesitated to magnifv the differences and to assert the presence of "defects" which have no existence. The report as a whole has as much (and as little) value as a "survey" of the state government of \\ isconsin would have, if made by a man whose real purpose was to find reasons for convert- ing the government into a monarchy of the continental type. III. IMPORTANT POINTS IN DR. ALLEN'S SUMMARY REPORT A. POINTS IN WHICH WE DISAGREE WITH DR. ALLEN The quality of university teaching The defective technique of Dr. Allen in his attempt to pass upon the classroom effective- ness of universitv teaching will be taken up at length in the answer to the instalment on observation of classroom exercises (exhibit 3). Here we shall indicate only some of the limi- tations of the results presented by Dr. Allen and point out the opportunity he lost to throw light upon one of the most important functions of the university. ^ The scanty and disconnected fragments of class instruction usfed as the basis of criticism in the instalment just mentioned do not embrace enough of the university (only a part of the College of Letters and Science) to make them adequate to an appraisal of university teaching. The observations, as reported in the instalment, relate almost exclusively to points of peda- gogical procedure. These observations ignore almost entirely these very important questions: 196 University Comment 1. Quality of subject matter. 2. Organization of subject matter. 3. Aim of each course as a whole. In the making of observations Dr. Allen was assisted bv normal and secondary teachers and administrators. TJiese observers, whose work has not been in college and university teaching, quite naturally and properly directed their attention to the pedagogical problems with which they are familiar — to pedagogical quality rather than to subject matter. A large proportion of the criticisms recorded in the instalment are based upon misconcep- tion as to the aims of the instructors. Dr. Allen claims that 432 visits were made to the classes of 130 teachers in the College of Letters and Science and in the Wisconsin High School. We do not doubt it. The university, however, notwithstanding its formal request to Dr. Allen for copies of the 432 observations, has received but 287 of them. The 287 observations received relate to the work of 19 professors, 8 associate professors, 17 assistant professors, 27 instructors, 4 assistants, and 8 high school teachers. The limited scope of the observations is more apparent when it is noted that of the 287 observations 39 relate to the work of one teacher (a full professor) and 31 to the work of an- other full professor, while some 50 of them are a record of single visits to the classes of some 50 teachers. If the inspection of university teaching had been intelligently directed, much light might have been usefully thrown on the actual problems of university teaching. The visits might have been directed, for example, to ascertaining the quality of the work of instructors and assistants, and the practical value of the aid and supervision they received from their re- spective departments. Of the 287 observations 5, and 5 alone, relate to the work of 4 assistants, all of them in for- eign language departments. The work of no one of them is condemned, and one receives praise, in the instalment. Dr. Allen, with propriety, forcefully disclaims, in this instalment, any pretension to have attempted to appraise the teaching of the university. And yet the teaching of the university is its most important function. Dr. Allen has not been effectively interested in the most important function of the uni- versity. "183 bases for grading students' work" It was to be expected that an efficiency engineer would find it difficult to appreciate tjie reasonableness, let alone the wisdom, of university methods of grading students' work. Surely here is where organization would help! And so we have, under question 3 of Part IV, the following: "So long as 183 different standards, unchecked and unsupervised administra- tively, are employed ... in judging students' work, . . . the testing of work . . . cannot be well enough done." To resort, for once, to the Vernacular, this is rot. See uni- versity comment on exhibit 13. So too Dr. Allen states that "The University does not accept the results of research by its own department of education in its system of grading". Dr. Allen here asserts (1 ) that the department of education has reached certain results regarding grading; (2) that the university fails to accept these results; (3) that this failure of the university "needs to be discouraged or eliminated". The truth is that the department of education, as such, has never investigated grading. A member of that department studied the subject and published h'is results, but he did not urge any particular system, nor advocate any standard which the university might have adopted. The purpose of the bulletin was not to set up standards but to call attention to an mportant subject and to give the results of investigations in that subject. On this matter also, see exhibit 13 and the university comment upon it. "The Courtis Standard Tests" Dr. Allen (Part IV) makes much ado over mistakes made by commerce students in the simplar arithmetical processes, and condemns the Course in Commerce for not using tests of accuracy and speed. The fairness of his criticism may be judged by the following state- ment, prepared by Director W\ A. Scott of the Course in Commerce. "The statement completely misrepresents the beliefs, attitude and practices of the administrative officers of the Commerce Course. We not only believe in the application of tests for the purpose of revealing the weaknesses of students along the lines which this report suggests, but we are constantly applying such tests. What we objected to was the application of the kind of tests Mr. Allen proposed and of any tests other than those we are applying in our regular courses. In the course in accounting which every student in the Course in Commerce pursues from the beginning of the sophomore to the end of the senior year, tests in addition, subtraction, multiplication, etc., are constantly applied in the assignments regularly made. In the very first weeks we learn the weaknesses of each student in all of these particulars and his attention is constantly directed oward them. 197 University Survey Report "We do not believe that it is profitable for students to devote any large amount of the time at their disposal during their university course to acquiring skill in the rapid per- formance of these simple arithmetical processes. We know from experience that such skill is speedily lost and easily acquired whenever needed. We believe that the greater part of the time of commerce students spent at the university can be much more profit- ai)ly devoted tu more important matters. ''Mr. Allen has mistaken our objection to the tests he proposed for objections to tests per se. Nothing in my correspondence with him or conversations with him justify or furnish grounds for such misconception." Training through contact with "clinical material" "Training through contact with what in medicine is called clinical material — actual prob- lems that need to" be solved — is needed in all . . . courses." Dr. Allen's dictum would imply that Wisconsin is backward in the use of the "clinical" method. The facts do not support the dictum. Moreover his enthusiasm for the Cincinnati scheme is uncritical. This question is discussed at length in the comment on Allen exhibit 15, which is devoted to the College of luigineering. The following is Dean Turneaure's very brief statement of some of the points involved: "1. That for some students the value of practical experience gained at one or more intervals during the college course is well recognized by the faculty. "2. That practical experience gained in this way is preferable, in all cases, to continuous practical experience gained during the first one or two years after graduation, or that t is desirable for all engineering students, is denied. "3. That the Cincinnati scheme, under the conditions prevailing at this institution, is impracticable and undesirable, owing, in part, to the following: (a) Cost of duplication of courses. (b) Restriction of freedom of election of general studies by engineering students. Lack of variety of facilities for student employment in Milwaukee and Madison to accommodate all classes of students. (d) Cost of transportation. (e) The fact that many students have had practical experience before entering the University." With regard to Dr. Allen's recommendation of the clinical method to the medical school — which on the face of it resembles shipping hard coal to Pennsylvania — Dr. Bardeen writes: "I do not quite understand this statement: 'The need for it is strongly felt by uni- versity officers responsible for medical extension.' By 'medical extension' may be meant the development of the medical school and the clinical department up to the pres- ent and the aims and ideals which we have for the future. Clinical problems of great im- portance have developed in connection with the care of the students' health and the efliciency of the work done along these lines has led to some public demand for an ex- tension of the scientific work begun in connection with the care of the students' health. The members of the faculty of the medical school believe that, while the students who get the first two years of the medical course at Wisconsin can get good clinical training in medical schools established in clinical centers, there would be an immense public benefit in having dynamic clinical centers established under the auspices of the state university. They likewise feel that the closer in touch they keep with the problems of clinical medicine the better work they can do in conducting the scientific work already undertaken, and would therefore welcome the development of clinical centers. There is undoubtedly ample 'clinical material' in the state that could be utilized to the benefit of the patients, the public, the medical students and the medical faculty were a proper organization effected and supported." Junior colleges The establishment of junior college, is urged by Dr. Allen, but he nowhere directs attention to the junior college arrangements already available for students who intend later to come to the University. The University catalogue lists eight colleges in Wisconsin from which, by definite arrangement, students may enter the sophomore class of the university after one year, or the junior class after two years. One of them is for men (Marquette), two for women (Milwaukee Downer and Saint Clara), five are co-educational Beloit, Lawrence, Ripon, Carroll, and the German-American Seminary). Besides these, the legislature of 1911 authorized the eight normal schools to establish the first two years of the college course, which the university at once accepted. These normal schools are situated at La Crosse, Milwaukee, Oshkosh, Platteville, River Falls, Stevens Point, Superior, and Whitewater. There were, therefore, a year ago sixteen institutions, eight private and eight public, which the youth of Wisconsin could if they wished, attend as junior colleges. These were situated in every section of the state, and no student needed to go far from home to find one. 198 University Comment Within the past year the college course has been discontinued in the normal schools of Platteville, River Falls, and Whitewater. This action was taken, it is understood, in con- sequence of the study of the normal schools made by the survey carried on under the author- ity of the Board of Public Affairs. Thus three "junior colleges" have been discontinued and thirteen institutions remain where such work can be carried on. The discontinuance of these junior colleges was regrettable but the thirteen remaining do not seem an inadequate pro- vision for such work, at least for the present. The very fact that three college courses were discontinued indicates that there was felt to be no pressing demand for them. Yet they were in districts of the state most remote from public provision of the kind and two of them in districts remote from private colleges. Th ' university would be glad to see a larger number of junior colleges. Yet it appreciates, perhaps better than some of those who urge them, the cost of such institutions in buildings, equipment, and salaries. On this account it has never thought it righ to urge the cities of the state to establish such colleges, fearing that the demand for college work would not be sufllcient to warrant the cost. It welcomes the establishment of two-year college courses in the normal schools as a reasonable solution of the problem for the present. It regrets that any of these courses should have been discontinued. It will readily enter into arrangements with any institution of Wisconsin, public or private, whose equipment is adequate and whose faculty is able to carry on the work olTered. It insists only that the conditions for such work must be not inferior to those of the standard colleges. How far the junior college will relieve the university of elementary work is quite another question. The work of freshman and sophomore years must and will be offered at Madison for a long time to come. This is obvious in technical courses, like agriculture or engineering, whose expense, if carried on at numerous localities, would be enormously increased. Ex- perience thus far shows that the student who has the choice will prefer to share the life of a college for four years instead of dividing his time between two institutions. So far, junior colleges have served to decrease the rate of increase of freshman work, and have not caused any actual decrease in this work. Nor is there reason to expect any noteworthy change in the immediate future. Small classes and research These topics are treated together for the reason that they are essentially related in the university, however they may be separated in other institutions. The cost of research, stated by Dr. Allen, is obviously much exaggerated. The univer- sity's own estimates, made during years of study of the problems of research, are much less than those of Dr. Allen. The university, unlike Dr. Allen, realizes the complexity of the problem, since it must take into account the factors of research applied to the practical needs of the state, the reaction of research upon teaching, and kindred problems. These render it difTicult to make more than a guarded estimate of the cost of research. Dr. Allen estimates the cost of small classes to the university at §200,000. The false basis of his estimate is discussed in the comment on exhibit 26 and need not be repeated here. He charges all salaries to instruction, thus greatly increasing cost of instruction in many cases. He assumes that a class of one costs the instructor as much time and the university as much money as a class of 50. He makes no allowance when an instructor takes on an extra class or a laboratory man takes on a student of a special subject. Thus he is able to pile up an aggregate cost which seems very great, but which is in great part fictitious. If Dr. Allen's different computations are brought together their worthlessness appears. He computes the cost of research at 35% of the salary list (exhibit 34). 1 le estimates the cost of small classes at S200,000 (exhibit 26). Apply these estimates to the College of Letters and Science. About 54% of the teaching done by the university in small classes was done in that college, if Dr. Allen's figures are right, and the teaching so done represented less than one-tenth of the teaching done in the college. The salary list of the college for 1913-14, as derived from the budget, was in round numbers §460,000 Deduct 35% for research (exhibit 34) $161,000 Deduct 54 7o of $200,000 for small classes, (exhibit 26) 108,000 269.000 Balance (from which cost of all other teaching must be met) $191,000 If Dr. Allen's computations are correct more than 90' ;, of the teaching of the college costs less than 42% of the salaries. Such a result is manifestly absurd, and even Dr. Allen would not directly defend it. He computes one cost at an excessive rate in one exhibit, another, also excessive, in another exhibit, and never brings his computations together to see the effect. Apparently he trusts that no one will take the trouble to ascertain the results of such computa- tions. Thus, both in detail and in general results. Dr. Allen's estimates of the cost of small classes are so far from the truth that they are not worth discussion. In commenting on exhibit 26 we estimated the possible saving by abandoning small classes at a sum not exceeding $40,000-850.000, one-fifth to one-fourth of Dr. Allen's estimates. A more careful revision of the facts for the College of Letters and Science shows that this estimate was too high, and that the possible saving — within the limits of any action that any board of regents would approve — is much less than even the smaller figure. The reader is referred to the university comment on exhibit 26. 199 University Survey Report One instance may be given of which Dr. Allen makes much — a class of a single student whose cost to the university he estimates at $1,192.56 per year. In fact, this class did not cost the university one cent for instruction. It was one of the very frequent cases where a man in charge of a laboratory permitted a student to do special work in the labo- ratory. In this case the student's laboratory hours were as many as the class hours of larger classes. Hence Dr. Allen charged the single student with half the teacher's salary. How much moncv would the university have saved, if the teacher had refused the student the chance to work in the laboratory? Obviously, nothing, since the teacher was needed and his salary went on just the same. It is by such devices as this that Dr. Allen is able to pile up the cost of small classes and the worth of his results may be judged by this case. Research differentiates the institution which contributes to the advance of knowledge from the institution which attempts merely to communicate what others have accumulated. The living university must devote itself to research on a wide scale, for the vitality of its instructional work, in the long run, depends upon it. We defend research as indispensable, and Dr. Allen's effort (by implication) to represent it as a species of luxury or embroidery, as something which may be largely eliminated, must be defeated if the university is to be what it has become during and since the days of President Chamberlin. After all, the university is bound, by its very nature, to offer the capable sons and daugh- ters of the state an opportunity to become leaders in any of the great fields of knowledge. We must — as a great business house must — carry "lines of goods" which are not in constant demand. Foreign languages The recommendations of Dr. Allen against foreign language requirements could not be accepted without grave injury' to education in Wisconsin. The following statement, sub- mitted on behalf of language departments by Professor Hohlfeld, Showerman, and H. A. Smith, makes clear some of the grounds of the university's opposition to his conclusions. In Part IV of the Allen report the recommendation "that compulsory foreign language requirements should be discontinued both for entrance and for graduation" is based exclu- sively on "retiirns from faculty and students and from experience of other institutions." The following statement comments on these three grounds for the recommendation made and then explains and accounts for the present practice of the university. We, of course, are not familiar with the individual replies of the faculty on the question of the educational value of foreign language. But the foreign language requirement has been repeatedly discussed and voted on in our faculties in recent years and the result has always been that the majority has declared itself in favor of foreign language not only in the college of letters and science, but also in engineering and agriculture, and in the premedical, chem- istry, and commerce courses. It is not likely, therefore, that the "returns" of the faculty re- ferred to above, represent, as the statement would imply, a majority of the faculty. As to returns from the students, they should be weighed, not counted. It is not customary to frame courses of study on the basis of the votes of the students, for it is a well-known char- acteristic of the average student to question or deny the advantage of a required study of which he is not personally fond and the discipline which he feels to be irksome. Replies on other subjects required for entrance or for graduation would no doubt show similar results and we should find large numbers of students objecting to required mathematics or Enghsh or history or science. As to experience of other institutions, we point out that of the twenty-two institutions forming the Association of American Universities only three (Leland Stanford, Michigan, and Minnesota) permit of admission and graduation without foreign language. All of the others, according to their latest catalogues, require it either for entrance or for graduation or, in the great majority of cases, for both entrance and graduation. Of the three exceptions, moreover, Leland Stanford requires no specific subject except English and thus merely places foreign language on the same plane as mathematics and all other subjects usually required for admission, and Minnesota does require foreign language unless four units of English are presented. The testimony of the other institutions in our class is thus overwhelmingly in favor of a requirement in foreign language. As to our own practice, it should be noted that the requirement for admission is as low as in any of the institutions requiring foreign language and considerably lower than in most of them. Moreover, students are not debarred from entering Wisconsin on account of lacking preparation in foreign language; they are allowed to make up their deficiency after entering. To judge rightly of Wisconsin's requirement in foreign language, it is further necessary to consider the general educational theory on which our entire course of study rests. It is not based on the idea of absolutely free election, as for instance in Leland Stanford or Michigan, but on the principle of liberal election combined with a certain amount of prescription in the fundamental fields of study. To eliminate foreign language from such a scheme of education would neither be reasonable nor warranted by practice of other institutions. Moreover, the total amount of prescription in all subjects leaves to the free election of the regular L. & S. students from two-thirds to almost three-fourths of their entire course. 200 University Comment The educational grounds on which the university bases its requirement in foreign language are not challenged in the recommendation of Dr. Allen, but should nevertheless be briefly stated in this connection. They are partly disciplinary, partly cultural, partly practical. The study of a foreign langauge furnishes an excellent discipline in the basic principles of thought and language. It improves and refines enunciation, and furnishes an invaluable aid to a clearer under- standing and more effective use of English. It has a broadening and humanizing effect which tends to the cultivation of taste and en- joyment in literature, counteracts the American tendency of underrating foreign achieve- ment and, by conferring a certain citizenship of the world, makes for cosmopolitanism, prog- ress, and peace. It is an indispensable tool for all those who desire to attain excellence and leadership in the professions, in scholarship, and in industry and commerce. Americans even now often find themselves at a serious disadvantage in many fields of in- ternational competitive activity (witness the trade relations with South America) on account of their relative unfamiliarity with foreign tongues as compared with educated Europeans. Of the opponents of foreign language, those who are not blind to its advantages generally claim the adequacy of English as a disciplinary substitute. This is, however, not borne out by the leading teachers of English themselves. In the high school and especially in college the student's use of English has become too much of a subconscious process to be a suitable tool for strict discipline. The immediate appeal of the literature in the vernacular should not be deadened by a de- gree of analysis no longer felt to be helpful and stimulating. These are some of the reasons on which almost all important colleges and universities not having an absolutely free system of election base their conviction that a requirement in for- eign language is necessary in every well-balanced course of higher education. "Foreign languages are over-emphasized in the entrance and graduation require- ments although ability to use them is under-emphasized in actual instruction of students who are required to take the courses or elect them, especially of those who are preparing to teach them (exhibit 12). This disproportion in emphasis is illustrated by the com- paratively small proportion of students (911 of 3,646 registrations, November, 1914) who elect advanced courses in the subjects which are in effect or actually compulsory for the first two years. (In its computations the university counts as advanced work freshman and sophomore work of students offering foreign language for admission). There is reason to believe that compulsion is emphasized at the expense of personal and cultural advantage in the present treatment of foreign languages." — Part IV. It is difficult to understand Dr. Allen's figures regarding foreign languages. It is character- istic for him to announce results in a way which makes it impossible to check their accuracy or to know exactly what they mean. In this case he does not tell us what he means by "advanced work." The university does not count "freshman and sophomore work of students offering foreign language for admission" as advanced work. If Dr. Allen does so his figures are grossly wrong, since in German alone there were in November, 1914, more than 1.400 registrations of students in work above the grade of that required for admission from students who offered German. If he finds 911 registrations in foreign language and about 25' c of the total in classes above work of freshman and sophomore grade (as he seems to assert), then foreign language has a larger percentage of advanced work than many other departments. German, for instance, had a registration of 1,746 students, of whom 840 were in classes above first and second year work. Chemistry, with 1,765 registrations, had 499 above first year required work and the general required work of second year. Other departments show similar facts. Romance languages had 1,574 registrations, of which 728 were above first year French and Spanish. Botany and physics together had 1,325 registrations, of which 284 were above first yeaf. History had 1,483 registrations, of which 908 were in courses open to freshmen and therefore of the type described by Dr. Allen as "in efl'ect or actually compulsory-." As a matter of fact, neither Dr. Allen's figures nor these can be justly used as the basis for many conclusions. The questions involved are too complex to be settled by any offhand statistics of the kind which Dr. Allen offers. The line between required and elective studies is not hard and fast, and in many cases the question as to whether a study is elective or required for a given student depends on his intentions rather than on the requirements of the university. For example, all students are required to take a major study, although the nature of that major is determined by the student himself. Is a study taken as part of a major to be considered as required or elective? Obviously it is required in one sense and elective in another. Are studies which are required in a given course, like the commerce course, to be considered as required when they are taken by a student who elects the course? Such considerations enter in varying degrees and from many directions, so that a study of the relation of registrations in a course as affected by requirements of various kinds and by free electives, is a work requiring much time and investigation; far more than the mere counting of registrations. It may also be added that Dr. Allen's method of counting registrations rather than com- puting credits is a careless one which leads to erroneous results. For instance, chemistn,- has 1,765 registrations; German 1,746; and political economy 1,760; numbers which are almost identical, but the number of hours taken by each student differs in the several departments so that chemistry gives an amount of teaching equal to 7,412 credits; German 5,583, and 201 University Survey Report political economy 4,612. Thus with the same number of students the teaching done by the department of chemistry is about 60% greater than that done by the department of political economv. All such considerations are overlooked by Dr. Allen, owing to the "short and easy" methods which he follows. "153 of 323 faculty members replied that no foreign language was necessary for successful work in their courses." — Part IV. This is one out of many illustrations of the way in which Dr. Allen frames his cjuestion- naires so that the answers may be used to produce the effect which he has predetermined. No one believes and no one has asserted that the knowledge of foreign language is necessary for the study of, say, elementary physics, or mathematics, or history, or similar course in a university. 'The reasons for the study of foreign language are, and always have been, w^holly dilTerent from these. Dr. Allen, however, desiring to attack foreign languages, asks a question which will be answered in one sense, and which he can employ for purposes not known or suspected by those who reply to it. Relations of the university and the high schools We are, of course, in agreement with Dr. Allen as to the desirability of "high school visit- ing for the purpose of helping the university keep in touch with state needs, of checking up the eiliciency of its training for teachers, of assisting its graduates through what might be called continuation school work for teachers and of giving helpful suggestions. . . ." (Re- port, Part IV.) These various obvious responsibilities the university has carried on for very many years, as far as opportunities and resources have permitted. The university defiies the correctness of Dr. Allen's judgment that we should give up inspecting the high schools for the purpose, among other things, of accrediting them. The university should not give up the small leverage it now has through the power to withhold from a high school, for cause, the title "Accredited to the University." The university for years has given much consideration to this question of inspection and accrediting, and as recently as November 30, 1914, the university faculty voted unani- mously in favor of the present system, recommending that it be farther improved. The unanimous judgment of the faculty on this question is of superior weight to that of Dr. Allen. The recommendation of Dr. Allen that the university should "shift opportunity and load" of elementary work on the high schools is immature. There are few cities in the state whose schools ought to be extended so as to include one or two years of college work. Several of the normal schools are already undertaking this junior college work. Dr. Allen has not adequately digested the opinions which he has collected upon the rela- tions of the university and the high schools. Wisconsin High School In his treatment of the Wisconsin High School Dr. Allen's instinct for autocratic efTi- ciency appears to desert him. He recommends that the school should be turned over to the Madison Board of Education ; that we should rely on the Madison High School as a laboratory for the practical training of teachers. Where this plan would land us in the matter of leadership in the demonstration of the latest teaching methods we shall not attempt to indicate. One finds it difficult to imagine a business concern attempting to produce its wares under analogous conditions. Moreover, it is equally difficult to imagine a high-minded, high-spirited city turning over its schools to the university for laboratory purposes. The reality of this difficulty, in regard to the Madison school system, has long been known to Dr. Allen, but apparently Madison and its responsible board of education are not regarded as serious impediments to the Allen plans. It is, therefore, necessary to quote, in this place, the authoritative statement of the board of education, omitted by Dr. Allen from his report upon this issue (exhibit 23). This statement was secured, we are informed by Professor Elliott, to controvert the earlier repeated declara- tions of Dr. Allen that the university had made no efforts to secure consideration of this ques- tion by the board of education. The Board of Public Affairs is requested to note the last sentence of the letter, which fol- lows: "The Madison High School, Madison, Wisconsin. July 8, 1914. "Prof. Edward C. Elliqtt, Director School of Eclucaiion, University of Wisconsin, Madison, Wisconsin. "My Dear Mr. Elliott: Your letter of June 27th, 1914, in the matter of the university relation to our city schools, received and contents noted. In reply I will say that your letter was presented by me to the Board of Education at its meeting of July 7th, 1914, and that the question of greater use of 202 University Comment the schools of the city of Madison by students of the University of Wisconsin in furtherance of their instructional work in teaching was generally discussed. By the unanimous vote of the members of the Board of Education, I am instructed to inform you that the board re- affirms the position heretofore taken by it and from time to time reported to ijou, that it is willing to allow the existing agreement to continue, l)ut that it is not wilhng to consider any extensions of these privileges." "Respectfully yours, (Signed) GEORGE KRONCKE, President Board of Education, Madison, Wisconsin." We are satisfied as to the performance and the promise of the Wisconsin High School, which has just got into its permanent quarters. The persistent and repelitious criticisms as to the inefficiency of the ventilation, inade- quacy of toilets, inadequacy of system of records, are completely refuted by the reports of our engineers, actual experience, and successful use, respectively. We assert that the principal Allen criticisms of the High School are captious. They would not be upheld by any jury made up of men personally competent in the fields of teacher-training and secondary education. Out-of-state students The fame of the university has made it easy to attract to Wisconsin professorships teachers and scholars of high capacity, who have worked and stayed here in spite of the fact that Wisconsin salaries are lower than those of her half-dozen equals. These men have drawn around them students from every state and from many foreign countries, thus giving to the student body a wide outlook, and giving to Wisconsin students the chance to meet other points of view than those of their own community. These out-of-state students are now charged fees more heavy than Wisconsin students are charged at Michigan, or Illinois, or Minnesota, or at any state university at home or abroad. Reciprocity demands generous treatment to the out-of-state students. The variety and breadth that they give to Wisconsin more than compensate the state for any cost they may place upon it. And the most careful accounting that the university can make indicates that if the out-of-state students were excluded from the university, the saving would be much less than the aggregate of their present fees. Most of the present activities of the university would cost as much without them as with them and the university without them would fose its place as an institution of national standing, and would tend to become provincial, self-centered, and stagnant. Rooms and buildings Dr. Allen's criticism of the use of space and of the need of additional space at the univer- sity have been objected to by the university committee on rooms and time-tables, and by the College of Agriculture on the ground of the inaccuracy and incompleteness of the data used by Dr. Allen (and Mr. Hitchcock). These committees have also advanced other strong arguments against the acceptance of Dr. Allen's conclusions in this matter. One of the leading defects in the Allen exhibit on rooms and buildings is its unwilling- ness to recognize the validity of "mere educational" arguments. These arguments appear to us, on the contrarj% to be vital in the matter. Departmental solidarity is a great asset, and it sometimes requires for its attainment, what the survey regards as a waste of space. If the German department is commended by Dr. Allen for establishing the "German House" — established, of course, in the interests of departmental solidarity — it is difficult to see the logic of his refusal to recognize the value of departmental solidarity in lecture rooms and offices. Similarly with professional solidarity. The professional schools of the university, and of other rqinking institutions, recognize that the best interests of their students require the development of professional esprit de corps. This cannot be fostered when the professional students have no scholastic home, but merely several places in which to have lectures when the rooms are not in use by other departments. Among the arguments against Dr. Allen's conclusions which will doubtless be recognized as .strictly practical are these: 1. A room equipped for one purpose is not thereby equipped for another purpose. A biological lecture-room, for example, at Wisconsin may be admirably adapted to the needs of students of biology, but in practice it is demonstrably defective for history lectures. Dr. Allen's idea that'any subject may be taught at any time in any place ignores important educational ends. 2. The regular use of Saturday mornings for three-credit courses would interfere seriously with the self-sustaining student at Wisconsin, who earns a considerable portion of his main- tenance by having Saturday free for gainful work, and would interfere also with the plans of colleges and departments for field work. Our efficiency in the use of space is up to the standards of the best universities. We place the human factor before the "mechanical" factor. 203 University Survey Report The office of president Throughout his report Dr. Allen indicates a discontent with the office of president as it exists at Wisconsin and at other American Universities. Today the president is the guide and correlating center of the whole university. The abolition of the president, or its complete alteration would prevent the development of a Wayland, a Hddley, an Eliot, a Oilman, an Angell, a Northrup, a White, or a Harper. These arc the men who have made the American system. The dean of the group has more than once gone on record to the effect that his leadership, so far as it existed, was due in great part to the long period in which he as president of Harvard was able through continuity of experience to work out and perfect his plans. The suggestion for a seven-year presidency strikes at the whole idea of expert educational leadership. Dr. Allen would substitute expert business domination. He believes that Wisconsin ranks high among the great universities. If this praise (Allen report. Part II) is at all deserved it is largely to the credit of Bascom, Chamberlin, Adams, and Van Hise, under whom a democratic faculty — one of the most democratic among the American universities — has been entrusted with the control of the educational policies of the University. Anyone knowing and valuing the history of the past would surely refuse to commend a scheme of university administration, not only untried, but emphasizing, as Dr. Allen has sketched it, "the business organization of the university which must be regarded as 'impedi- menta that facilitate' its educational work." Supervision of instruction by president and deans A subject to which Dr. Allen constantly returns is the failure 9f president and deans to supervise instruction by visiting classes. This he regards as their duty, — as if they were masters of all the fields of knowledge, — and as one of their chief functions. One would never gather from his remarks that American universities have other duties for their presi- dents and deans, or that his views are held by no great university administrator. The subject of supervision of instruction in the University of Wisconsin is treated with some fulness in the university comments upon Allen exhibit 2. Here we wish only to bring forward the views of an authority on university organization at least equal to Dr. Allen. While Dr. Allen was surveying the University, Arthur Lefevre's The Organization and Management of a State's Institutions of Higher Education was published. (Austin: Von Boeckmann-Jones Co., 1914. 524 pp.) The book was prepared for the "Organization for the Enlargement by the State of Texas of its Institutions of Higher Education," and is the result of a study occupying several years. On the matter of supervision and scrutiny of university and college instruction and teachers, Mr. Lefevre says: "Any notion of an inspector of class-room work, or of time-card records in the iDusiness office, is absurd in its futility and utter inapplicability to the real thing." "If a president attempts to control the details of all work in the institution, he will do all of that badly . . . ; a competent president may easily form just estimates of every member of the faculty in ways far more reliable than the crass method of a supervising inspector." Mr. Lefevre discusses the views of the young president of an aspiring college who got the idea that "the president should supervise the teaching," and said "It is reasonable to expect him [the president] to supervise the teaching until that duty is definitely assigned to another person." Mr. Lefevre's comment is: "May we not assure the young man that no such burden rests upon him? I also entreat him not to assign 'that duty' to 'another person,' and especially not to his deans. The young instructors will be sufficiently (perhaps too much) supervised by their departmental colleagues; the professors are past such supervision. And who of mortal men could supervise the teaching of a university faculty, even if it were desirable'? Men must stand on their own feet in a college or university — both teachers and taught, or lo! no 'higher education' will be found in the place" (pp. 217-222, passim). In Part IV of his report Dr. Allen also says: "Of 77 [persons! ranking as instructors none had interviewed the president regarding courses; 64 of 77 had not interviewed the dean." Here a fact is stated in such a way as to have the effect of a hostile criticism without defi- nitely making the criticism. It is clearly implied by Dr. Allen that instructors ought to interview president or dean regarding courses. Dr. Allen knows, however, that instructors are under the immediate direction of the department to which they belong, or of one of its professors. They are not giving independent courses. There is, therefore, no reason for their consulting president or dean with regard to courses, unless some unusual personal ques- tion arises. If such a question does arise, it should go to the dean, who is primarily responsible for the internal affairs of the college, rather than to the president. Dr. Allen's statistics show that this has been the case. All of these facts are well known to him. However, he does not state the facts but prefers to insinuate a criticism. Abolition of military drill The proposal to abolish military drill, which is accompanied by a misleading calculation as to the amount of scholastic work which could be accomplished in the time now spent on 204 University Comment drill (as if a student would be studying if he were not drilling), comes with peculiar inap- propriateness at this time of world war and national concern over our military and naval position. There is no way of developing a citizen soldiery with so little expense, inconvenience, or injury to civic ideals (through overemphasis on the military spirit), as the way this and other universities now follow. The men who serve for four years fit themselves so well that they now secure commissions in the national guard, and thus form a valuable reserve, always ready for the call of duty. The rank of universitj- students, who have completed their drill, are rightly relied upon, because of their intellectual capacity, to provide a recruiting class for the officers who would be required if the United States should be drawn into war. In requiring military drill the university is following the wishes of the national government partly embodied in the law passed at the time of the civil war, which had revealed the entire inadequacy of the military preparation of the nation. The recommendation of Dr. Allen, made at this time of crisis, would, if accepted, expose us to national contempt. Summer session salaries and usury "Among the principal causes of unnecessary expense," according to Part IV, is "Usurious interest paid on summer session salaries in leaves of absence when not paid in cash." It is demonstrable that less than $6,000 per annum of deferred payments is taken in the form of leave of absence. The university must maintain a sabbatical or other leave of absence system; the expense thereof is properly charged to the departments because they receive directly the year through the benefit of the increased efficiency of the men who take leave. It would be entirely unjust to put the entire burden of all leaves of absence upon the summer session. At most that part of the expense represented by service rendered in summer session upon the cash salary basis might be fairly charged to it. Dr. Allen knows perfectly well that no usurious interest is paid. He knows that the arrangement of leave of absence for work in summer session has provided a "sabbatical year" for members of the faculty, at less cost to the university than any sabbatical arrange- ment in any other university. It is open to Dr. Allen, if he wishes to do so, to condemn the whole plan of a sabbatical year, or leave of absence for study, and to give his reason for such conclusions. It is neither fair nor right for him to avoid investigating or discussing the matter on its merits, but to dismiss the whole subject in two words as "usurious interest". "Advertising for out-of-state students" Dr. Allen recommends, in Part IV, that "advertisement for or special encouragement of out of state sudents (30 per cent of total in regular session, 53 per cent in summer session. 1914) should be discontinued until after a definite policy has been decided upon with regard to the portion of the entire cost of giving instruction and providing buildings and equipment which it is found to the interest of the university and the state to ask out of state students to bear." The scientific caution which Dr. Allen does not employ is well exemplified by the above. Concerning it Director Goodnight on the Summer Session writes: "Since there is no advertising except brief notices of the summer session in teachers' journals, the passage can only mean: such notices should be discontinued. In refutation the following data are submitted : "This year (1911) there were 1,208 Wisconsin students in attendance at the summer session. Were non-residents to be cut oil, this would be the size of our summer session. Going back in the history of the session to 1909 when the total enrollment was 1,128, and comparing the net cost (difference between expenditures and receipts) of that session with that of 1914, we find: 1909* 1914 Colleges Faculty Courses Net Cost 3 92 130 511,069 4 193 320 $11,814 "That is to say, at an almost negligible additional expense of S7 16 we can now offer our Wisconsin students more than double the facilities which we could afford them if our non-resident attendance were cut off and if we were obliged to return to the status of 1909. Besides this direct gain to our Wisconsin students in courses available, the desirability of having 2,600 students (half of them teachers) in attendance rather than 1,200, and of utilizing our buildings and equipment which would in part be idle is obvious. Yet this costs the state practically nothing additional. The net cost of the summer session has not varied more than S2,"500 in the la&t six years, while by reason of the rapidly 205 University Survey Report incrcasine attendance, the average net cost per student has steadily decreased, as follows: in 1909, $9.81; in 1910, S9.16; in 1911, S8.17; in 1912, $8; in 1913, $5.73; and in 19M, S1.55. "It is thus perfectly clear that the out of state students are not only paying their own way here, but are enabling us to work more widely and more efTiciently than we could pos'sibly do without them. This, too, entirely aside from the consideration that 1,400 out of state students bring into the state and spend in six weeks a great deal of money, and thus represent an economic factor of very considerable importance." The state laboratory of hygiene "The state laboratory of hygiene might from now on be more effective if an integral part of the state department of health, always available to the university for instructional purposes, instead of being provided for in the university budget under conditions which greatlv restrict its use by the state's responsible sanitary officers." — Allen Report, Part IV. In answer to this assertion. Dean Bardeen of the Medical School writes: "There is no justification for the statement 'under conditions which greatly restrict its use by the state's responsible sanitary officers'. During the past few years the work of the laboratory has greatly expanded. The executive officer of the state board of health came to feel, however, that although the work of the laboratory was being C9n- ductcd efficiently, it was being conducted not in sufficient cooperation with the executive officers of the state board of health. "On May 2, 1914, a conference concerning the state laboratory of hygiene was held between Dr. Gilbert E. Seaman, Dr. C. R."" Bardeen and President C. R. Van Hise, representing the University of Wisconsin, and Dr. C. A. Harper and Dr. C. A. Suther- land, representing the state board of health. As a result of this conference regulations were adopted designed to place the work of the laboratory more directly under the con- trol of the state board of health. These regulations were approved by the executive ofiicer of the state board of health and have been carefully followed. Since they went into effect no complaints concerning lack of cooperation have been made to the officers of the state university. Those in charge of the laboratory have felt themselves directly responsible to the officers of the state board of health, and have exerted themselves to conduct their work in such a way as to be of the greatest value to the state board of health. The state's responsible sanitary officers are in no way restricted in the use of the laboratory." This information was available for Dr. Allen if he had cared to use it. B. POINTS OF AGREEMENT, MORE OR LESS, WITH DR. ALLEN Among the topics on most of which the university has already reached an affirmative opinion, and on which it welcomes the suggestions of the survey are the following: 1. The teaching of the fine arts (Allen report. Part IV), the university has desired to en- courage. It is checked by the difficulty of finding the right man. 2. Cheap dormitories — cheap in rent but not in architecture — represent a university policy already settled. 3. More convocations are desirable, and the university has ways and means under consideration. 4. The "clinical method" in teaching accords with the method now developing rapidly in the university, although it is not so applicable to our engineering situation, in the Cincinnati sense of the term, as Dr. Allen makes bold to affirm. 5. The university would welcome effective methods for lowering the price of land, and the cost of living, and for providing good inexpensive board at a profit. Dr. Allen appears more confident on these topics than the world at large. Despite the "specialists" the "disease" remains. 6. Administration done by the faculty is burdensome. Dr. Allen recommends a lessening of this sort of work. Yet he proposes to increase the duties of the faculty to a point at which it would become difficult for that body to perform- its teaching duties. 7. The indexing of the faculty minutes, the improvement of the catalogue, the institu- tion of more flexible systems of records, are matters of no great importance, although long desired. 8. The forty-eight week year has long been under consideration. It has advantages, and other disadvantages besides the present insuperable financial one. 9. The full medical course. 206 University Comment CONXLUSIOX The defects of method which we have pointed out in the first part of this comment are fundamental. They are found in a greater or less degree in every exhibit and in the report of Dr. Allen. They are not incidental or infrequent, hut are part and parcel of the entire Allen survey. They are not accidental errors, such as must occur in any report dealing with thousands of facts and hundreds of conclusions. The university would make no criticism even though many such accidental errors were found in the report. But the defects specified are fundamental to the methods by which Dr. Allen has handled his evidence, reached his conclusions, and presented his results. The demoralizing conception of the organization of a university which has underlain all the work of Dr. Allen has been amply shown in the second part of this comment. The defective results which these methods and this conception have led to are fairly well illustrated in our Part III, and arc abundantly set forth in the university comments on Dr. Allen's exhibits. The university therefore submits the following requests: 1. It formally requests that the Board of Public Affairs do not accept the Allen report and exhibits in whole or in part. The university is anxious that this request should not be misunderstood. It makes no categorical denial of all of Dr. Allen's criticisms. Some of the criticisms are just and the matters should be corrected; some are half-true and ought to be considered. But the good recommendations are not seldom mingled with others whose only support is evidence that is partial or even warped. The sound criticisms are so mingled ^vilh incorrect statements, half truths, improper in- sinuations and unworthy iniiendoes that no exhibit ought to be accepted in the lump. The Board of Public Affairs ought not to take any action or draw any conclusions from report or exhibits without a careful independent review of the evidence for and against the Allen recommendations. 2. The university also asks that the Board of Public Affairs, in case it acceptsany part of the Allen report or exhibits, accept also in the same manner and degree the comment or reply which the university may make to the part in question. This request does nol relate to any statements or recommendations of Dr. Allen which the Board may make its own. 3. The university further asks that if any part of the Allen report or exhibits is ordered printed (though not accepted by the Board), the university may have the time necessary to prepare an adequate reply, and that this reply also be printed, section by section, along with the Allen material. (Signed) E. A. BIRGE, G. C. SELLERY. 207 EXHIBIT 1 ILLUSTRATIVE REPLIES BY 305 FACULTY MEMBERS AND 200 EDITORS, SCHOOL SUPERINTENDENTS AND OTHERS TO THE 12 GENERAL QUESTIONS ASKED BY THE UNIVERSITY SURVEY USED AS GUIDES TO STUDY BY THE SURVEY 1. What if anything is the University of Wisconsin undertaking that the state as a whole does not wish it to do? Answers by faculty. Nothing. Undertaking to control and direct legislation directly. Graduate work. Research work. Instruction in Greek. Too much freedom in electing courses. Too much emphasis on work of Extension Division. Faculty members should not be permitted to charge for lectures. University instructors should not be used for inspection of insecticides, orchards, etc. Teaching non-resident students for only small fee. Too much inter-university athletics. Too much money spent on athletics. Employing a coach to instruct women in archery. Extra-university activities hard to justify. University expanding too rapidly. School of music. Extensive building program. Too much attention to ancient and modern languages. "Farmers' institutes" should be changed to "farmers' schools." Excessive emphasis on purely vocational work. Highly specialized courses or departments. Answers by editors, school superintendents and principals, etc. Dictating in educational matters. Too much activity in politics. Attempting to control legislation. Entertainment features of Extension Division arc foolish and unnecessary: extension work of questional)le value. Running the state. Too much in advance of people of slate. Trying to shape courses of study for high schools. Benefits the few rather than the many. Too much time on higher education and too little on undergraduates. Making high schools preparatory school for university. Encouragement of research along unprofitable lines. Education of non-residents below cost. Too much research work: Too much instruction by student instructors. Monopolizing the educational industry. Too many teachers doing work other than teaching. Duplication of work. Training a few specialists at too great expense. 209 Univ'ersity Survey Report 2. What, if anything, is the university failing to undertake which the state wishes it to do? Answers by faculty. Nothing. Correspondence courses in agriculture. Courses in fine arts. Courses in architecture. Short course in pharmacy. Specific short courses for housewife. Two year courses in industrial education. Public health work in prevention of disease. Course in farm bookkeeping. More effective work in household economics. Instruction to tradesmen and mechanics. Inland biological laboratory on lake. College of dentistry. Engineering experiment station. More practical work in first two years of agriculture course. Work in child welfare. Further expansion of extension work. Two year course in elementary engineering. Further emphasis on agricultural subjects. Course for veterinarians. More emphasis on training students to earn a living. More emphasis on developing good citizens. Better supervision of students (finances, etc.) Better living conditions for students (less expensive, etc.). Dean of men. More emphasis on character-building of students. Fostering of real democracy among students. Closer association between faculty and students. Training students not to take short cuts across campus. Tendency to crowd into professions should be discouraged. Wiser use of beauty-improvement funds. More adequate preparation of teachers. Scientific investigations at request of citizens. Emphasis on productive scholarship (among students). Association with other state activities, public utilities, etc. Payment of adequate salaries so as to retain good men. Answers by editors, school superintendents and principals, etc. Developing character in students. Closer supervision over students. Looking after freshmen during first semester. Furnishing dormitories for men. Attention to personal habits and moral welfare of students inadequate. Daily convocations to develop higher ideals. Easier entrance requirements. Basing entrance requirements on power, not attainment. Not enough attention to elementary education. Ideals and education of graduates too low. Free election of any course by adult special students. Closer contact with people of state needed. Greater economy needed. Establishment of forestry course. Instruction in fine arts. Practical and popular course in astronomy. Making education in some fields more practical. 210 Exhibit 1 Making press bulletins more helpful to farmers. More emphasis on extension work in rural communities. Training more people for country life. Course for teachers sadly neglected. Should put best teachers in classrooms. More teaching of underclassmen by instructors of higher rank. Longer summer session. Detailed study needed of graduate school, teachers courses, facilities of demonstra- tion school, character and extent, of high school inspection, efTect of admission by certificate instead of examination, unit cost of extension work, time distribution of faculty members. Should make interests of resident students predominant. Analysis of student attendance by departments as basis of adjustment of non-resident fees. Comparison of research work by different departments to compute unit costs. Training students to take an active part in affairs of state and of communities in which they live. Offering to every young man and woman in the state an opportunity to get an edu- cation at a reasonable cost. 3. Is the university doing well enough what it does? Answers by faculty. Yes. No, because too much is attempted. Teaching efficiency lowered by too low salaries. Coordination of departments needed. Supervision of teaching needed. Purely academic work below standard of eastern colleges. Spirit of scientific research should be encouraged. No, standards are too low. No, too much specialization. No, the useful is emphasized at the expense of liberal education. No, advisory system should be strengthened. No, too many instructors and assistants. No, too few instructors and assistants (in some departments). Classes too large. Elective system in letters and science should be modified. More rigid enforcement of entrance requirements needed. More weak, ill-prepared students should be dropped. Too many "snap" courses. More out-door instruction needed. Some extension work not up to standard. "Manufactured" education should be eliminated. Architecture of buildings open to criticism. Survey of state needed to indicate opportunities for graduates. More effort needed to influence social and spiritual life of students. Department of pharmacy. Answers by editors, school superintendents and principals, etc. Attempts too much to do all well. Yes, except in instruction of underclassmen. More attention to quality of instruction to underclassmen. Freshmen are not given proper faculty advisers. Too many young, inexperienced instructors. Academic work should not be in hands of underlings. Assistants do too much unsupervised work. Head professors should do more work. Some incomj)etent instructors. More gradual change from high school to college — less lecturing in first two years. 211 University Survey Report University graduates often fail in tests of academic training. Failure to turn out highest type of man and woman. Improvement in music department needed. Certain work in soil testing not thorough. Training of teachers should be improved. Ability to teach not always considered in appointing instructors. Extension field workers lack experience. 4. Is university doing inexpensiv'Cly enough what it does? Answers by faculty. Too inexpensively. Yes. Adequate business organization needed. Too much spent for administration. Waste caused by obliging faculty to do clerical and routine work. Wasteful methods in repair work (lack of follow up). Not enough spent on care of grounds and buildings. Low-grade work performed by high grade men. Inadequate supervision of employes. Duplication of courses, books, apparatus, buildings. Lack of building plan causes waste and duplication. Farmers' institutes should not be given by both state and university. Too much spent on work that should be done in high schools. Too much spent on Extension Division. Wasteful carbon lights used. Poor economy to pay such low salaries. Too much spent on athletics. Method of getting books from other libraries too expensive. Farmers get service from university at lower rate than they could procure it elsewhere. Answers by editors, school superintendents and principals, etc. No; should avoid duplications, unnecessary fellowships, unnecessary clerkships. Duplication in Extension Division operating in large cities where there are continua- tion schools. Too classes a day not enough for professors. Instructional force too large for actual needs. Should have fewer and better instructors. Too much money spent on things other than teaching. Too much spent for research work. Paid too much for land purchased several years ago. Attempts too broad a field of operation. High school inspection too expensive. Too much apparatus is being bought. Poor policy to advertise for non-resident students when their fees do not pay expenses. 5. What parts of the university's work, if any, are inadequately supported? Answers by faculty. All departments supported generously^ Most of the work could use more funds. Research work. Teaching slighted at expense of research. Bureau of statistical research needed. College of letters and science. Cultural studies — in money, intelligent appreciation, and adequate classroom space. Fine arts. Music. Fundamental sciences and humanities. 212 Exhibit 1 Teacher-training courses. Wisconsin high school. More scholarships needed. More instructors needed in many departments. Salaries too low. Biologj^ department (station on lake). More equipment needed. More office space needed. More clerical help needed in registrar's office. More attention to standards of living needed. Medical college. School of commerce (building). Course in journalism. College of engineering. Extension Division (especially in agriculture). Military department. Public health work. University waterworks (poorly built). More adequate book-fund should be provided. More eminent professors secured. Traveling expenses of faculty to conferences should be paid by university. Facilities for out-door exercise inadequate. Vocational guidance of women students. Instruction in national and state government. Conference with students should be encouraged. Religious and ethical life of students neglected. Social life of students neglected (aristocratic tendency). Emphasis on culture, scholarship — individuality lacking. Work relating to child welfare. Work in sociology. Economic entomology- and plant pathology. Agronomy department. Course for training professional church organists needed. Answers by editors, school superintendents and principals, etc. All parts pertaining to housing of men. Foreign language courses. Extension work. Dairy work. Spreading of culture. More liberal studies, less vocational. Academic work. Practical work. High school inspection. Assistance to secondary and rural schools. Education department, course for teachers. Summer school. Commerce course. Medical course. Instruction and supervision of undergraduate classes. Agricultural extension. Marketing agricultural products. Development of unimproved land. Salaries of instructors. Educational publicity as to work of university. Conservation of soil. 6. What parts of the university's work are out of proportion — too large, too small — to its program as a whole? Answers by faculty. None. 21*. University Survey Report Too small, in following respects: Research work. Summer session. Fine arts. Music. Teacher-training courses. Medical school. Biology department. Engineering college. Agricultural college. Archaeology. Humanities. Physical welfare of men. Too little attention to resident students. Vocational and home economic courses. Courses in citizenship. Manual arts. Department of pharmacy. Too large, in following respects: Extension work. College of Agriculture (out of proportion to letters and science). Vocational subjects (at expense of cultural). Attention to poor students. Outside activities of students should be curtailed. Mathematics and modern language (for agricultural students) "Tendency to emphasize things that make a show." Required work in modern languages. Lecture courses. Too much theory. "DifTusion of knowledge out of proportion to acquisition of knowledge." Physical training. Military training. Athletics (especially inter-university). Work of high school grade. Too much emphasis on industrial efTiciency, (at expense of developing "high minded' men). Too much attention given to specialized courses. Graduate school (especially in cultural subjects). Answers by editors, school superintendents and principals, etc. Too large. Research work over-emphasized. Graduate work in some departments too large. Too much work for higher degrees. Dairy department too small Extension work too small. Extension work forcing the field. Not enough attention to training of teachers- Adequate practice teaching needed. Too much work required in foreign languages. Military department too large. College of Letters and Science should be strengthened. High school inspection is weak. University should inspect graded and rural schools. Rural betterment work not large enough. University should not attempt to supplement normal schools. Medical course should be cut or lengthened. Too little attention to teaching of freshmen. Too little emphasis on practical side. Expenditures for athletics too large. 214 Exhibit 1 Organic chemistry too difTicult. Too little distribution of material on debating and public speaking. Danger in present trend away from scholarly to utilitarian and commercial. Building is pushed too rapidly. 7. Is the state's support of the university proportionate or disproportionate to state support of other public educational activities? Answers by faculty. Proportionate. Disproportionate, in following respects: University receives too little support. Vocational education receives too little support. Normal schools receive too much support. Rural and elementary schools receive too little support. Answers by editors, school superintendents and principals, etc. Proportionate. Not university less, but other educational activities more. Disproportionate to rural schools; too few attend university. Very liberal. Favored above other activities. Do not see the necessity of eight normal schools. Disproportionate to state support of common and graded schools. Disproportionately large. Rather smaller than support of some of the other schools. University spends more than other institutions. Support of university should be doubled. Would be proportionate if benefits to people of state were greater; common schools do more in proportion. 8. Is the university's business management in policy, planning, purchasing, super- vising, checking and reporting adequate and efficient? Answers by faculty. Yes. Too much "red tape," too slow. Too cumbersome. Too much authority concentrated in single oflice. Better follow-up system needed (bills, purchasing orders). Delay in receiving goods ordered. Mail distribution inadequate. University suffers from overcharge by union laborers. Methods of purchasing, checking, filing inefficient. How are laboratory fees accounted for? Systematic financial publicity needed. Payment of salaries delayed. Payment of salaries on eighth of month inconvenient. Traveling expenses should be advanced. Reports on laboratory fees neither accurate nor prompt. Affidavits on out of state purchases "a great evil." Architecture department very bad. Traveling accountant suggested to relieve department heads of business detail. Answers by editors, school superintendents and principals, etc." Yes. Adequacv of reporting doubtful. System should be made known to public, to avoid misunderstanding. 215 University Survey Report Too expensive. An example to other state departments. Supervisioa of work of faculty not adequate. 9. Does the legislative policy in dealing with the university and other educational activities reflect adequate information and eflficient use of information? Answers by faculty. Yes. No. Occasionally narrow-minded (increasing non-resident fees). Legislature must rely on judgment of deans and president. More careful investigation needed. Many legislatures not fully informed re educational matters. Too much emphasis on the practical to neglect of intellect and character develop- ment (due to influence of university). Should not be necessary for university to ask for funds. Members of faculty, as citizens, have right to legislative hearings to influence tax- spending. University ideals and aims not understood or appreciated by people. Politics rather than information often influences legislature. Information inadequate regraduate and intramural work. Budgetary information inadequate. Appropriations for buildings too large — for instruction, too small. Legislature should make survey to ascertain needs of state. Not adequately informed re fraternities (elimination unjustified). Answers by editors, school superintendents and principals, etc. Yes. No. Legislature influenced too much by university. Policy wise in spite of lack of information. Motives of policy are questionable. Too much wool is being pulled over the eyes of the legislature. Often merely common sense lacking. No study of this subject by any competent legislative committee. Legislature partial to university. Legislators amazingly ignorant of work of university. Too much information of university's needs. Legislature guided by political pressure and sentiment. Insufficient time to examine university budget. 10. What is the university's relation with, and influence upon the rest of the state's system of public education? Answers by faculty. Beneficial, helpful, inspiring, well-balanced, harmonious, suggestive, stimulating. Cordial cooperation. Relationship not sufficiently close. High school inspection inefficient and unnecessary. University's relation with high school's good. University trying to please the high schools. University dominates high school curriculum. Tendency to make high schools "feeders" for university. Berreficial in maintaining standards of high schools. Lax entrance requirements; lower standards of high schools. High school curriculum should be made uniform. Better equipment in accredited schools due to university's influence. 216 Exhibit 1 More freedom should be allowed high schools. Too overshadowing. In many instances influence restricted by other agencies, over which university has no control. Acceptance of vocational work for entrance credit laudable. No cooperation between university and state high school inspection. High school preparation inadequate as shown by varied quality of entering students. Sets standards for secondary schools. Friction caused by university being highest factor of system. University has done little for grade and rural schools. Should establish vocational high schools. Tendency to bring standard down to poorest high school. Influence of university beneficial in establishing industrial schools. High schools should be made to feel that university wants to aid rather than to critici-e. University regulates state's system of public education. University does not greatly influence public education. University is capstone supplementing all public education. University's influence hampered by state superintendent's attitude. Closer cooperation with normal schools needed. More undergraduate work by normals recommended. Teachers should be encouraged to attend summer school, by scholarships and lower fees. University's influence lessened by unqualified inspectors. Junior "proms" have bad effect on schools. Answers by editors, school superintendents and principals, etc. Very good. Topheavy; lack of cohesion. Very little influence. Somewhat domineering; scholastically good. Forces its views to be accepted unconditionally. Helpful. None on elementary education; some on high schools. Only interested in high school work; ignores elementary work. Out of touch and sympathy with common schools. University has done more than any other department. Schools are forced to keep up courses not suited to needs of pupils. Opinion is strong that the university does not care to ser\e where it cannot control. Demands too much that high schools be "feeders" to the university. Not yet able to reach greater part of state's school system. Very uneven. Beneficial except for over-emphasis on language requirements. Sets pace for rest of schools to create expense. Evidently has no connection with system since it is never mentioned in state super- intendent's news bulletins. Tends to make high schools of less practical value. Not close enough with normals; too much influence on high schools. University is center of state system. More cooperation needed. Rather superficial. High school bulletins beneficial. High school graduates are not fit to teach because of necessity of meeting entrance requirements. Many heads of university departments have never entered a normal school or a high school. 21: University Survey Report 11. What are the standards of living — social and economic — in the university? Answers by faculty Moderate, good, "high in best sense of the word." Democratic, reasonable. Compare favorably with other similar institutions. Too much social activity among students (due to lax scholastic standards). Student honors not influenced by money. Social life over-emphasized — should be standardized. Too much money spent on clothes. Smoking and drinking among faculty and students should be curtailed. Faculty members belong to too many clubs. Living conditions should be standardized. Faculty and students should "mix." Dean of men needed. Outside activities consume too much of students' time. Standards are set by community, not by university. Union rooms at Y. M. C. A. inadequate for recreation. Economic pressure causes low birthrate among faculty. Cost of living high, caused by Lack of men's dormitories. Inadequate rooming facilities. Co-education leads to extravagance. Lack of cooperation. Too much extravagance and ostentation (among fraternity men). Rental exorbitant. Lack of university commons. Standard of living too low, because of Low salaries of faculty Answers by editors, school superintendents and principals, etc. Needs investigation — prices too high. Conditions right except need for men's dormitories. Social standards too high for average student. Use of tobacco and liquor by faculty and student harmful. More faculty and less student control desirable. Standards not as high as they should be. Too high in fraternities (cost). Reasonably democratic. Too many social activities. Non-fraternity students not afforded social training. Too much snobbishness — aristocratic and extravagant tendencies. Too high for salaries. Dominating influence of fraternities objectionable. Social standard in fraternities not high enough. Class and athletic honors determined by fraternities. No supervision of students' social life. Athletics over-emphasized. 12. What not-yet-met needs of the state which the university might meet and what opportunities for retrenchment or increased eflficiency should be reported to the next legislature? Answers by faculty. Only retrenchment should be in expansion, not maintenance. New buildings not necessary if classrooms are used efficiently. More laboratory equipment needed (especially agronomy). 218 Exhibit 1 Space assigned to pharmacology and physiology inadequate for teaching and research. Retrenchment should be through less material equipment. Chemical equipment should be in one building. More office room for letters and science. Engineering shops and buildings should be placed together near heating plant. College of Agriculture needs more equipment and more land. Concentration of similar or identical subjects in one building. Better coordination between departments (combination of departments). Establish biology' station on lake. Improve present lines of instruction before adding new departments. School of dentistry. School of architecture. School of engineering (and experiment station). School of art. Short course in home economics. School of veterinary medicine. Department of preventive medicine (public health work). Either enlarge or abandon medical school. Correspondence course in agriculture. Department of anthropology. Building for school of commerce. Chapel — non-sectarian. More community institutes. University press. More funds for library. Hospital. Graduate School should be more generously supported (devoted to research and investigation). More direct provision for research. Professors should be classified as to teaching and research. Have professors do more teaching and less writing. Provision for more clerical assistance so that professors will be left free for productive scholarship. One semester of pure research; one semester for pure teaching should be the rule. Original writing should not be demanded of good teachers. Increase in instructional force needed. Higher salaries necessary to hold best men. Low salaries curtail social activities of faculty members. Salaries of instructors should be increased to insure productive work. Professor's salary should increase according to his usefulness. Regular state pension system for university (unless Carnegie Foundation becomes more of a force). Wisconsin high school should be adequately supported. Training of teachers should be extended by sending expert teachers to visit and advise high schools. Teachers' course in each department needed. High school inspection commission should be appointed. Agricultural extension work should be developed (demonstration farms). Extension Division too expensive and too extensive. Library should have messenger ser\ice. Library index should be kept up to date. Longer summer session needed (should be integral part of regular session). More extension work needed. Amusement features of extension work not worthy of university. Hostile criticism should be met by official publicity (preventive). Study of needs throughout the state. Statistical bureau needed for information of citizens. Administrative and civic work should receive more emphasis in Department of Political Economy. University should develop and train men for public service. Closer cooperation between university and industries of state. Department heads should conduct experiments to eliminate waste. Department heads should be relieved of detail. Take university out of politics. Establish thorough accounting system. 219 University Survey Report Segregate men and women in larger courses of freshman and sophomore years. Substitute instructors for assistants. "Freak" courses should be eliminated. Biology I should be made more practical. Quarter system would prevent non-use of university for large part of year. Fund for educational lantern slides recommended. Outside pressure should be removed so that university might develop from within. Scholastic record of freshmen should be sent to high schools within first six weeks. Final examinations should cover entire course. Entrance examination should be required of all students. Chief of Legislative Reference Library should sever his connection with the university. University should consist of a, senior college, graduate school and professional schools; work of first two years should be done by small junior colleges throughout state. More scholarships for brilliant students. Antagonism between university and state superintendent of public instruction, and normal schools should be removed. Increase instructional staff. Tuition should be charged of all students able to pay. Raise standards, and so reduce cost by reducing attendance. University should operate a cooperative bookstore. University should investigate and reduce high cost of living. Vocational courses should be further developed (especially for women). Appropriation for new dormitories unnecessary. Dormitories for men needed (also for women). University commons needed. Larger armory. Large auditorium for music festival. An adequate organ. Properly equipped theater. Museum for permanent display of art objects. Larger lecture room. More social contact between faculty and students. Further provision for out-door athletics (tennis courts, etc.). Student living conditions should be improved. Social life of some students should be curtailed. Better supervision of students needed. Suppression of fraternities. Answers by editors, school superintendents and principals, etc. More information about work of university. Need for men's dormitories. Better instructors for undergraduates. Retrenchment in clerical force. Abolition of double high school inspection (state and university). More extension work in agriculture. Improvement of present activities before further extension. Combination of some departments. Need for dormitories and cheap eating halls. Increasing opportunities to serve non-resident students in the state. Every professor should tea'ch. Thorough investigation of all expenditures. Report all university expenses to legislature during first week of session. Increase non-resident tuition fee. Increase appropriation for extension work. Decrease number of student instructors, especially for underclassmen. Too many suggestions to legislature by university. Monthly reports of expenditures to people of state. Closer relation between agricultural work and the farmer. Abolish Extension Division. University should not dominate public school system. , Remove foreign language requirements. Attention to disease prevention and children's health. Less money for graduate instruction. Aid to students in choosing a vocation. 220 Exhibit 1 Publicity campaign to show results of university's work. More good teachers needed in every department. More human instruction — less mechanical. More supervision of unprogressive students. Too much research work. Men of ability should be given opportunity to add to realm of knowledge. Stop building and buying land so extensively. More emphasis on social center work, and departments of education and commerce. Eliminate advertising for students. All of president's time should be given to educational matters. Completion of university high school desirable. Elimination of fraternities. Investigation of work of assistants. Course requirements not uniform. Reseatch work should be confined to professors, scholars, and graduate students to prevent neglect of teaching. Credit should be given for new courses in high schools. Faculty should not be allowed long vacations with pay. Supervision by department heads desirable. Additional miscellaneous suggestions by faculty University needs more strong men on faculty. Faculty should be increased and lecture system greatly curtailed. Library management unsatisfactory. Credits should be given in proportion to grade received. Freshmen should not be dropped at mid-term. Greater care should be taken by faculty to keep ofTice hours. "All socialists and bigots on faculty should be dismissed." Department heads should be kept in closer touch with subordinates. "An effort should be made to convince electorate that they are not competent to judge certain matters." Cost of university would be reduced if we abandoned the "finishing school" idea. UNIVERSITY COMMENT ON ALLEN EXHIBIT 1, ENTITLED "ILLUSTRATIVE REPLIES * * * TO THE TWELVE GENERAL QUESTIONS," ETC. The twelve questions (designed "as guides to study by the survey") are so general in scope that the miscellaneous criticism of defects, citation of neglects, suggestion for improvement, indication of things desired, can not be summarized, or even a dominant trend or temper found. The two groups of answers (by members of the faculty and by "editors, school superintendents and principals, etc.") are in accord as commnnly as they are opposed in opinion, but they are far more commonly wholly incomparable, in that they direct attention to different and unrelated matters. No substantial conclusions can be drawn from such divergent opinions. The criticisms and statements of needs may have value as suggestions; but such value cannot be determined until the recommendations or objections are considered in their several relations to a sound and permanent policy and a feasible programme. Benefit in one respect may mean loss in another; energy' directed to one interest withdraws it from another; not all desirable things are of equal importance. A consistent and undisturbed policy is more important than haphazard and casual reme- dies or spurts of improvement. Response to a pressure from without, which, however justifiable, arises from a partial view, often interferes with a wholesome growth from within. Security of support to carry out long-range policies is endangered when minor and trivial defects intrude for immediate correction. Members of the faculty may be found who think that there is too much research, graduate work, Greek, "Extension," archery, music, charge for lectures, athletics, building operations, agriculture, vocational work, attention to poor students, to things that make a show, to special courses, to practical work, to theory, to so-called efriciency. Among the editors, etc., may be found men who think that there "is too much |)olilics in the university, too much domination of the State, entertainment features in extension work, unprofitable research, teaching by immature men, duplication of work, military activity, training of specialists, etc., etc. 221 University Survey Report Similarly one or another of the former group thinks that there is too little fine arts, public health teaching, dentistrj', extension work, training for earning living, character building, democracy, salaries, beauty in grounds, employment in State activities, correspondence courses in agriculture, child welfare, productive scholarship, good living conditions; and in the latter group, that there is too little developing of character, supervision of students, dormitories for men, fine arts, summer-session work, convocation exercises, attention to personal habits, easy entrance requirements, etc., etc. When the question of quality of work and wisdom of expenditure is added, opinions among the faculty may be found that standards, like salaries, are low; and many students as weU as some courses, weak; and among those "outside," that there is too much teaching by the younger men and not enough attention to freshmen. Here as elsewhere the dropping of freshmen leaves a trail of grievances which those affected interpret as a fault of young in- structors, and those responsible look upon as a desirable selection of the fittest. To judge wisdon of expenditure apart from its relation to the budget as a whole is itself unwise, and is not attempted. Details of unwise expenditure are suggested. Opinions that the university is treated fairly, in consideration of the other educational interests, are as common as opinion that it is treated too generously or not generously enough. Similarly, there is much complaint that legislative action is uninformed, as there is assertion that it is adequately informed. The faculty on the whole regards the relations to other educational interests as wholesome; dissent is confined to details. The same is substantially true of the "outside" opinion. The standards of living are as commonly regarded as too low as too high. Complaints of extravagance are offset by examples of simplicity and democratic aid to the struggling. Too great dominance of the social life among students is a common comment within and with- out the university. The existence of fraternities always leads to charges of cliques. The suggestions for desirable facilities and expansions are too varied to be capable of summary. The questions, considered as bids for suggestions, may moderately succeed in their pur- pose. On the other hand, the detachment and casual character of the answers deprives them of the serious consideration that goes out to a carefully arranged conference on the state of the university in this or that regard, in which men especially interested and informed are alone invited to participate. Almost every department of the university is cited as inadequately supported, the opinion in most cases doubtless emanating from some one connected with the department cited, or especially interested in it. The needs indicated are for the most part well understood by those responsible for the conduct of the university. No university can pursue its course without a far-reaching plan; harmonious development of the manifold purposes and interests requires a sympathetic adjustment of what is desirable to what is possible. The formulation of a university "idea" and ideal, and the adoption of measures to carry it out, are far more likely to be furthered by definite and competent conference than by the method of the miscellaneous question-sheet. The wise management of large issues demands competent insight, and does not yield to the casual inquiry however direct, well intentioned, or shrewd. (Signed) JOSEPH JASTROW. 222 EXHIBIT 2 Section 1 SUPERVISION OF INSTRUCTION From no university source has the university survey received indication of personal attention, either to classroom instruction or to research of young instructors, as is described in the following letter to the university survey from Professor B. F. Shambaugh, head of the Department of Political Science of the University of Iowa: June 10. 1914. In reply to your request for a brief statement concerning the method which I have followed in starting new and inexperienced instructors in their university work, I would submit the following: First. Instead of attempting to "buy" instructors, I endeavor to "breed" them. That is to say, when the Department of Political Science is in need of additional instructors I select promising young men who have good graduate and undergraduate preparation in political science, history, economics, and sociology', and at the outset give them special training in the work which they are expected to execute. Such men usually have an abundance of knowledge and information, but they are without effective methods of presentation — that is, they do not know how to teach. . . Second. The instructor is requested to outline the course, which outline is submitted for criticism, revision, and approval. Throughout, the instructor is expected to take the initiative: I merely guide and direct. Thus the instructor is allowed the greatest possible freedom in arranging his work. . . Third. I go mto the classroom with the instructor and organize the class for the semester. Possible the first two or three talks or lectures will be given by myself. Then the instructor is introduced and asked to lead in the discussions. But for several weeks I continue in charge of the class, calling the roll, keeping the records, and reviewing and outlining the progress of the work. Fourth. Whenjin the course of a few days or a few weeks the instructor is given charge of the class, I take a seat among the students and become the instructor's critic and the students' companion. I follow carefully every phase of the instructor's work, from the collecting and organizing of materials to their presentation to the class. Nor do I hesitate from my seat among the students to interrupt the instructor at any time to add or emphasize an important point or to draw forth additional illustrative information. . . Fifth. After each class period I hold a brief conference with the instructor on the progress of his work. In these conferences I criticise or praise frankly every phase of his work. His selection of material is reviewed. His methods of presentation are discussed. His attitude toward the class is commented upon. His questions are criti- cised. And observations are made upon the spirit in which he meets the students — especially upon his enthusiasm and moral earnestness. . . Finally. I aim to encourage the members of the instructional staff of the department to engage in research work along lines in which they are interested. And it is my custom to enter into the research work of the instructors in the same way in which I enter into their classroom work. I am always ready to suggest, advise, and criticise with regard to their investigations. Articles, monographs, and textbooks prepared by the instructors in the department are invariably carefully read and edited by me. As to results under these methods, I find that the young instructor acquires in one semester what it would take him several years to learn if left to his own resources. More- over, the presence of the head of the department in the instructor's classroom lends dignity to the work and inspires confidence in the students at the very outset. The head of the department becomes a real factor in all the work of the department. Having once trained an instructor for a semester, or for a part of a semester, he is ever after in a position to discuss frankly the work of that instructor without offense and without misunderstanding. The head of the department, professors, assistant professors, and instructors thus become a body of colleagues working together and helpmg each other. May I conclude by saying that I find the training of instructors the source of the keen- est pleasure which I experience in my university work. . . The description of the beginnings of Professor Shambaugh's method will help furnish a background for the detailed description of methods employed at the University of Wisconsin. An East Indian student, who for several years had attended American universities, went to Iowa for advanced work in history. He seemed available to conduct a course in oriental politics and civilization. When it was suggested that he give such a course he was quite reluctant and expressed fear that he could not do it satisfactorily. Professor Shambaugh's personal help was assured. Together the instructor-to-be and his department head outlined the course in detail. 223 University Survey Report Because the instructor lacked confidence and had stage fright, on the first day the depart- ment head called the class to order and gave the first lecture outlining what the course would cover. The second day the department head called the class to order and took a seat in the rear of the room, .\fter the class he suggested a black board outline for the next day. The third day he again called the class to order and called the roll and took his seat among the students. At the close of the lecture he helped the new instructor see that the black board outline was too detailed and in too fine script, and also suggested where this or that point would have been better for elaboration or condensation. Practically every day during the first semester the department head visited the class. The young instructor was grateful for suggestions about inilection, whether he spoke too loudly or too softly, whether he was too detailed or too general, where questioning or assigned read- ing would help. Without having planned this cooperation the department chairman had found himself interested and the instructor grateful. By the end of the semester he also found his East Indian student one of the most efl'ective lecturers and instructors in the university. A second new young instructor was taken into the department. The department head again took charge of the class the first time and outlined the course. This second man was an American student who had been prominent in student activities. He too was grateful for the fact that the department head identified himself with the course and expressed interest by continuing attendance, now and then sitting among students, sometimes asking questions, sometimes emphasizing a point. Accustomed as the instructor was to signals in athletics, public debating, etc., they both enjoyed working out a system of signals to be made by the department head so that the young instructor would receive during the progress of a lecture encouragement, suggestion and caution as to whether he was putting the right emphasis, whether he had "lost" his class, what to repeat or illustrate, etc., from the more experienced instructor signaling from the rear of the room. After the second experience with helping instructors through classroom supervision. Pro- fessor Shambaugh decided thenceforth to continue the method and to announce all new courses by inexperienced instructors as courses to be given by the department head and the young instructor jointly. Instead of being unwelcome this help has been so welcome that knowledge of benefits to young instructors has gone to other instructors, who have asked the department head if he will visit their classes and give them similar interest, encouragement and definite assistance. A University of Wisconsin contrast While the detailed reports from instructors disclose several instances approximating in attitude, method and result the Iowa instance above mentioned, there is much testimony in striking contrast to the Iowa experience. First, the concrete instance is cited of a young instructor who has felt the lack of just the kind of assistance which Professor Shambaugh has given his young colleagues. Later this contrast will be further illustrated by direct quotations from University of Wisconsin faculty members. A young instructor carrying an important subject was visited about 20 times by different representatives of the university survey. His scholastic record was creditable, even brilliant. His personality showed earnest desire to live up to his opportunity as an instructor of students who in turn would go out as teachers. The first visit to him was paid by a survey observer and his department chairman. After the recitation the chairman said: "You do not need to tell me what your report about that work will be. It is simply rotten." As successive visits were paid successive reports came in conceding the instructor's earnest- ness and his scholarship, but describing one lecture after another, one period of questioning after another in specific terms showing that this young instructor had little conception of how matter should be presented and facts related, or how students learn. He stated to the survey that no colleague or superior officer had made one definite criticism of his work or one definite suggestion as to finding out whether his work was hitting or missing the mark and how he might improve it so as to express in his technique his earnestness and his desire to help students. To illustrate how this instructor might have been helped and should have been helped by classroom supervision, one observer for the survey, a successful city superintendent of broad experience, reported the following as typical of several instances when as superintendent of schools he had "to break in green teachers." Mr. Blank came to us fresh from the University of Wisconsin without experience in teaching. I sat down with him before he went into his first class and told him how I would proceed if I were in his place. W^e discussed class management together for an hour or two. Then I went with him into his class and, having introduced him to his pupils, sat back to watch what he might do. At the close of the period we talked it all over and I pointed out to him mistakes which he had made and suggested how he might improve his method. Two days later I went back and observed the same class. He was doing better, but still was making some mistakes. I pointed these out to him and he accepted my criticism gratefully. * 224 Exhibit 2 Again four or five days later I visited him and found him doing still better work. Again wc discussed methods of class management. In two weeks I went back again and found him teaching like a veteran. With reference to the University of Wisconsin instructor whose easily correctable mistakes had suggested the University of Wisconsin student whose mistakes had been corrected by classroom supervision and conference during the first days of instruction, this superintendent wrote as follows: "It occurs to me that if an older person skilled in the technique of teaching had taken this young man in hand during his first two weeks of teaching, there need have been no such helplessness in his work as is observed. Mr. A is evidently brilliant mentally and anxious to succeed. All that he needed was a little help and advice from someone whose opinion he would respect. This lack of supervision of a young instructor would have been a weakness anywhere, but the one place where it should never have been permitted to occur is in a department for training teachers." Before reading comments upon supervision by 60 instructors of different rank and before summarizing the faculty answers re supervision of instruction at the University of Wisconsin, the French method of supervising instructors is briefly summarized: In France there is a Minister of Public Instruction who is officially the head of the whole educational system. The minister works through three rectors independent of each other, each virtually supreme in his own field, of whom one is rector of superior education, (i. e., what in America is called higher education). This central organization obtains its information regarding higher education and exercises its control over higher education through reports supplemented by field visits and classroom observations. A considerable corps of official inspectors are always engaged in visiting universities throughout France. They have the right of access everywhere. . .their visitations are naturally objects of a certain terror. For each visit results in an official report, duly filed at the Ministry; and on these reports, taken in conjunction with those of the rectors, hang the professional prospects of every teacher from Flanders to Spain, and from the Atlantic to the Alps. Incidentally, it seems probable that the rectors themselves are objects of a supervision as close as any applied to their subordinates, of whatever rank. Everybody who has ever taught anything in France, in whatever grade, has his [detailed record] duly on file at the Ministry. And whenever any question arises, especially concerning promotion, these exhaustive records are pitilessly scrutinized. The ground on which promotions are made are undoubtedly complicated. Sound scholarship, brilliant publication, efficient teaching, count for much. Personal qualities count for something; and so, at times, do political and religious considerations. Until one fully understands the centralization it is not quite easy to explain two re- remarkable features of French provincial universities: the surprisingly high quality of the instruction, and the benumbing lack of local tradition or sentiment. Under a system so strongly competitive as that which prevails in France, a man who attains the dignity of membership in any faculty of the higher education must not only possess a vigorous mind highly trained, but also must exert his powers unremittingly. The intense, centralized, competitive system by which all instructors are selected, and to which all the students are submitting themselves, maintains meanwhile professional standards higher than [America's]. Quotation marks were omitted from the above description in order that attention should not be diverted from the subject matter. The words are those of Professor Barrett Wendell of Harvard, who, in his book The France of Today, discusses French universities and France as seen by a Hyde Foundation lecturer at the Sorbonne and other French universities. UNIVERSITY COMMENT ON ALLEN EXHIBIT 2, ENTITLED "SUPERVISION OF INSTRUCTION" The problem as it is and as Dr. Allen sees it There are few more important questions in university administration than that of super- vision of teaching; few more complex; few more diificult of practical solution. One central aim of a university — perhaps the central aim — is the development of personality in both teacher and students, and this aim renders impossible the kind of supervision and control which makes the person controlled an effective wheel in a machine, or a unit in an educational army. Personality can not be developed without freedom and part of the price of freedom in' a university, as in a state, is a lack of some part of that immediate efl'iciency attained by an intelligent and benevolent despotism. It is the constant and ever varying problem of the university to secure as much individual freedom for every one of its members from freshman to president, as can be granted without paying too high a cost in efljciency; and, equally, to secure as much "efficiency" from every member as can be had without paying too high a cost in freedom. Every wise college administrator, of whatever rank, knows that if he should follow, toward the persons under his charge, the methods successfully followed in an army or in a great factor>% he could secure better results of a sort; but he knows also that he would secure them 225 University Survey Report by methods which in the end would destroy the very thing which he is trying to accomplish — the maintenance and development of a university. Thus in university government, as in that of a city or stale, there is always present a problem to which no single general solution is possible — that of so combining liberty and con- trol as to secure the maximum of beneficent results possible under the given conditions. Several questions, therefore, must be investigated and answered by one making a survey of sui)ervision of teaching in a university. Is the complex nature of the problem fully recog- nized? How intelligently, how far, and how successfully is the institution meeting this oroblem? Is the institution sacrificing too much to liberty or too much to control? Is it sui^ervising too much or too little? Is the measure of supervision in the several departments correlated with their size, the complexity of their task, and the accompanying possibility for individual freedom or the necessity for "team work?" Above all, are liberty and personality ends sought at least as definitely and as eagerly as controlled "efTiciency?" The fundamental fault which the university finds in Dr. Allen's study and reports on super- vision is that he not only ignores these cjuestions, but also that he apparently does not know that they exist. For him "administrative encouragement or elimination" is the solution of all diiliculties, the "panacea for all ills." If a visitor thinks a lecture "unorganized," the administration should "eliminate" this "defect." Standard methods of grading recitations, of marking papers, should be established and enforced. The extent of the use of "oral English" should be prescribed. The amount of foreign language to be used should be pre- scribed. Everything and everybody should be regulated and "supervised." The professors should supervise the instructors, the deans should supervise the professors and the instructors, the j)resident should supervise the deans, the professors and the instructors; and above all, with a "bureau of reference and research" to aid him, should be the business manager, a sort of super-supervisor. Thus Dr. Allen's "survey" yields little of consequence to the university respecting super- vision because it ignores those principles that any real university regards as fundamental to supervision. Especially is it true that he ignores the side of liberty. He invokes adminis- trative interference and control at every point, ignorant that such interference may easily cost the university far more in personality that it secures in "efficiency." The methods of Dr. Allen's investigation are correlated with his ideas and they render even the record of his observations almost valueless. Many illustritioiis could be given; two will suffice. No better one can be found than that of exhibit 3, section 2. A man who was familiar with university problems and desired to study supervision in relation to instruction in a university would give much of his attention to the work of the younger members of the faculty-, where supervision is needed and may be useful. Yet Dr. Allen's observers of teach- ing, under his direction, gave ten times as much attention to the teaching of the oldest group of faculty members — full professors — as to that of the youngest — assistants. The reason is obvious. To Dr. Allen a teacher is a teacher; i.e., a person who needs supervision; and whether professor or assistant, he equally needs the reins of authority or the leading strings of guidance. The report on instructors (exhibit 2, section 5) shows the same characteristics. When Dr. Allen investigated the help which instructors get from their departments, he makes no account of the length of service or the experience of the individual instructor. He pre- sumes that an instructor needs help and guidance equally whether he has just begun his work, or whether he has been in the department two or three years and is thoroughly acquainted with his duties and competent to perform them. In no case does Dr. Allen recognize, either in statement of fact or in conclusion, the great ditYerence between the problems of small departments, all of whose teaching is done in classes relatively (though not wholly) independent of each other, and departments like mathematics, German, or English, whose numerous instructors must teach sections of single classes number- ing perhaps several hundred students. Still less, does he recognize or try to evaluate such methods as that of lecture and quiz, by which departments like nistory and political economy try to secure both unity and freedom for large classes. Dr. Allen has collected and summarized his facts under the influence of his theory of university government. If he had been able to work objectively, his facts might have formed a solid contribution to the university, even though his conslusions might not be accepted. But where the facts are investigated, selected, and grouped without regard to the real nature of the problems involved, the record has little value. The university deeply regrets that Dr. Allen directed this part of his investigation in a way which it can only regard as unwise and unintelligent. He had a great opportunity to help the university in one of its most complex and difficult tasks. But an administrative officer who reads Dr. Allen's reports on this subject will derive little reliable information from them, and still less assistance. He will find that he cannot secure from them a picture of the kind or degree of supervision that the university is giving. He cannot tell whetfier the university is, or is not, applying supervision where it is needed and valuable, and refrain- ing from supervision where it is unnecessary, or useless, or pernicious. He cannot secure an idea either of the strength or the weakness of the university's methods. Still less can he learn whether, or not, the university and its officers rightly appreciate the double necessity for liberty and control of teaching, and how far administrative methpds are adapted to secure both of "these ends. Dr. Allen's reports give no hint even of the existence of this problem, incomparably the most fundamental one in the supervision of instruction in an institution of higher learning. (Signed) E. A. BIRGE. 226 Exhibit 2 UNIVERSITY COMMENT ON ALLEN EXHIBIT 2, SECTION 1, ENTITLED "SUPERVISION OF INSTRUCTION" Wrong impression conveyed by this section of exhibit 2 Paragraph 1 of exhibit 2, section 1 contains an implied criticism on the teaching staff of the university. This criticism is absolutely discredited by the evidence which Mr. Allen himself presents in exhibit 2, sections 2 and '.], but does not use. The criticism lies in the statement: "From no university source has the University Survey [Dr. Allen] received indications of personal attention, either to classroom instruction or to research of young instructors, as is described in the following letter," etc. : In the interest of fairness we asked Dr. Allen, when his report was first presented to us, to change this statement to a positive declaration of the facts about supervision in the university, somewhat as follows: "Of the instructors and assistants reporting definitely, did not have their classes visited either by the chairman or other members of the department. About per cent, then, were so inspected." Dr. Allen has not seen fit to state his conclusions in such a tangible and positive form. By emphasizing the negative side he has left an impression which the actual statistics upon classroom inspection and other efTicient methods of training and guiding instructors, prove to be incorrect and unfair. The implied criticism in this section of exhibit 2 is based on a false comparison 1. The criticism of the university's supervision of instruction implied in the exhibit is based upon a letter from Professor Shambaugh of the University of Iowa in which he relates his method of preparing untrained men as instructors in his department in the University of Iowa. As a contrast to this, Dr. Allen cites a concrete instance of poor teaching on the part of one instructor in the University of Wisconsin who had had no assistance of the type accorded by Professor Shambaugh to the young instructors in his department. This method of presenting the matter is wrong and unwarranted and the impression which Dr. Allen seeks to convey is a false one. The only fair method of procedure would have been to compare the results of the instruc- tion in the political science department of the University of Wisconsin ■with those obtained under Professor Shambaugh at Iowa. The two instructors, whose preparation by Professor Shambaugh is set up as a model, were apparently totally inexperienced. One was a foreigner, certainly not fully acquainted with American needs and methods, "an East Indian student, who for several years had attended American universities." 2. The one case dealing with supervision at the University of Wisconsin is that of an instructor who, according to the exhibit did not receive any effective supervision from his department. It is mentioned as showing "a LTniversity of Wisconsin Contrast." Al- though it is the only case mentioned, it will perhaps be assumed that it is typical of the condition that exists here. This assumption would be erroneous and the case is excep- tional. The effectiveness of teaching in a university should be judged by results and not on the theoretical statement of the work of a man who has not, so far as we are informed, obtained results comparable to those attained by the men in the department of i)olitical science in this university. In spite of the inference one might draw from his letter, the Iowa professor has not trained many instructors. His department at present consists 'only of himself, one assistant professor, and one or two assistants who teach six hours. The only assurance that his method is successful is that given by himself. We do not assert that his method is not successful, but Dr. Allen has produced no evidence that it is. The only fair test of efficiency or inefficiency is not method but results, and the conclusion implied by Dr. Allen is unscientific and unfair because it is not based upon results. Proof that the implication of the Allen exhibit regardinj^ supervision of instruc- tion is a false one Dr. Allen has so arranged his material as to fix in the minds of incautious readers of his report, in the opening paragraph of exhibit 2, section L the impresssion of University super- vision of instruction which he desires to convey. Here is the oi)ening paragraph: "From no university source has the L^niversity Survey [Dr. Allen] received indication of personal attention, either to classroom instruction or to research of young instructors, as is described in the following letter of Professor B. F. Shambaugh." We append at the conclusion of this comment evidence upon supervision of instruction in the University of Wisconsin similar to that which Dr. Allen had at his disposal through the answers to his questionnaire. This evidence we called to Dr. Allen's attention in criti- 227 University Survey Report cizing his conclusions upon supervision of instruction. The only effect it had upon that portion of his report devoted to conveying an impression concerning our supervision of voung instructors, was the addition of the words "approximating in attitude, method and result the Iowa instance" in the following sentence of exhibit 2, section 1 : "While the detailed reports from instructors disclose several instances approximating in attitude, method and result the Iowa method above mentioned, there is much testimony in striking contrast to the Iowa experience." The truth is that the evidence which we append and which was known to Dr. Allen en- tirely discredits the statement quoted above from the opening paragraph of his exhibit 2, section 1. The addition of the few words (mentioned above) by Dr. Allen in no way nulli- fies our objection that his method of presenting his material in exhibit 2, section 1, is un- scientific and leads to conclusions which are incorrect. The system of supervision used in the German department of the University of Wisconsin is hereby summarized as being fairly typical of that employed in the language courses. The following statement is taken from the summary of the reports of chairmen of depart- ments to Dean Birge which were known to Dr. Allen and will be found at the end of this comment. German (29 members in department in 1913-14) "Supervision under professor chosen for that purpose. At opening conference all work of firstsemester discussed and detailed outline given each of amount and method. Other conferences called frequently. Inspection of classes done by two men — four of five times each the first semester for new men — and continued throughout the year. Inspection followed by private conference. Uniform examination in elementary work. Very few inexperienced teachers chosen." There are many such systems of supervision in the difYerent departments of the Uni- versity which are quite as efTicient and immensely more economical of time than the system of Professor Shambaugh set up by Dr. Allen as a model. Another of these, shown in the organization of Professor Dennis's course in History 5, is hereby presented. History 5 "Two assistants, AIcGrane and Joranson, both with experience, supervised by regular visits into their sections. Conference after the visit, etc. Other methods of supervision: "1. Taking the classes of assistants by experienced men. Quiz section man usually com- pelled to exchange sections with these men. "Supervision consists of conferences after the class has been handled by the experienced teacher. This touches upon spirit of class, methods of preparation on part of class of their work; frequently on individual problems of separate students who are weak. "2. Without exception, a conference is held with assistants every week before the class in preparation for work. Mr. Smith reports no exception to this in three years. "Emphasis for week's work is determined and methods of presentation suggested. "3. Supervision. When map work or outlines or special reports are called for — methods of marking or valuation are always discussed beforehand." The following quotation from "Assistant's Comments on Supervision", which is found reproduced at the end of Allen exhibit 2, section 3, is taken from the report made to Dr. Allen by an assistant in History 5: "Professor Smith, by exchanging sections with me was enabled to gain some idea of the efficiency of my classroom work. The examination papers (both midsemester and final) were read in part by Professor Dennis and Professor Smith. Those of my students who did not pass the midsemester examination were given a special confer- ence by Professor Dennis. Weekly conferences have been held by Professor Dennis, Professor Smith and the Assistants. At these meetings the efficiency of the classroom work has also to some extent been tested." Both of the assistants in History 5 were experienced teachers. Their teaching was closely directed in the manner shown above, and, in addition to this, by classroom super- vision. It is perfectly clear from the report of the chairman of the German department, cited above, that the system of classroom supervision is highly organized in that department: "Inspection of classes done by two men — four or five times each the first semester for new men — and continued throughout the year. Inspection followed by private conference." For similar examples of careful supervision of young instructors in other departments, we refer to the summaries given at the conclusion oi this comment. We again call attention to the fact that Professor Shambaugh's, instructors were men ap- parently untrained in teaching and that one of them was a foreigner in addition. We submit, therefore: 228 Exhibit 2 1. That a fair comparison by Dr. Allen would have left a ver>- different impression and a much more accurate impression of University supervision of its teaching; 2. That Dr. Allen's statement at the beginning of exhibit 2, section 1, "P>om no uni- versity source has the University Survey [Dr. Allen] received indications of personal atten- tion as is described in the letter of Professor Shambaugh," gives an impression that is false to the facts. 80% of the instructors and assistants in the University of Wisconsin receive class- room supervision On October 10th, in a personal conference, we furnished Dr. Allen with notes in answer to instalments now known as sections 1, 2, and 3 of exhibit 2. Our first request was that exact statements from statistics in his hands should be given showing exactly how manv instructors and assistants, teaching in Wisconsin, were not exi)erienced teachers, and the number of these who were receiving supervision and the number who were not. We con- sidered these figures essential for any intelligent discussion of the situation in the universitv, and absolutely necessary if any implication is to be made concerning supervision in the university. This information is now appended at the end of Allen exhibit 2, section 2, but in the following form: "Of the 15 instructors and 9 assistants whose classrooms had never been visited for purposes of supervision, 10 instructors and 5 assistants had had pre- vious teaching experience; 5 instructors and 1 assistants had not." If this information be analyzed in connection with other matter presented in exhibit 2, section 2, we find that out of 125 instructors and assistants who reported definitely 21 were not visited at all in classrooms. This is approximately 20%. Stated positively, 80% were visited in classrooms and their work thus supervised in addition to the other methods of organizing and directing their work which are prevalent in the University. Of this 20% whose work was not directly supervised in the classroon, only 8% were, inexperienced teachers. The 8% undoubtedly were directed and trained under the other methods of supervision which we have already presented. It is clear, then, that the percentage of inexperienced teachers whose work is not directly supervised or else carefully guided by other eiTective methods is almost negligible. 162^ hours devoted to supervision of instruction by men of professorial rank in a typical week From the figures presented by Dr. Allen in exhibit 2, section 4, we learn that 77 men of professorial rank in the university, on whom the task of supervision of instruction falls, spend 162A hours in a typical week at this work. We obtain these figures by subtracting (see Dr. Allen's tables) the 107 instructors and the hours they report for supervision work, since such work seldom is assigned to men of that grade. 160 members of the faculty of professorial rank reported definitely on the question of supervision. Of these 83 report no supervision. This leaves the 77 men of professorial rank who are to be considered. The average amount per man among these 77 is 2 plus hours per week. Counting 32 weeks of actual class-room work during the year these 77 men of jirofessorial rank who attend to supervising instruction spend about 5,202 hours at this work during a college year. If this work were done by "supervisors of instruction", who spent their entire time at such work, we could estimate for each supervisor only 30 hours in a week which he could devote to the actual task of supervision, or five hours per day. The remainder of his time would necessarily be occupied in conference, framing reports and criticisms, etc. Trans- ferring the time spent by the 77 men of professorial grade into the time of such supervisors we find that the University of Wisconsin provides for supervision of instruction which is equivalent to the time of 5 plus "supervisors of instruction" who would do nothing else than this work. Undoubtedly the University obtains better results from its 77 specialists, whose attention is devoted to the work in which they are vitally interested, than it would from the equivalent of 5 plus exclusive "supervisors." The university is not a high school. We present this interpretation of Dr. Allen's figures because they nmst, for every fair- minded person, materially change the impression created by the misleading opening para- graph of the section we are commenting upon. Dr. Allen recognizes only one particular form of supervision of instruction A fundamental objection to exhibit 2, sections 1 and 2, as a fair and adequate presentation of the situation at Wisconsin with regard to supervision of instruction is to be found in the fact that nothing is said in either of these two sections about other methods than class-room visiting. Since the work of instructors in dilTcrent departments ditTers greatly, being that of laboratory assistants, quiz-masters, regular teachers.etc, it is clear that dilTerent methods must be employed to obtain successful results in dilTerent lines of work. We call attention to some of the methods, other than class-room supervision, employed by chairmen of de- 229 University Survey Report partments in the University of Wisconsin "for assisting the new instrui-tor to (a) acquaint himself; (bj to discover difliculties peculiar to class or to himself", which Dr. Allen prints in exhibit 2, section 6 and virtually ignores in section 1. 1. Weekly conferences concerning the contents of the courses and methods of instruc- tion. 2. Double advisory and supervisory scheme. 3. Watching and examining work done by students (in the instructor's classes). 4. Frequent personal consultation. 5. Informal discussions by department of instructional work, final grades, quiz papers, examination papers, etc. 6. (Instructor is; requested to visit classes of older members of department before he takes charge of class of his own. There can be no doubt that these are all methods of supervising instruction and that any one of them may be as efficient in training the new instructor as the plan of class-room supervision. No reference, we repeat, is made to these methods by Dr. Allen in exhibit 2, section 1, which contains the drastic and unfair implication to which we object. It is obviously misleading to make no mention of them under this heading. If the efficacy of these other methods is not admitted, the obligation lay upon Dr. Allen of stating these methods, at least, and of proving that they are worthless and do not result in efficient teaching. The fact that the graduate assistants and instructors of the University of Wisconsin find teach- ing positions and become successful instructors in many different colleges and universities of the United States, is the best proof of the efficiency of its supervision of assistants and instructors. Has Dr. Allen made any statement of the efficiency of our system on this basis of real results? Our other most important request made at the conference with Dr. Alien on October 10th was that, since the chairmen of departments had furnished Dr. Allen with a descrip- tion of several methods of supervision of work, in addition to class-room visiting, which are being constantly used in this university, as well as in most others. Dr. Allen should in his report, describe these methods and indicate the extent to which they are employed. This information is now briefly tabulated in Allen exhibit 2, section 6, number 5. (How- ever, Dr. Allen still seems to regard classroom visiting and supervision as the only effective kind. To this implication we object absolutely.) In order that a better knowledge may be had of these additional forms of supervision than is supplied by the Allen exhibit, we indicate in the briefest manner the practice of some of the departments with large numbers of instructors. These facts are drawn mostly from the 1912 reports, made by chairmen to Dean Birge. supplemented by personal reports from members of departments concerned. For 1912 reports see appendix to university comment on exhibit 35. The figures for de- partmental membership are for 1914-15. Botany (22 members in teaching force; most of the teaching done in laboratory sections) All instructors and professors meet for weekly conferences. Work for ensuing week gone over. All laboratory and quiz work under supervision of one of older members. The sections are visited frequently. In almost every case assistants had experience before coming to Wisconsin. Chemistry (32 members) Each basal course in charge of responsible professor. All laboratory work planned by professors and conducted under their personal direction. Not until a person has had proper experience is he permitted to take charge of students in both laboratory and recitation room. All laboratory or quiz instructors meet with professors in charge each week, and consider methods and work for coming week. The work of all these assistants is frequently visited. Teachers serving for first year are specially observed. English (29 members) Work of instructors and assistants is supervised and criticised in many ways. Large courses, each in charge of professor who supervises the work of instructors in the course. Departmental conferences held as often as necessary. Definite assignment of work for each class exercise of year. Instructions issued concerning method of treatment. Classes are visited. German (29 members) Supervision under professor chosen for that purpose. At opening conference all work of first semester discussed and detailed outline given each of amount and method. Other conferences called frequently. Inspection of classes done by two men — four or five 230 Exhibit 2 times each the first semester for new men — and continued throuj^hout the year. Inspection followed by private conference. Uniform examination in elementary work. Very few inexperienced teachers chosen. Latin (8 members) No on.e is selected as teaching assistant without having had successful experience as a teacher. Regular freshman classes are not given to assistants. Supervision by chairman or professor has always prevailed. Mathematics (20 members) Professor in personal charge of freshmen and sophomore sections. Lays out work and supervises teachers. All instructors met in conference by chairman once per week. Work outlined for coming week, etc. Classes of new instructors visited by chairman and others. New instructors visit classes of experienced teachers. New men have usually had experience. Political economy (23 members) Weekly conference held with professor in charge and work carefully gone over. Instructors and assistants are quite regularly experienced teachers. Romance languages (21 members) Instructors do mostly first and second year work. Programme along broad lines agreed on in departmental meeting at first of year. The work of each course in charge of com- mittee which orders texts, assigns amounts, and describes methods. A copy (of instruc- tions] furnished each instructor. As a rule all instructors are visited by two or more members of committee. New men are visited at once, and themselves visit other classes. Evening meetings of entire department held once or twice per month, where work is brought up for discussion. No instructor taken without successful teaching experience before coming here. Out of twenty-six assistants brought in in six years only two without experience. History (21 members) Large courses under professor or committee: History 5: Two assistants, McGrane and Joranson, both with experience, supervised by regular visits to their sections. Confer- ence after the visit, etc. Other methods of supervision in History 5: 1. Taking the classes of assistants by experienced men. Quiz section men usually com- pelled to exchange sections with these men. Supervision consists of conferences after the class has been handled by the experienced teacher. This touches upon spirit of class, methods of preparation on part of class of their work; frequently on individual problems of separate students who are weak^ 2. Without exception, a conference is held with assistants every week before the class in preparation for work. Mr. Smith reports no exception to this in three years. Emphasis for week's work is determined and methods of presentation suggested. 3. Supervision. When map work or outlines or special reports are called for — methods of marking or valuation are always discussed beforehand. 4. Topics. Subjects always made out by the two experienced head-teachers. Professor Dennis and Assistant Professor Smith. Supervision of Instructors 1. Method of getting up report. 2. Method of individual conferences with each student on work of his re()ort. 3. Evaluation of work of report always gone over with assistants in conference. 5. Examinations. Supervision. Questions made out by two head-teachers. Submitted to assistants for suggestions and changes. Before correction of papers, question of grading is carefully discussed and supervised "What ought to be a good answer?" "What should a fair answer contain?" etc- History 10. Professor Westermann. Assistants: \. Mr. Van Cleve. several years experience in Missouri Normal Schools and University of Missouri. 2. Mr. Knaplund> no experience. The supervision is identical with that in History .") except that there is no actual supervision by visiting a quiz section while it is being taught by an assistant. History 1. In addition to supervision of the assistants while teaching quiz-sections, the five additional elements of supervision quoted under History 5 are all employed. (Signed) W. L. WESTERMANN- 231 University Survey Report Section 2 Supervision of iiislniolion by visits to classrooms as reported by letters and science faculty members Of 303 faculty members in the College of Letters and Science, 128 reported no visits to classes by chairman of department; and 108 no visits by other members of department than the chairman. Of 20 professors answering definitely, 16 reported that they were not visited by the chair- man of the department last year; and of 33 answering definitely 22 that they were not visited by other members. Of 22 associate professors answering definitely 20 reported that they had been visited by the chairman. Of 18 reporting definitely, 15 had not been visited by other members of the department. Of 9 visited either by chairman or other department member, 1 re- ported 1 visit; 2 reported 2; 1 reported 4; 1 reported 5; and 4 reported "many." Of 53 assistant jirofessors answering definitely, 39 were not visited, and 14 were visited by the chairman; 31 were not visited by other members of the department. Of 14 vis- ited by the chairman, 5 reported more than 6 visits; 1 reported 1 visit; 1 reported 2; 1 reported 4; 1 reported 5; 3 reported 3; and 3 reported 6. Of 23 visited by other members of the department 9 reported more than 6 visits; 3 reported 1; 2 reported 2; 3 reported 3; 4 reported 4; 2 reported 6; 1 reported 100; 4 reported "many." Of 70 instructors answering definitely, 19 visited by other department members were not visited by the chairman; 13 visited by the chairman were not visited by other depart- ment members; while 15 were never visited by either. Of 38 visited by chairman 16 were visited from 1 to 6 times; 17 report "many" or "several" visits; 1 reports 10; 1 reports 15; 1 reports 30; and 1 reports 50. Of 42 visited by other members of the department, 24 were visited from 1 to 6 times; 17 report "many" or "several" visits, 2 report 10; 1 reports 12; 1 reports 20; and 1 reports 200. Of 55 assistants answering definitely, 10 visited by other department members had not been visited by the chairman; 1 visited by the chairman had not been visited by other members; while 9 slated that they had never been visited by either. Of 36 visited by chairman, 11 had been visited from 1 to 6 times; 21 "many" or "several" times; 1 reports 9 visits; 2 report 20; 1 reports 25. Of 39 visited by other members of the department, 13 were visited from 1 to 6 times; 22 "many" or "several" times; 1 reports 8 visits; 1 reports 9; 1 reports 10; and 1 reports 100. Indefinite answers as to visits by chairman were made by 28 out of 48 professors; 5 out of 27 associate proiessors; 8 out of 61 assistant professors; 17 out of 87 instructors; 17 out of 72 assistants. Of the 15 instructors and 9 assistants whose classrooms had never been visited for purposes of supervision, 10 instructors and 5 assistants had had previous teaching experience; 5 instructors and 4 assistants had not. For University Comment on Allen Exhibit 2, Section 2, see concluding portion of comment [on Allen Exhibit 2, Section 1.] Section 3 Comments of faculty members upon supervision of classroom instruction Several questions were asked faculty members which either called for directly, or indirectly invited, statements ot fact and comment regarding supervision and efficiency of class- room instruction. Excerpts from answers are here submitted to show, through the words of faculty members themselves, different points of view regarding efforts to ascertain by examination of the teaching itself whether teaching is efficient or inefficient. The excerpts which follow are taken from nine different questions in different parts of the questionnaire. After each quotation will be given the key number which will show to which of the following questions the excerpt is an answer: 1. How often has your classroom work been observed since October 1913 — including laboratory work, seminary, etc., by the regents? 2. Who, not mentioned above (chairman of your department, other members of your department, representatives of the State Department of Public Instruction, repre- sentatives of the Board of Visitors, Regents) exercise supervisory authority over your work? 3. State under what circumstances, by whom, when, and with what results, the efliciency of your classroom or seminary teaching has been ascertained other than by obser- vation of classroom work. 232 Exhibit 2 4. State briefly the purposes and general results of personal interviews regarding your courses which you have had this university year (since October 1913) with president, dean (upon his initiative, upon your initiative, accidental), instructor in charge, chairman of your department. 5. State specifically to what extent, and in what courses, you are prevented from giving and requiring the kind of work you believe your students ought to do because of poor preparation in the fundamentals upon which your work is based. 6. What do you believe to be the most important measure of the efficiency of university teaching? 7. By what "product" or "results" do you feel that your university work should be "judged? 8. Miscellaneous suggestions as to efficiency of teaching, etc. 9. Do freshman and sophomores see enough of the instructors of higher rank? Illustrative, not all, comments are given. The usefulness of an excerpt to the admin- istrator or to the student of education depends not upon who said it, not upon the number who feel the same way. but upon the opportunity which each excerpt presents. 19 Professors' comments on supervision 1. Any trouble here is usually due to mental flabbiness, whose results may be magnified by poor secondary teaching [5]. 2. In judging teachers through their students, however, it must be borne in mind that no teacher can transcend the limits set by nature. He cannot make brains. No university system can create ability; it can only alTord opportunities and stimuli for developing the inborn capacities of its charges. Nor can any body of teachers, no matter how efficient, compel the frivolous-minded student against his will to profit by such opportunities. 'Though thou* shouldst bray a fool in a mortar with a pestle yet will not his foolishness depart from him.' In my experience the university teacher is not only willing but glad to do a reasonable amount of teaching in the sense of giving direct instruction, for he realizes better than anyone that the profits of such work are twofold; he not only bestows benefit but at the same time enhances his own efficiency. Such elTorts keep him in touch with the broader aspects of his work and prevent him from becoming narrow. They clarify his ability to express ideas and describe facts. And often he receives stimulus from contact with younger and fresher minds [8]. 3. As chairman I have determined the efficiency of work of this department. (Manner unspecified. Chairman has no such power) [3]. 4. I have made it a practice to keep Dean Turneaure in touch with the results secured in my department. We have had frequent conferences concerning teaching methods, etc. His suggestions have been very helpful [3]. 5. This medical school, as other medical schools, is examined by representatives of the Carnegie Foundation. The medical school is classified in Class A, the highest classification of the Foundation [3]. (Carnegie rating is on equipment not in teach- ing.) 6. Our students are obliged to go elsewhere to finish the medical course. At all univer- sities to which they have gone. Rush and Northwestern in Chicago, the Johns Hopkins, Pennsylvania, Columbia and Harvard, for instance, the work in the medical school at Wisconsin, including that in anatomy is rated as of high grade. I was in consequence of this, in part at least, made chairman of the subcommittee on anatomy of the committee of 100 appointed by the American Medical Association to consider the medical curriculum [3]. 7. I cannot say. The efficiency of my work has not been questioned, so far as I am aware. In my opinion your committee should ask graduate students of agriculture (etc.) for their opinions of the qualifications, abilities and efficiency of their instructors by name. Surely they should be good judges of such matters [3]. 8. The deans in those colleges where research work is conducted could, in my opinion, profitably call the younger men together each year and instruct them as to the ideals of and best methods to follow in pursuing work of a strictly research nature. In my opinion it is highly desirable to have a uniform system of grading. It should be required of all faculty members and the grades posted publicly so that the extremes may be seen. In this way "snap" courses are brought up to standard, while "stiff" course teachers will find it easier to handle their classes [8]. 9. It is not necessary or suitable to use the elementary school methods of teaching super- vision for advanced professional work [3). 10. I do not know that it has been ascertained by anyone. I think no one but a student in my field or a cognate field could pass a judgment on my teaching which I should value highly. My pedagogy- might be passed on by most any good secondary teacher, my general attitude by any intelligent person, but the efficiency of my teaching is something which my students can best certify to after they have re- 233 University Survey Report llecled, after some years, on what they got out of their college course. To be sure, I have' opinions from old graduates but they are not on file although I remember some with satisfaction [3]. 11. I should resent interference of the kind above suggested, believing myself more com- petent to organize and conduct courses in Astronomy than are any of the visitors suggested above [3]. 12. No one. A full professor in charge of a course has a free hand to follow his own judg- ment. As a matter of fact, however, the members of the department often get together and talk over the different methods of handling a course and the different distribution of emphasis on the different parts of the material which should properly be included in the course. I shouldn't teach in the university where my movements were subject to the authority of someone who told me what to teach and how to teach it, not that I feel that I know all about this, but I feel that it is a serious problem to know what to do and that one must ever be alert to the needs of his students and gradually by experience find out what to do and what not to do. A university is not a machine shop, neither is it a military camp [2]. 13. To judge of the efficiency of a teacher, it is not always necessary to observe his work in the classroom. I should myself not think of drawing unfavorable conclusions from a number of observations, unless the personality of the teacher also gave unfavorable impressions [3]. 14. I am sure that when I first came to the university, the dean took his measures for sizing up my work. That was twelve years ago [3]. 15. It is under indirect observation by the dean all the time and has been for 21 years. But bv this time the dean probably has formed a definite opinion as to my teaching ability and therefore, I presume, does not carry me on his mind [3]. IB. The matter of supervision in the department with which I have been connected has never been a practical problem. The classes in Greek have never been large and the instructional force has al\vays been able by informal discussion and by a spirit of cooperation to render unnecessary any strict system of accountability of one instructor to another or of the department to the executive head so far as the arrangement of courses or the conduct of classes has been concerned. In this department, because of the conditions surrounding it which in the nature of things could not obtain in departments having greater numbers of students, the most satisfactory results have been obtained without special direction from the outside. During the forty years of my connection with the department of Greek, no supervision of any value was ever given by anyone outside of the department with the exception of one or two members of the Board of Visitors [3]. 17. I regard freedom from dictation and supervision as one of the commendable features of the University, for experienced men certainly. Supervision of inexperienced men, with a view to increasing efficiency in teaching, would be valuable; but one man should not have control over any other man's freedom of teaching in the Uni- versity [31. 18. In general a professor is not appointed until his reputation makes it probable that he will do his work with conscience and skill. So far as I know no university has any machinery for inspecting or grading professorial efficiency. The younger men are often under close observation, and are often dismissed because of inefficiency. There is a professional esprit that holds most professors up to average standards [3] . 19. Too much of the instructional work is now being done by young men of little exper- ience. This condition is doubtless the result of the rapid increase in the numbers of students requiring additional numbers of instructors and assistants who are largely selected from graduates of but one or two years standing. It is also probably due to an effort at economy in the cost of instruction [8]. 2 Associate professors" comments on supervision 1. The work of teaching is more highly organized and better developed — also much more exactly — than in any of the three other universities in which I have taught. The large freshman courses are organized as follows: 1. Lectures (2 each week). Personally I doubt that the lecture system is justified, in freshman work, by anything but its economy to the state. We handle large groups at fairly low cost for instruction. 2. I teach several cjuiz sections myself and go into each section of my assistants about twice, in some cases oftener. in a semester. I do not inspect my assistants' teaching for the very sound reason, as I think, that it hampers them in their work and puts them in a false attitude t)efore the students and distracts the attention of the students. The assistants go into each quiz section with a definite plan of work, written out and organized. They are instructed, however, if the students bring up some point which they do not understand, to feel entirely free to follow this up and drop the 234 Exhibit 2 outlined plan. This frequently occurs. The idea, of course, is that the students are better judges of what they do not get clearly than we are. Usually, however, we are able to follow a plan which emphasizes the important features of the work of the week. Each week the hour begins with a written cjuiz of about ten minutes. These are cor- rected and returned at the next meeting of the class. The semester topic is also directed by two personal conferences, in many cases, three: 1. Choosing the topic. Individual conference and attemjjt to adopt subject to some personal interest. 2. Not compulsory. Opi)ortunity given to any student to have guidance while actually collecting his material. 3. Written criticism on the topic. Careful and thorough. Often followed by volun- tary conference with the student. I sometimes permit them to rewrite the topic. [8]. I don't know how the administration or regents judge of this, nor does it interest me. Let me point out to you that your question seems to me to fail entirely, in one respect, to attain its end. There is no critic of teaching so severe and so competent as the man who does the teaching. He has a dozen ways of finding out whether he is succeeding. And if he ends a semester with a sense of failure, he goes about the task of making good and finding out the reason of his failure pretty seriously [3]. 2. Incidentally I imagine the head of the department has the same idea — that so long as my men come to him well prepared, and so long as they are welcome at other strong institutions and then are able to hold their own with selected men from all over the country, he is safe in assuming that the class is being properly taught [1]. 9 Assistant professors' comments on supervision 1. I believe that too many freshmen and sophomores do not meet often enough instructors of higher rank and experience, but are handed over too much to young assistants, who are interested especially in their graduate studies and are teaching merely as a side issue [9). 2. The fact is that I have given this matter little thought. The class work appears to me important in itself, and it appeals to me. I have therefore tried to make it valuable, stimulating, and interesting. Of course I have wondered, at times, whether my work was "approved" — but my chief interest has been to "get to" the students and their needs, as I see them. That is, I have tried to forget how my methods might please others — so long as the members of the class were developed in industry, insight and open-mindedness. I should feel sorry if I were expected to conform to another man's methods. One of the advantages I found here as a student was the differences between my various instructors [3]. 3. The "results" of my teaching are to be found only in the minds of my students. If the university survey can devise a plan for tapping those results, I am willing to have my teaching judged by them. My published research throws light on my abil- ity in general; conferences with my colleagues, formal or informal, visits to my classes on their part, my attitude to various problems outside of the classroom, all help to the formation of an opinion about me. But the conduct of a class contains elements that cannot be ascertained very readily by those not present from day to day. The relations between instructor and student are delicately adjusted and depend on the lively interplay of character back and forth. Of these matters the students and the teacher are the only ones fitted to judge. To invite student opinion on the faculty would be a very cjuestionable procedure; yet it is a pity that we have no scheme by which it can automatically register itself, as in the groat foreign univer- sities. In the German institutions, for example, there is no assignnienl of students to individual men, but students simply go to the men who give them what they are seeking. As there is no credit system, there is no object in attending empty courses. The result is that a large student enrollment in a German university bears directly on the efiiciency of the teacher. With us, conditions of promotion are such that only the grossest incompetence will prevent a man from rising to the highest ranlc; and on the other hand, men of undoubted ability are often kept back by personal intrigues or dislikes among their colleagues. I have thought long and deeply on this subject, and believe I could suggest a method whereby student opinion could be systematically ascertained without injury to faculty prestige. Where such opinion should be universally condemnatory, I would not make it ground for dis- missal; but I think it might very fittingly have a bearing on promotion [71. Efficiency means, I suppose, the attainment of certain results; but in the case of teach- ing the results desired are by no means uniform for all students. I should rather phrase the question thus: What are the requisites for a successful university teacher? In my opinion they are as follows: first and foremost, intellectual ability; second only to that in importance, high moral character; third, interest in teaching as a profession; minor requisites would be tact, agreeable personality, energy, etc. 235 University Survey Report The teaching of anv man who has requisites one and two will be, in nine cases out of ten, successful, or if vou will, efficient. No man can teach successfully who does not hold his students, and any man who is either incompetent or whose character is not worthy of respect will be' a failure. Returning then to your question, I would say: the measure of the efficiency of university teaching is the personality of the teacher. There can be no other measure, and any objective device will infallibly prove a fiasco [6]. 4. Professor Elliott has told me that he approves of my course. Upon what basis he has ' formed this judgment, I do not know, t assume that he has conferred with students in the classes, who are rather good judges at times of the value of a course. Professors Van Vleck and Slichter have shown by their attitude that they approve of my work. I have no definite knowledge of the manner in which they have arrived at their opinion. I have talked with all three men and with others in the mathematics department about the courses I am giving. The above relates especially to mathematics course 10. When I was teaching course 101, which comes under the immediate supervision of Professor Slichter, we had confer- ences about once a week with him regarding the course. Also, he was shown samples of the work done by pupils; also, he taught my class on one or two occasions when I was away inspecting schools [3]. 5. 1 have taught here for sixteen years. In the first two or three years Professor Hubbard used occasionally to visit my classes, to see how things were going, and I dare say he has other methods which he still uses, of informing himself concerning the quality of my work. In so far as I know, however, he is content to let me run the courses assigned to me in my own fashion. As for the larger courses in which I am assistant, the professors in charge of these courses may or may not inform themselves of the quality of my work. I do not know whether or not they do. They do not visit my classroom [3]. 6. During the past semester the engineering faculty appointed a committee to investigate the efficiency of teaching in all departments. In the reorganization of the engineering courses I was called in three times by the course committee and made a detailed report of the work in engineering physics, and was a member of a sub-committee to correlate the work in physics with the other de- partments in the engineering school for which the work in physics is a prepiaration [3]. 7. The instructors in the department visit all of my classes in order to find out how the work is to be carried on. They then follow the same methods in their class work. When I was new at the work I visited Dean Turneaure's classes in the same way. When a new man comes into the department he is requested to visit the classes of the older men in the department and get a good idea of how the work is to be carried on [1]. 8. Not at all to my knowledge, but I am firmly convinced that my chiefs know all about my work and my personality [3]. 9. There is no such supervision. The dean has an opportunity to estimate my work to some extent through dealing with the men in my classes who do not do satisfactory work, and his knowledge thus obtained has been of value to me. So far as I know there is little effort beyond this, to estimate the real efficiency of the teacher and to me this is disheartening and discouraging many times. The members of our department try to keep informed on how our teaching in own department is done, but there is no established method and not enough attention is paid to it [3]. From conversation with other young men in the faculty, I am sure that the lack of any apparent fixed policy in valuing men, and making promotions, and the slight emphasis that is placed upon effective teaching has a very undesirable influence. It is discouraging and disheartening, and prevents the building up of an esprit de corps among the faculty body, which in my opinion is indispensable to successful teaching [8]. 17 Instructors' com nients on supervision 1 . I believe that an impartial investigation would show that the sarne grade of elementary work classes in charge of instructors and assistants are more efficiently conducted than those of full professors, who are so absorbed in the preparation of their latest books that they feel little interest in such humble beings as freshmen and. sophomores. Students as a class are not fools. They know genuine interest and good instruction when they see it, and appreciate these things fully as much as if they came from a full professor. In the eyes of the student the man's personal worth rather than his title counts [9]. 2. The dean and professors of the department know what response I am getting from students. The results obtained with students, whether they have been given a thorough course or not, whether they have been inspired or not, constitute a good measure. I am deeply impressed with the fairness and soundness of the judgment of students as a whole. Nothing would so brace up our teaching, as a proper channel for the expression of student opinion concerning the efficiency of instructors and courses [3]. 236 Exhibit 2 3. Mr. Young in the freshman English conference endeavors to find out what instructors are doing and to give every opportunity for comparison of methods. For instance, early in the year a copy of eight representative themes was sent to each instructor in freshman English. We were required to grade these independently and report our grades to Mr. Young. The themes were then thoroughly discussed in the freshman English conference, the object being to discover our methods and to standardize them as far as possible [3]. 4. Mr. Young, chairman of English I, holds frequent meetings of instructors in freshman English. Once each year we mark a specimen set of themes and return the grades to him for purposes of standardization. We meet later and discuss our reasons for marking higher or lower than the general average of marks. There seems to be too much dis- crepancy. I should like to add the comment that I don't think much of visiting classes as a test of the teacher's efficiency. The visitor alters at once the atmosphere of the classroom, and the results in many cases I know are not the normal ones. If there is to be any official visiting, I think there should be a great deal, so that accident may not determine the impression received [3]. 5. The effectiveness of work in composition courses can be tested by an examination of themes, which are all filed in open cases and are liable to inspection at any time. Whether or not the chairman of the department examined my themes this year I do not know. .\ few years ago the chairman collected a set of papers from each instructor and went through the instructor's criticisms carefully; the result was a set of regulations tending to regulate the correction of papers. This year each instructor was given a set of ten themes to grade. All grades were given to the chairman of freshman English, and at a general meeting were used as the basis of a general discussion of grades. Instructors who had marked above or below the average were asked to justify the grades which they had in such cases given. Another way of testing class work in independent courses is by the number of students enrolled. This is in some cases unfair since an "easy" instructor might attract a number of mediocre students and vice versa a just instructor might sulTer from a reputation of being "stiff" [3]. 6. The freshman English course has frequent conferences. Sometimes sets of papers are read and graded separately by all the instructors. These grades are then compared and discussed. This makes for greater uniformity in marking, establishes standards and gives helpful ideas to the teachers. Methods of conducting the work are also frequently discussed at these meetings [3]. 7. The chairman of the freshman English course has frequently said that he knows ex- actly how instructors teach long before he enters their classes as visitor. This is a true statement, because in the frequent meetings to discuss ways and means of handling the course, the attitude, method and personality of each instructor comes strongly out. Special attempts have been made to test the efficiency of theme marking by the sending around of separate copies of students' themes, a list of some ten at a time, for each in- structor to mark individually. The results were then discussed in a meeting of the in- structors in the course [3]. 8. Have often been told by students taking my work that they had learned more from me than any other man [3]" 9. Occasionally by conference of advisers with students of mine, although I think rarely, for students called to conference with advisers are usually laggards whose criticisms are discounted. One such adverse criticism was reported to me at request, but no great value was attached to it apparently. Indirectly other reports come to an instructor and to heads of departments through student campus conversation. It seems to me that where adverse reports come to an adviser, he should, for student's and instructor's sake, com- municate these remarks to the instructor, no matter what his attitude during confer- ence with the student [3]. 10. It is my custom to submit students' note book work to the chairman of the depart- ment for inspection [3]. 11. The efficiency of class-room teaching is not one to be measured by arithmetical ratios. It will differ so largely with the text used, the personnel of the class, the size of the class, the difference in interest on different phases of the same subject and even from week to week of the same season that it is impossible to judge the immediate results except in a very general way. The results of any one teacher's work are so intangible and so modified by other teachers and courses that it doesn't seem fair to credit or discredit any one individual's work on influence or efficiency [3]. 12. Not ascertained as far as I know. I believe the lack of supervision of instructional work to be deplorable. During 5 years of teaching no one has ever visited my classes to ascertain the efficiency of my work, although the head of the department can measure it in a general way in teaching advanced courses, which have the course I teach as a prerequisite, by the knowledge the students exhibit [3]. 13. [By] consultation with Mr. Martin, we seek to determine how our work may be im- proved. These consultations are not held at regular intervals, but I think they average one a week. I believe these interviews result in much greater efficiency [3]. 237 University Survey Report 14. I see Dr. Overton almost every day — if averaged, more than once a day. Almost as many times I see Professor Gilbert. I "believe the system — if you can call it such — in use in our department is the best I know. We talk over problems freely and informally constantly. I don't believe a single instance of enough importance to be remembered by me more than a day or so hasn't been mentioned or discussed with one or both of the gentlemen named w'ithin a day or two at nu^st of its occurrence, and often at once [3]. 15. We are given to free and searching discussion of methods in committee and depart- mental meetings, even going so far as black board demonstrations of problems [3]. 16. I think our impression of a teacher's efficiency, largely dependent upon his personal attractiveness, gets abroad and may reach the head of the department through advisers or students. I can give no definite instance of this [3]. 17. I wonder too how efficiency is measured. Is it just by the department head? Is that an eflit'i«>'iil and fair way of judging of a man's efficiency? In other words does "pull" count for more than anything else in the university? [8]. 6 Assistants' comment on supervision 1. It appears to me that in some departments instructors are selected rather for their research ability than for ability as teachers. If the state wants research let it employ men for that purpose — as do the large manufacturing corporations. If the state wants teach- ers, let it employ men who are capable of imparting knowledge, and of guiding and inspiring their students along the line of their work — and whose time out of class will be given to such purposes. Along this line the idea of "teaching fellows" and "re- search fellows" should be more carefully considered [8]. 2. All unknown quantities to me — have not concerned myself about them [3]. 3. Only as chairmen or professors have passed through the laboratories [3]. 4. Some departments do not use common business sense in hiring men. When a man gets his Ph. D. they start him off as instructor at a certain salary, regardless of whether he has had 2 or 10 years experience as a teacher and although one may be known to be better than another, no discrimination is made [8]. 5. It is very questionable whether or not the lecture method is a success in freshman courses. I am more and more convinced that the university would do much better to add a greater number of competent instructors to its staff, and cut down its assistant list to the very minimum [8]. 6. Professor Smith, by exchanging sections with me, was enabled to gain some idea of the efficiency of my classroom work. The examination papers (both mid-semester and final) were read in part by Professor L»ennis and Professor Smith. Those of my students who did not pass the mid-semester examination were given a special conference by Professor Dennis. Weekly conferences have been held by Professor Dennis, Professor Smith, and the assistants. At these meetings the efficiency of the classroom work has also to some extent been tested [3]. UNIVERSITY COMMENT ON ALLEN EXHIBIT 2, SECTION 3, ENTITLED "COMMENTS OF FACULTY MEMBERS UPON SUPERVISION OF CLASSROOM INSTRUCTION" Of the nine questions presented, four imply that supervision and class-room visiting are the approved methods of determining the value of instruction. This implication is unacecptable to many, presumably to most, instructors. For a professor to impose personal predilections, or practice a suspicious oversight, is apt to create an uncertain command of capacity in those "supervised." Sympathetic conference, a sense of equal responsibility, a punctilious regard for individual rights, a cooperative spirit, are the methods approved and employed; they develop a cordial relation between the members of the staff — whatever their rank — that is a far more valuable asset for sound instruction than any formal supervision. "I regard freedom from dictation and supervision as one of the commendable features of the university." "I should feel sorry if I were expected to conform to another man's method. One of the advantages that I found here as a student was the differences between my various instructors." "I don't think much of visiting classes as a test of the teacher's efficiency. The visitor alters at once the atmosphere of the class-room, and the results in many cases I know are not the normal ones." "There is no critic of teaching so severe and so competent as the man who does the teaching." "The relations between instructor and student are delicately adjusted, and depend upon the lively interplay of character back and forth." "The results of any one teacher's work are so intangible and so modified by other teachers and courses that it doesn't seem fair to credit or discredit any one individual's work or influence or efficiency." "In the eyes of the student the man's personal worth rather than his title counts." "So far as I know, no university has any machinery for inspecting or grading professorial efficiency." 238 Exhibit 2 Standards are maintained by the combined methods of conference, suggestion and such supervision as is practical and profitable. An agreement upon approved methods and upon points to be emphasized is thus reached. The apt instructor readily absorbs the spirit of the department; with this established, the individuality of the instructor is fostered by having him accept responsibility — unhampered by imposed restraint — for his share of the work. In the course of such conference and co-operation, an estimate of the man and his services inevitably results. He is judged in many respects and not in the single one of performance in a limited observation, often inducing unnatural attitudes. In the early years of their teaching, men are clcsely observed. The quality of the work, the growth of classes, the judgment of the other members of the department, a man's standing among his colleagues, his outside interests and occupations — all enter into a basis of appraisal of his worth to the department and to the university. There is no substitute for this personal (and fallible) procedure. The way to render it more critical and sound is to secure the highest available types of men for the responsible positions in the faculty. In addition, the compe- tition among a highly selected group of younger men, the desire for recognition and promo- tion, the professional rank of the established standards, act as powerful incentives. So-called objective tests are commonly misleading. The grading of medical schools by a competent observer, who visits a considerable number of them and judges the staff and ecjuipment and spirit as a whole, indicates a useful supplementary type of investigation. It must be borne in mind that the answers to these questions are for the most part the detached comments of instructors who have not been called upon to consider the place of the points of their several comments in a general perspective of the teaching problem. What the replies show is (with few exceptions) the prevalence of a wholesome sjiirit and a cordial re- lation between the members of the instructional staff. Formal supervision is delegated to a subordinate place, and the personality and influence of the leading members of the several departments direct the work. To assign a dominant value to any other factor contributing to efTicient teaching in a University would be to misunderstand the actual working forces of an educational institution that aims to train for leadership. (Signed) JOSEPH JASTROW. Section 4 Hours given to supervision of instruction as reported by faculty members In reply to the survey questionnaire, faculty members reported the number of hours per typical week given to supervising instruction. Of 458 returns, 100 had no figure or mark in answer to this question; 20 contained indefi- nite answers; 12 wrote that the question did not apply to them. This leaves 326 who answer the question definitely. As supervision of others' instruction is not expected from assistants. 59 are subtracted, leaving 267 definite comparable answers received from faculty members ranking from in- structor to professor. Whether the 100 (or 73, after eliminating the assistants) who gave no answer meant to state that they gave no time to supervision is not certain. Every indication is that by leav- ing this column blank they meant that no time had been spent on supervision. If the 73 ranking from instructor to professor be added to the 267 who gave definite comparable ans- wers, the total would be 3 K). Of the 340 ranking from instructor to professor, 90, or 26 Sc. report from one-quarter to 12 hours a week given to supervision of others' instruction, leaving 250 who report no super- vision. In the following comparison only those 267 are included who clearly marked that they were (total of 177) or were not (total of 90) supervising instruction. Supervision of others'' instruction definitely reported by 267 faculty members rank- ing from instructor to professor The 267 definite answers are distributed as follows, according to rank and number of hours per typical week: Amount of supervision in hours per typical week Rank Tot. None 1 4 1 2 1 2 3 4 5 6 7 8 9 10 11 12 Professor 57 34 69 107 28 15 40 94 2 3 4 3 2 10 7 12 4 9 4 6 2 1 3 3 1 1 1 2 X 1 1 1 1 1 Assoc. Professor Asst. Professor 1 Instructor Total 267 177 2 12 33 19 6 5 8 1 1 2 1 239 University Survey Report As is seen, 13 instructors are included among the 90 who report some supervision of in- struction. If from both sides the instructors are subtracted, it is found that of 160 members of professorial rank who definitely answered, 83 report no supervision, 77 report supervision of from one-quarter hour to 12 hours. Of 77 faculty members of professorial rank reporting supervision of others' instruction, 41 report one hour or less a weelc; while 36 report two or more hours a week, of whom again 17 report three or more hours a week. In no case does the statement of time given to supervision mean necessarily time spent in the classroom. Other parts of the questionnaire give the time spent in workiu'^ out or con- sidering outside of class plans for instruction in classes of colleagues. In the College of Letters and Science 32 professors definitely report: 18 that they give no time to supervision; 14 that they give from one-half hour (the lowest) to 10 hours (the high- est). Of 24 associate professors definitely reporting, 9 report no supervision; 15 that they give from one-quarter hour (the lowest) to 5 hours (the highest). Of 46 assistant professors definitely reporting, 26 report no supervision; 20 report from one-half hour (the lowest) to 12 hours (the highest). Of 64 instructors reporting definitely, 53 report no supervision; 11 report from one-half hour (the lowest) to 10 hours (the highest). Of the four ranks, instructor to professor, 38 did not fill out the blank as to time spent in supervising. In the College of Engineering, of 6 professors definitely reporting, 1 reports no time to supervision; 5 that they give from one-half hour (the lowest) to 3 hours (the highest). Of 2 associate professors reporting definitely, 1 reports no supervision; 1 reports 1 hour. Of 12 assistant professors reporting definitely, 4 report no supervision; 8 report from 1 hour (the lowest) to 8 hours (the highest). Of 23 instructors reporting definitely, 22 report no super- vision; 1 reports 3 hours. Of the four ranks, instructor to professor, 8 did not fill out the blank as to time spent in supervising. In the College of Agriculture, of 14 professors reporting definitely, 6 report no time to supervision; 8 that they give from one-half hour (the lowest) to 3 hours (the highest). Of 7 associate professors reporting definitely, 4 report no time to supervision; 3 that they give from 1 hour (the lowest) to 5 hours (the highest). Of 10 assistant professors reporting defi- nitely, 5 report no time to supervision; 5 that they give from one-half hour (the lowest) to 5 hours (the highest). Of 18 instructors reporting definitely, 17 report no supervision; 1 reports 5 hours. Of the four ranks, instructor to professor, 19 did not fill out the blank as to time spent in supervising. In the Law School, of 3 professors answering definitely, 2 report no time to supervision; 1 reports 1 hour. The 1 assistant professor who reported definitely reported no time to super- vision. One professor and one assistant professor did not fill out the blank as to time spent in supervising. In the Medical School, of 2 professors definitely reporting, 1 reports no supervision; and 1 reports 1 hour. One associate professor reports no supervision. Two instructors report no supervision, two others leaving this column blank. UNIVERSITY COMMENT UPON ALLEN EXHIBIT 2, SECTION 4, ENTITLED "HOURS GIVEN TO SUPERVISION OF INSTRUCTION AS REPORTED BY FACULTY MEMBERS" This section has little value. The question of supervision of instruction is very important and has been studied carefully by some members of the faculty. Experiments, in the hope of better results, have been and are constantly being made. Of these facts Dr. Allen seems to have been in ignorance. The problems to be studied were: 1. Where is supervision necessary? 2. Is there such supervision? 3. If there is supervision, how is it conducted? 4. How can the supervision be improved? 1. Where is supervision necessary? This problem is different in the university from what it would be in a high school or normal school. As chairman of the department I never attempted directly to supervise the independent work of the other full professors in our department. Such an attempt would have been im- pertinent and would have led to my own resignation or that of the men whom I attempted to supervise. But it has always been necessary to supervise some of the work in the department. No adequate information was sought by Dr. Allen as to the classes where supervision is and is not necessary. 240 Exhibit 2 2. Is there such supervision? This question might be said to be answered in this section, which shows that there is a large amount of supervision. But a little study of the table and statements shows that no attempt has been made to ascertain whether this supervision is done where it is necessary. As pointed out in the University comment on section 1 of this exhibit, the noteworthy fact is that a large number of profeesors are engaged in such supervisory work. 3. If there is supervision, how is it conducted? This question is not answered at all. Apparently, Dr. Allen did not make any effective attempt to get at the facts. Freshman English is probably the course in which supervision is most necessar>'. P'or such supervision there is a well-organized system, which has been worked out as the result of experience. Dr. Allen has never consulted the man in charge of this work, to ascertain what the plan of supervision is. I cannot state positively that he has failed to consult ail the other men who have im- portant duties of supervision, but I can state that many have not been consulted. 4. How can the supervision be improved? This question is not answered; yet a mass of data could easily have been procured. Members of the faculty are constantly studying this question, drawing upon the experience of their colleagues here and elsewhere. Conclusion This section again is an indication of the extent to which Dr. Allen has devoted his atten- tion to figures and has not studied the actual problems. (Signed) D. C. MUXRO. Section 5 Help received by 85 letters and science instructors from president, dean, chair- men, and faculty members in charge of other courses, as reported by 85 in- structors Among the questions asked of all faculty members were these: About how many personal interviews regarding your courses have you had this university year with the president, with the dean, chairman, etc.? In what ways has your professional efficiency been atTected and how have you been helped in dealing with students, in method of instruction and subject matter by the president, the dean, the chairman, etc? Other questions asked for amount of supervision received through classroom visits and other means of supervision; whether, and how, plan for courses had been criticised; hours given weekly to conferences with associates; difficulties and needs interfering with instructors' efficiency, etc. Of 85 letters and science faculty members of the rank of instructor who answered the ques- tionnaire, several failed to answer each of the questions involved in this section, thus the base will differ for different sections. The difference between 85 and the base used for each ques- tion will represent the total of those who failed to answer or who answered that the question did not applv to them. Of 77 answering definitely, 77, or all, said they had had no interview with the president regarding courses; 64 of 78 answering definitely had had no interview with the dean; 10 of 51 answering definitely had had no interview with tin- inslnictors in charge; and 10 of 78 answer- ing definitely had had no interview with tlie chairmen regartiing courses. Regarding help received in dealing with students, courses of study, instruction and improv- ing efficiency, 52 of 68 report no help from the president; 15 of 67 report no help from the dean; 9 of 69 report no help from the chairmen; 15 of 6!^ report no help from instructors in charge. Of hours spent weekly in conferences with associates 1 of 70 report no time snent in con- ferences; 8 give an hour a week; 14 give 2 hours a week; 10 give 3 hours a week; 11 give 4 hours a week; 5 give 5 hours a week; and 18 give more than 5 hours a week. Among difficulties and needs said to be interfering witli instructors" efficiency 27 of 78 report that there is nonsuch interference due to difficuUies and needs; 23 mention inadequate facilities, such as equipment, laboratories, rooms, offices, departjiiental fuiuis. library, venti- lation, etc.; 4 mention financial worry, limited income; 1 overwork; 2 lack of proper assistance and cooperation; 6 lack ot time for reading, for study and research; 2 too many mterruptions, such as motorcycles and outside disturbances; 9 lack of preparation on the part of students, etc. 241 Sub.— 16 Universitv' Survey Report It is suggested that steps be taken to insure current frank statements by faculty members of all ranks as to difTiculties which interfere with efTiciencv — these statements to reach not merely their colleagues or superior ofTicers but administrative officers and regents. Personal interv-iews with the dean are reported by 14 of 71 answering; 4 indicate that the interviews had to do with other subjects than their courses; 7 interviewed the dean once during the vear; 3 interviewed the dean twice; 1 three times; 1 four times. Of inter\'iews with chairmen 10 of 77 report no interviews, 21 from 1 to 5; 5 from 6 to 10; 3 from 11 to 15; in these totals, however, the answer "indefinite" is interpreted to mean "several" (of which there are 8) and is counted under 6 to 10 and the term "many" (of which there are 24) is counted under 11 to 15. This is of course a mere hazard for these terms might mean 50 or 3 as well as 5 or 10. No interviews with the instructor in charge of courses are reported by 10 of 41 who give information in answer to this question. It is not certain that every instructor, writing that he had not been interviewed regarding his work by the person in charge of his course, was giving a course over which some other faculty member had charge. Of these 10 one reports no visits to classes either by chairmen or other members of their department. Others were visited from 1 to 6 times by the chairmen and from 1 to 5 times by other members of the department. While 38 of 85 instructors report visits to their classrooms, 14 report from 1 to 5. A few others say "several," and 14 say "many." Of 44 out of 85 instructors who report visits to classes by other members of department than chairmen, 19 report from 1 to 5, while one says "several" and 15 say "many." UNIVERSITY COMMENT ON ALLEN EXHIBIT 2, SECTION 5, ENTITLED "HELP RECEIVED BY 85 LETTERS AND SCIENCE INSTRUCTORS FROM PRESIDENT, DEAN, CHAIRMEN AND FACULTY MEMBERS. . ." Section 5 of exhibit 2 is almost wholly statistical. The statistics are presented in such a way as to convey little that is intelligible. A college executive or department chairman looks in vain to these statistics for suggestions as to this part of the work of college or department. The exhibit fails to handle its statistics with sufficient intelligence. No hint is given of length of service or kind of work of the instructors, and such infor- mation is necessary for the understanding of the statistics. For instance, 10 of 41 instructors report "no interviews with instructors in charge of courses." But who were the 10 instructors? Were they giving courses for which interviews were desirable? How long had they been teaching?' If 1913-14 was their first year, then the omission of interviews calls for explana- tion. But if they were in their fourth or fifth year of service and continuing work in which they had been tested, there might well have been no occasion for interviews, unless something occurred out of the ordinary. About 40% of the instructors were in their third or later year of university service in 1913-14 and presumably needed no "help" and but little "counsel" except in unusual cases. This help, if needed, any instructor would naturally receive from his department. He would come to the dean or president only on an unusual occasion. He would not be likely to inter- view either "regarding courses;" he would bring to the dean a question regarding special difficulty or need. The most important topic treated in the exhibit is that of the amount of help and super- vision received by the instructor by "interviews" and "visits." This is a subject on which properly handled statistics might throw light. If it were shown, for instance, that the older and experienced instructors report little, or no, supervision, while new-comers report more, it would be clear that the university is, in general, handling the problem of supervision rightly. A table correlating length of service and help reported would show such facts at a glance, not in a final way but at least in a way to suggest possible inquiry. But no such table is given. A similar question arises regarding departments, for whose answer the reader of this section will look in vain. How do the large departments whose work is similar compare in this matter? English, German, Romance languages are similar departments with similar problems. Physics, chemistry, and biology are comparable, but difTerent from the first group. The daily companionship of instructor and professor in the laboratory makes the problem of supervision of science teaching different from that in a department whose work is done largely in the recitation room. The problems of history and political economy are in a third class, and that of history is difTerent from that of political economy on account of its large number of freshman stuclents. Thus if correlation tables had been provided and if there had been shown the methods of supervision and help employed by the large departments which have to meet this problem, this exhibit might have been valuable to a college administrator, or to any one who under- stands the problems of college work. As it stands, the exhibit gives no help or information to such a person. Dr. Allen had all this information at hand but did hot choose to or could not use it. It is, however, only fair to Dr. Allen to say that the exhibit is right, according to his theories. His fundamental principle of college government is that a university teacher is a person who, most of all, must be "helped," "directed," and "supervised" at every stage of 242 Exhibit 2 work and life, and especially in his youth. Therefore, if "10 out of 41 instructors" reported "no interviews," this is, for him, evidence, not only presumptive but conclusive, of dereliction of duty on the part of the natural "supervisors" of the 10. He utterly rejects the basal prin- ciple by which every great university has grown into strength — that no "help" or "super- vision" must be given to teacher or student beyond that necessary to place him on his feet. Every university administrator will say that a university in leading strings is an unthinkable contradiction in terms. But that kind of university is what Dr. Allen wants. (Signed) E. A. BIRGE. Section 6 SUMMARY OF REPLIES MADE BY DEPARTMENT CHAIRMEN TO QUESTIONS ASKED BY THE UNIVERSITY SURVEY l.^How many new instructors have you in your department this school year? Nine departments reported none; 6 reported 1; 4 reported 2; 3 reported 3; 3 reported 4; 1 reported 5; 1 reported 7; 1 reported 9. 2. Please give their names and the number of times their classroom work has been examined this school year, distinguishing please between visits by the chair- man and visits by other members representing the department One^chairman reported that one instructor had been visited 30 times at beginning of year, and once a week since (whether by himself or his representative is not specified); another reported that he "visits all departments ever\' day"; another, monthly by chairman, "weekly or even daily" by his representative; two chairmen reported that they visited new instructors daily; another, "frequently"; another, "occasionally" by chairman, and "continually" by representative; one chairman reported that he visited one new instructor 8 times, another 6 times, another 4 times, another not at all; 8 chairmen reported that they had not visited new instructors at all, in one case new instructors having been visited by three other members of the department; 2 chairmen reported having visited new instructors twice — in one case new instructors had been visited by other members of the department "several times"; one chairman reported "five or six" visits to new instructors; two chairmen did not answer this question; one chairman answered it indefinitely. (Only those chairmen who reported one or more new instructors are considered in the tabulation of this question.) 3.' Is there at present a prejudice among instructors in your department against visits by the chairman? By other members? Fifteen chairmen reported unqualifiedly no prejudice by the chairman; 18 reported unqualifiedly no prejudice against other members of the department. Other typical answers: I do not know — in both cases (1). Not that I know of — in case of chairman (6). None whatever — in case of chairman (1). None whatever — in both cases (1). I think not — in both cases (2). Not at all, so far as I know — in case of chairman (1). No, so far as I know — in case of others (1). I think there is not a prejudice, but it is not generally followed — in both cases (1). Have heard no prejudices expressed — in both cases (1). Not the slightest prejudice — in both cases (1). I know of no such prejudice each individual responsible for instruction has been allowed the largest freedom (1). I know of no such prejudice — in both cases (1) 243 University Survey Report . (a) What, if any, inherent disadvantages are there in faculty supervision of class- room instruction? (b) What not inherent, but probable disadvantages are there? (c) What inherent advantages are there? (d) What not inherent, but possible advantages are there? Answers to (a): 10 reply unqualifiedly "No." Other typical answers: For those of professorial rank it is "unnecessary and impertinent." With regard to new instructors some supervision "would have decided advantages No uniform practice could be adopted." Inspection by chairman would not add materially to efTiciency of instructor. To be of value, the inspections must be frequent; this is undesirable since it would have a constraining influence on both student and instructor. Considerable good might result if instructor felt sure that inspection was not for purpose of faultfinding but to help. Not always necessary. Inexperienced instructors should be visited frequently at first — • should be discontinued as soon as possible, some other form of supervision being sub- stituted. May dull initiative, making him dependent on department head. Each teacher does w^ork best in his own way. Embarrassment of instructor; erroneous impression arrived at unless visits are very frequent. Prefer personal conferences. Not necessary — mortifying to instructor. » Would fail if not systematic and helpful. None that I think of. None that I know of (I do not know). Results negative. Possible domination or even coercion. Lack of naturalness, possibly. If properly conducted, none. The faculty is not qualified to do so. Conflict of hours. [Four did not answer this section.] Answers to (b): Lack of confidence of students in instructor if they feel that his work is in need of in- spection. May interfere with initiative. Distraction of students, lack of freedom. Unnatural teaching. Confusion only. Apt to kill all originality. Students may get wrong impression of purpose of inspection. Some good instructors object to inspection. jVIight remove the stimulus which comes from sense of responsibility and initiative. The faculty is not qualified to do so. None, if the supervisor knows his business. None, except that it takes time and therefore involves expense. I don't know. Three reply unqualifiedly "No." [Five did not answer this section.] Answ'ers to (c): Criticism and advice. Protects students by making certain that the material used by instructors is based upon sound reasoning and authentic facts. Suggestions as to methods. Supervision is absolutely essential in mathematics. Knowledge of character of teaching and possibility of assisting instructor to make his teaching more effective. 244 Exhibit 2 ' Coordination of work in some cases. If properly done, instructor is aided and students lienefited. Probably instructors would feel their responsibilities somewhat more than now. I think only of the obvious one of seeing the instructor at work. Right kind of supervision should lead to feeling of interest and cooperation. Inexperienced instructor should not be permitted to make mistakes that can be avoided by visits to his classes. Classroom supervision should result in better instruction, if conducted properly. Uniform standards in method, content and result. But few that cannot better be obtained by conference. I can see none. "University work is not like high school work which everv'one is supposed to be familiar with." Two reply "None." [Eight did not answer this section.] Answers to (d): May correct blunders in method. But few to offset the possible embarrassment of the timid instructor. Each instructor can best work out his own method; but I want many conferences with him outside. Complete understanding between chairman and instructor in study of student and best method to reach him. As a rule results in better instruction, when instructor needs suggestions. Giving instructions as result of methods employed. Improvement in character of instruction. Suggestions as to method. When instructor desires friendly criticism he will welcome such a visit from his superior and get benefit of advice. Criticism and advice. Better understanding of one another and of individual students. It seems to me to be better to talk over the work and methods outside of classroom, and then to judge by results. One replied "None," with no comment. One replied, "None. I very strongly object to visiting classes by other teachers in the department." [Eleven did not answer this section]. 5. What plan have you, as a department, for assisting the new instructor to (a) acquaint himself; (b) discover difficulties peculiar to his class or to himself? Answers to (a): Conferences — frequent. Weekly conferences concerning the content of course and methods of instruction. No new instructor ever has full charge of course or section. By working with him. Keeping in close touch with him in all phases of his activity. Consultation. At beginning of year chairman holds meeting with all instructors and tells them what is expected of them. By close supervision. Instructors may confer as often as they wish. Try to make him feel that he is free to develop and that we are there to help him. At beginning of school year, general review of whole course with instructor; methods and scope of work discussed currently in weekly departmental meetings. Informal discussions by department of instructional work, final grades, quiz papers, examination papers, etc. Instructor is free to consult his fellows. Double advisory and supervisory scheme. Discussion of problems; urged to visit quiz sections of other men doing same work. Personal conferences. Weekly group conferences. Frequent personal consultations and strong feeling of team work throughout the depart- ment. Requested to visit classes of older members of department before he takes charge of class of his own. By telling him beforehand about general conditions, traditions, etc. 245 Universit\' Survey Report Weekly group conferences and constant individual discussions. Special attention to new instructors in departmental meetings, which are partly social. No definite plan: (1) "Work is talked over and suggestions offered from time to time as occasion arises:" (2) four main divisions within department are each in charge of an individual "who is independent so far as the content and method of his instruction is concerned " In case of one division, chairman has given "considerable over- sight to the organization and content of the course; this without going into the class- room. I have not visited the classrooms to any considerable extent because of the general university tradition which does not favor such oversight No plan (3) — in one case because of small size of department. Answers to (b): Chairman consults and advises. Conferences, meetings, committee meetings, visiting classes. Weekly conferences and constant individual discussions. Frequent visits. Visits to classes of older members. Frequent personal consultations. Visits by chairman to class and conferences. Almost daily contact with him in his work. By talking the matter over with him afterwards. ElTort made to find peculiar difficulties with certain students and an effort made to help the instructor adjust himself to the circumstances. Close cooperation in planning and acting. Informal discussions. Instructors report difTiculties at weekly department meetings — discussion removes difTi- culties. Place responsibility and discuss results. , Weekly conference (not with chairman). Frequent conferences: Watching and examining work done by students. Keeping in close touch with instructor in all phases of his work. By working with him. Weekly conferences. Advice based on work done in graduate seminary — -"It has worked better than visiting — I gave up visiting long ago." Conversation about his work and the best way to make it effective. Two report no definite plan. Two report no plan [Six did not answer this section.] 6. Have you suggestions as to steps which might be taken by your department or by the university as a whole to secure prompter detection of instruction that is not efficient enough, and of instructors who would benefit from having their work analyzed for strong and weak points? Inspection by chairman or other older member of department; conferences of new in- structors doing similar work. Careful examination and criticism by the department of the syllabus of each course. Visiting classes and frequent conferences with instructors. Talking over work with assistants, supervising marks, etc. (Visiting classes is a hin- drance.) Weekly conferences (as practiced) meet the needs. Personal contact between chairman and instructor at frequent intervals. Each instructor's work should be carefully supervised, but the classroom supervision should be reduced to a minimum. Actual steady inspection of classroom work (but I do not approve of this plan). Plans being developed for use in Wisconsin high school — more practice teaching, sane supervision by chairman and principal. More time devoted by more men to work; less emphasis upon hearsay obtained from student body. Our organization is sufficient. We could learn much from other departments, however. Frequent visits by chairman or deans and perhaps by conferences with students. 246 Exhibit 2 If professors in charge are strong and efTicient there is usually no difRculty about assis- tants. Supervision by classroom visits not always necessary- — in fact in many cases does more harm than good. Inefficiency is quickly and easily detected. Inefficiency is detected by visits of chairman. I know of no more efficient methods than we are using. I have nothing new to suggest. 'No. We have had no difficulty. A man's temperament decides his method of teaching. Different men may differ widely in their methods and all may be good. I always want to emphasize the individuality of an instructor." No — problem is easy, due to small size of department. Eight replied "No," without comment. Four did not answer. 7. How many persons are giving instruction in your department (a) who are effi- cient neither in instruction nor research; (b) who are not efficient in in.struc- tion, but are effective in directing research; (c) who are ineffective in direct- ing research but efficient as instructors; (d) who are efficient in neither instruction nor research; but are valuable assets because of their personal relations with students? Answers to (a): The four student assistants could scarcely be called efficient in research although all have a scientific spirit and are efficient in the work entrusted to them. This department is not at present engaged in research. The work of the instructional force is satisfactory. One who will not be with us next year. We undoubtedly have, and I believe should have, quite different types w;hose chief strength may lie, some in more elementary instruction, some in advanced instruction and research, and some whose work is greatly strengthened in these respects by their personal relations with students. The work of the instructors is satisfactory in everj^ respect. All our instructors are chosen because of their ability both in classroom and in research. It is our view that no man can be successful in the classroom unless he has some ability in research. I have not known in our department of any instructor efiicient in re- search who has been a failure in the classroom. Some are stronger in research than others. Efficient in both respects. Possibly one. Twenty-one reported unqualifiedly "None." Answers to (b): All are efficient instructors. None have been devoting any time to research work. Little real research as usually defined. Twenty-one reported unqualifiedly "None." [Two did not answer this section.] Answers to (c): None except student assistants. All are not expected to direct research. None — no research in my department. Four, including instructors. The instructors and assistants are not as a rule qualified to direct research, neither are they engaged for this purpose. About six. Assistants are not supposed to direct research. None, but four persons have not had opportunity to direct research and are therefore not "sized up" in this regard. Nearly all — instructors in this department are not trained as teachers before coming here — they are craftsmen. 247 University Survey Report All but possibly one. None of the members of this department have been doing research unless a study of the best methods of presenting the subject matter of a course is considered as research. Twelve reported unqualifiedly "None." (Two did not answer this section.] Answers to (d): None. The ability to give practical training in writing — that is, to give helpful personal criticism to the student in regard to his written work — rather than the ability to carry on direct research work, is the most important qualification for the successful instruc- tor in this department. The only instructor in this department possesses this quali- fication. Principal energies of the department are directed to teaching. Because of small number of students we have exceptional opportunity of close personal contact. I recognize that there are various degrees of efficiency but consider that for the salaries available we are doing quite well. None. Research bulks less large in my mind than good teaching quality. I think teachers in this department compare favorably with any department of the uni- versity — we all do some research. Seventeen reported unqualifiedly "None." [Three did not answer this section.] [Two answered none of the sections of this question.] 8. Do you consider that when the university is free to choose new faculty members, it should refuse permanent appointment to those who are not proved effi- cient as both instructors and directors of research? Yes, as a general proposition. Possible exceptions: Good instructors not strong in research may be of value in elementary work, if this must be given at the university; men not good in elementary instruction may, if very gifted, be needed in very impor- tant lines of investigation. No, if they are remarkable teachers. Do not want all instructors to be efficient research men. Instructional ability the first qualification — research ability very desirable. University should support some positions where research is the prime or only requisite. Not necessarily. Good teachers only are sometimes needed rather than leaders in research. Yes, provided both are wanted in that instructor. No, any really great teacher could worthily be called here. They should be good live teachers, which means that they should have the power of independent thought. This means research. No. First class instruction should be worthy of a permanent appointment. Not necessarily. Conditions may arise where the university needs to employ persons who are themselves efficient in research but not efficient in directing it, nor effective in instructing. No. Both good instruction and good research men needed. Combination not usually found. Must be efficient either in instruction or research to have a claim for reappointment. No, efficiency as directors of research not necessary. It would well repay the university and the state to have a staff of research men even if they were not teachers. Ideal would be to appoint only those proved efficient in both lines — this would necessi- tate higher initial salary. Depends on what kind of work he is to do. Yes, especially of professorial rank. Not necessarily. University needs many men whose main interest is teaching rather than research — also needs men competent in research. Preference should be given to those proficient in both — often place for the excellent teacher whatever his research ability may be. Efficiency of this kind may justify appointment. Six answered "Yes." Four answered "No." [Two did not answer.] 248 Exhibit 2 10. Are you able in your department to select instructors for courses in the train- ing of teachers for their efficiency in struction? Yes, in so far as the limited salaries paid instructors and assistants permit. But little to do with the training of teachers. Choice limited to two men. Usually within salary limits. Do not know. I have been asked to give this course and am at present giving it. Yes, this is the primary requirement. Only one course given by chairman "because of lack of one with more time to give a special course." Six say this question "does not apply" to their department. Four say department gives no training course for teachers. Twelve answer "Yes." [Four did not answer.] 11. (a) Has your department defined what constitutes efficient instruction? (b) May we see such definition? (c) or, if there is no official definition, will it be possible to secure one in behalf of the department for the university survey? Answers to (a): Not in writing. Has not been able to frame a good definition. No attempt has been made to define efficient instruction. Difficult to decide definitely whether desired results are attained. No official definition. No formal definition. Nothing has been formulated. Yes, informally. No official definition agreed upon. Not in written form, but we have definite ideas. Up to present time have not attempted to form such a definition. Has not been defined. No concise definition once and for all— every bulletin of instruction to various instructors is part of such definition — brief, confined to most important points only — lack of time prevents department from doing everything . Onlv by results shown. No "such definition formulated in words — rather difficult if not quite unnecessary to do so. Two say question "does not apply" to their department. Ten answered "No." Two reply "Yes." Answers to (b) and (c) : We consider our instruction as efficient when the average student can intelligently and correctly apply the principles outlined in a course to the solution of practical problems. (a) Mental development of the student; (b) training to get information from original sources; — this implies that the instructor inspires the student to do more than is required; (c) development of judgment in applying information and principles- resourcefulness. EflJicient instruction varies with the individuality of the different professors. We look for thoroughness, efficiency, enthusiasm, ability to inspire the students to work, and results that show by their records after leaving school. Results of final examinations give some indication — no method to measure in a cut and dried manner the efficiencv of the instructor; the estimate that the students them- selves place upon his instruction and also the manner in which he goes about his task. One-third of the class should stand S.'i or better, and the work should be such as we generally produce. To know and love your subject and be able clearly to present it is my idea of efficient instruction. 249 UxivERSiTV Survey Report To me, enicienl teaching is good teaching. I object to the word efficient on account of its implications. Good teaching is teaching which imparts instruction and awakens scientific interest. It varies more or less according to the proficiency of the student. For beginners, thorough acquaintance with some textbook is desirable. "Beware of the man of one book," is a good motto. When I taught Mill's Political Econonvj to a beginning class, I told the students that they must first of all master Mill and then they could criticise him; that they must not reverse the process. Thoroughness and accuracy arc points of great importance in good teaching. In undergraduate work, each course should be mapped out carefully and a predetermined field of work covered in the allotted time. For graduate work good teaching means exhaustive work — pushing topics to the bounds of known knowledge and trying to go at least a little beyond what has been attained, if possible. Topics should not be dropped, while their discussion is still fruitful. The powers of the members of the class should be tested and developed. Original power is to be highly \ alued and suggestions should be left in the minds of the students for subsequent fructification. Those suggestions are like seed. The great teacher will plant seeds which will continue to bear fruit during the lifetime of many a student; his teaching will be more and more appreciated/as time goes on. It will happen at times that three or four years after an advanced student has left his teacher he will awaken to a new appreciation of his instructor. 12. Need instruction as such be as efficient in the university as in secondary schools? Yes, by all means. More efficient. Perhaps not. Different Jjut ought to be efficient. "Efficient' is a vague term. It requires more training and more exceptional talent to teach younger pupils. Yes, but not necessarily with equal stress on the same methods and content. Yes, but it may well be of a different nature. The university is not a glorified high school. Certainly. Yes, but if efficiency means spending a great deal of time with each student, I should say no. Should be more efficient. Should be of highest degree of efficiency obtainable. Quite as much. Early undergraduate — yes; upperclassmen and graduate students — no. Let us hope that it is far better. Should be better, if anything, in the universHy. Yes, but it must be individual, free and not deadened by formalism. No two men ought to teach alike. Depends on subject and class. Yes, but different. It would be desirable to have it better than it actually is in the secondary schools. Perhaps it is. Yes, but more should be expected in the way of independent work on the part of students. Ten replied, "Yes" [Three did not answer.] 13. Would you for your department be interested in visiting, or having a representa- tive visit, different classes in your department with representatives of the university survey? We are always glad to have visitors who are really interested in our work. Not interested but willing if called on. Yes, if they did it in such a way as not to disturb the class. No objections whatever. Our classes are always open to inspection. No, because visiting classes hinders instructors. The privilege of visiting our classes is taken advantage of by many. We should welcome such visits. Yes, if by a university teacher or one who has kept abreast of the subject under inspec- tion. 250 Exhibit 2 Pleased lo do so. This has already been done. By all means. Gladly. Perfectly satisfactory. No, although the classes will be cheerfully opened to any representatives of the survev No objection. Certainly. No objection if person is competent to pass on work. Yes, but because of technical character of work little will be gained. Not the least objection if survey thinks it profitable. Eight replied "Yes." [One did not answer.] UNIVERSITY COMMENT UPON ALLEN EXHIBIT 2, SECTION 6, ENTITLED "SUMMARY OF REPLIES MADE BY DEPARTMENT CHAIRMEN TO QUESTIONS ASKED BY THE UNIVERSITY SURVEY" Dr. Allen sent two questionnaires containing 69 questions to the department chairmen. Of these 69 he discards 57, or over 80 per cent, and gives the replies to the other 12 here. The questions were prepared by Dr. Allen without taking the advice of anyone familiar with the matters, and were not well chosen or suitably framed. Consequently they did not bring out the points which are essential to an understanding of the problems. Dean Birge foresaw this, and attempted to assist Dr. Allen to get better results by sending him the following memorandum: "Memorandum for Mr. Allen from Dean Birge. "I respond as follows to your request for suggestions as to the questionnaire submitted on Wednesday to the meeting of chairmen of departments: "I. The questions for chairmen only. "1. I call your attention to the fact that you did not discuss with me in advance the nature and scope of the questionnaire to be submitted to the chairmen. This is not stated as a criticism, either expressed or implied, but as a reason why the suggestions which I now offer were not given in advance of Wednesday's meeting. "2. Questions 1-19. Departmental meetings. These questions — requiring thirty-five answers — all refer to an elaborate and formal type of meeting impossible in most uni- versity departments, and rarely, if ever, held in any. No questions relate to meetings of any other type. Those asked are entirely adequate to bring out the facts requested but they deal almost wholly with the form of meetings and not with their scope or pur- pose. Many of them have little, or no relation to the actual practice of university de- partments and the answers to them would give no adequate picture of the efficiency (or inefficiency) of our practice. "I suppose that the main ends of departmental meetings (formal or informal) may be roughly summarized as follows: a. To advise on and determine departmental policy, educational or personal. b. To correlate the inner work of the department. c. To correlate the work of the department with that of other departments. d. To consider questions of new instructors, etc. e. To consider questions of promotions, etc. f. To promote personal relations and interchange of ideas. "If the matter of departmental meetings is to be discussed by your Survey at all and if it is to be presented to the State, it is necessary that the types of meetings actually held should be made known, as well as their adequacy (or inadequacy) to serve the ends in- dicated above, and other similar purposes. If, therefore, vour Survey proposes to dis- cuss the subject of departmental control of departmental activities in the College of Letters and Science and the adequacy of methods adopted to secure it, I, as dean, must request you to frame a questionnaire so planned and worked out as to bring out the facts. Of course, I do not ask you to discuss this or any other matter, since 1 suppose that the choice and relative importance of subjects to be considered by your Survey is your province rather than mine. "I do not suggest questions, since I know that the value of a questionnaire lies in large measure in its original scope and plan and in its adaptation lo the ends sought, and that appended or added questions are ordinarily of little use. I shall be glad to counsel if you wish me to do so. 251 University Survey Report '3. On second series of questions, 1-50. Your questionnaire does not touch upon sev- eral subjects which a dean would regard as fundamental to the efficiency of a depart- ment, or it touches them only incidentally and in unimportant details. Some of these matters are so obvious that I suppose you have omitted them intentionally. Since, however, they are fundamental to any presentation of the work and efficiency of the chairman and his department, I venture to call your attention to them. They refer, of course, primarily to the large departments. a. The method of selecting assistants and instructors and the considerations that weigh in their choice. b. The principles underlying recommendations for increase of salary. c. The reasons for recommending promotions, especially from instructor to assistant professor. d. The parts that the several permanent members of the department have in relation to (1) The field of the subject of the department. (2) Its teaching purposes and work. (3) Its executive and administrative work. e. The methods of supervising and correlating the teaching of large classes that meet in sections, and the persons appointed for the several phases of this duty. f. The principle and practice in regard to assigning independent courses to new or young men. g. The means employed to secure the independence and freedom of initiative of in- structors, so far as compatible with team work. h. The application of g to (1) Courses independently taught. (2) Courses taught with others. 'Doubtless you will think of other lines of inquiry of equal importance, but these are suffi- cient to suggest matters which must be carefully considered if the efficiency (or ineffi- ciency) of departmental management is to be considered at all. If your Survey is ready to assume, and to say, that in these and other similar matters the departments of the College of Letters and Science are efficient, then perhaps you do not need this evidence. But if departmental management and efficiency are within the purview of your Survey, then the departments have a right to expect from you a questionnaire planned and exe- cuted so as to bring out the facts. They have no doubt that you can prepare such a questionnaire, if your Survey desires to go into the subject, and they will be glad to counsel with you, if you desire it. They will not be satisfied with an opportunity to give important information by way of remarks added to answers to relatively unimportant questions now presented. They will desire cjuestions which will adequately express your knowledge of and interest in the matters about which you ask; whose answers can be handled by you in the same way as those to the questions already presented by you. 'All this is submitted with full knowledge that the suggestions relate to matters which you may regard as wholly unimportant, or outside the scope of your Survey. You may, for instance, regard the time spent in preparing the budget and the fact of a depart- mental meeting (questions 21 and 22) as the all-important matters for your Survey to know about the budget, or perhaps from answers to these questions you can infer all you want to know of the principles and practice of budget-making by the departments. If so, I beg you will not burden the departments with further questions. But these and similar questions seem to me to deal with incidents and details rather than essentials. I am unwilling that the chairmen should be forced to report essential matters as appen- dixes to answers regarding matters relatively non-essential. '4. Questions 42-45, 47-48 seem to indicate an intention on your part to discuss the question of terms of admission to the college. If this is to be done, I must ask you for a carefully framed set of questions covering the subject adequately in its various bear- ings. '5. Note to question 49. I shall urge chairmen to suggest questions that occur to theni. I must ask you, on your part, to take the responsibility of seeing that the questionnaire covers fairly and fully the field of the matters on which information is t© be given. '6. I reserve for a later memorandum comment on the questionnaire for faculty members, since my suggestions regarding it would be of the same nature as those already given on that for chairmen, and it will probably be better to discuss these with you before pro- ceeding to others." Unfortunately Dr. Allen was not wise enough to heed these suggestions; if he had done so, this part of his report might have had some value. (Signed), D. C. MUNRO. 252 EXHIBIT 3 Section 1 EFFICIENCY OF UNIVERSITY TEACHING How Wisconsin professors would measure efficiency of university teaching Faculty members were asked on page 29 of the questionnaire: "What do you believe to be the most important measure of the efficiency of university teaching?" Full professors numbering 80 answered this question: 48 letters and science; 16 agricul- ture; 9 engineering; 3 medicine; 4 law. Of these 80 professors, 4 said that they did not know; 4 said that the question did not apply to their fields. This leaves 72 professors who suggested 146 different tests which they would have applied to university teaching. Of 146 tests 123 have to do with the efi'ect of teaching upon students, while 23 have to do with effect upon others than students, or opinions of others than students. Of 123 suggested tests which relate to effect upon students, 14 would accept opinions of students and graduates; 23 would judge from the effect on character and ideals of stu- dents; 51 would gauge by the intellectual effect on students; 19 by the practical qualities developed in students; 10 by power of instructor to attract students; 6 by miscellaneous relations with students. Of 23 tests relating to others than students, 5 have to do with effects on the community and community judgments; 11 with objective measurements of the instructor's teaching; 4 with the opinions of other members of the faculty; 3 with miscellaneous tests, such as social service, comparisons with practical work, etc. The above summaries include several different answers under each of the separate head- ings shown below. The two specific tests most frequently suggested were mentioned 11 and 12 times respec- tively. They were (1) effect on the character and ideals of students; (2) effect on thinking power of students. Professors' proposals for measuring the efficiency of university teaching 1. Students and Graduates Opinions of students Opinions of graduates Opinions of recent graduates Opinions of older graduates Students "turned out" 2. Characters and Ideals of Students Character and ideals produced Degree of inspiration to higher things Social service ideals developed Degree of loyalty to institution Attitude oward state, university, fellow men Attitude toward life 3. Intellectual Effects Scholarship Originality Judgment Intellectual standards Eagerness to learn Appreciation of finer things Seeking truth for truth's sake Culture Emphasis on the intellectual Thinking power Capacity Resourcefulness Interest Habits of work and of mind Optimistic outlook 4. Eflfects of a Practical Nature Good citizenship Self-reliance Ability to earn a living Success Advantage over the non-college man Ability to hold responsible positions Ability to apply knowledge Usefulness of university training Ability shown by practical work Comparison of \Visconsin men with others Ability to do great work Increase in efiiciency Training of experts Ability to use good English 253 r Universitv' Survey Report Broad-mindedness Ability to meet people Inspiration Adaptability Sympathy Ambition 5. Instructor's Teaching Ability Number of students in advanced courses Companionship between instructor and students Knowledge of fundamentals imparted Knowledge of methods of study imparted Knowledge of research methods imparted Benefit derived from teacher Students' willingness to work Ability of instructor to lead Ability of instructor to turn out competent men Ability to arouse latent energy Students' progress after vacations Instructor's ability to get results Progress of average student Instructor's talent for teaching Instructor's experience Executive ability of instructor Original research by instructor Dissemination of knowledge by instructor Instructor's knowledge of subject Productive scholarship of instructor Personality of instructor Professional standing of instructor Character of instructor Instructor's ability to handle detail Instructor's contribution to knowledge 6. ]VIiscellaneous EiTect on Students, etc. Training given Intellectual discipline given Benefit to students Growth along particular lines Discipline Judgment of graduates, not scholars General effect Research of graduate students Good health, good character Work done by students Effect on community Effect on other communities Creation of intellectual aristocracy Improving farm and factory methods Number of people interested Permanent results Demand for graduates Benefits to state. Making better citizens Judgment of those having "perspective" 7. Opinions of Faculty Dean Chairman of department Colleagues Teacher experienced in the course Those competent to judge 8. Miscellaneous Tests — Faculty "Results" or "product" Social service Services to state Reputation outside and inside state Comparison with other departments Comparison with practical work Answers of 34 departmental chairmen Of 34 departmental chairmen answering the question whether the department had de- fined what constitutes efficient instruction, 10 answered categorically "No"; 2 said the question did not apply to their departments; 2 answered "Yes." Answers from chairmen read like these: Have not been able to frame a good definition No attempt has been made to define efficient instruction Difficult to decide definitely whether desired results are attained Nothing has been formulated No official definition agreed upon Among definitions improvised by chairmen for the survey, seven have already been noted, (exhibit 2) All witness the fact that definite current tests have not yet been worked out. Current tests of teaching eflficiency At first glance some readers may feel that most of the proposed tests as listed above are not currently applicable. Even after tabulating the results, one survey worker had the impression that the professors in the colleges of agriculture and engineering tended to emphasize "practical" rather than "spiritual" results. The summaries, however, show no such difference. 254 Exhibit 3 The one clear fact to be gained from the summary of professors' opinions is that they have not formulated tests even for their own field, such as some of them admit may be formulated for secondary and even college instruction. Three needs are here emphasized by the survey: (1) the need for current and continuous study by the university of what is accomplished by students after leaving the university, and of what such students think about the efficiency of their university learhing; (2) the need for current and continuous study by the university, whether it be called supervision, or research, or friendly visiting, which will show whether students are receiving the many- sided help and inspiration that professors feel should result from university teaching; (3) the need for the formulation by the university and departments within the university of definite tests by which the efficiency of instruction in respective subjects, departments and colleges, may be tested, both from the standpoint of method and subject matter and from the standpoint of student ability and interest. Contributions to productive scholarship and learning or to business or social progress listed by 72 full professors At the meeting of departmental chairmen which the dean of the College of Letters and Science was good enough to call for consideration of the survey faculty questionnaire, one professor noted that questions as yet gave no opportunity to list the products or results of each faculty member's work. A question was then added on page 29 as follows: By what "product" or "results" do you feel that your university work should J)e judged? Distinction between measurements of efficiency called for in the first question on this page, discussed above, and the product or results of university work called for by this ques- tion was not clearly brought out in the wording of the questions. This probably explains why answers to the two questions were very similar. More objective tests, however, were brought out in answers to the question asking for results and product, than in answer to the question as to tests of eflTiciency. Of 80 professors answering the second question, 8 replied indefinitely, leaving 72 who mentioned 162 kinds of result or product by which their work should be judged. Of these 162 suggestions only one appeared as many as 9 times; namely, "power developed in students, plus ability to use power." Among objective results or products not included in the tests of eflTiciency mentioned above are the following: Students Instructors Acquaintance with literature Contribution to teaching of his subject Love for literature Ability to combine effective teaching and Willingness to learn research Ability as teachers in secondary schools Work for student health Quality and number enrolled "Fact that I am better known outside Wis- Specialists developed in field consin than within" Quality of research done Estimate of farmers, business men and press Improvement in agriculture in state Extending butter and cheese scoring Financial returns to state on money in- vested These suggestions, indefinite as they seem when listed together, seem to the survey to reinforce the suggestion above made that the university needs to work out for its "cultural" no less than for its "practical" courses, definite workable tests by which those who supervise and those who pay the bills may tell whether products and results of instruction and of other university relations approximate the products imd results which are sought and ex- pected. UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, ENTITLED "EFFICIENCY OF UNIVERSITY TEACHING" Exhibit 3 bears the title: "Efficiency of University Teaching",— the central and by far the most important subject which concerns a university like Wisconsin or a college like that of letters and science. It is not too much to say that the sections collected into this exhibit hardly touch the subject proposed; still less do they give it a discussion either illum- inating or adequate. The subject of university teaching is not touched, i. e.. those char- acters^are not even mentioned which ought to distinguish the teaching in a university from that in a high school, normal school, or college. In the practical working of our educational University Survey Report system college and university are parts of one institution. Especially is this true — and necessarily true — of a state university. No more important service could be given to an institution like Wisconsin than a thorough and impartial study of the interrelation and interaction of the various grades of teaching found in it. The effect on student and faculty alike of such diverse grades should be noted. The effect on graduate study of the presence of elementary courses in the same department ought to be noted, and, not less, the efTect on elementary courses of those of higher grade. Ought there to be a junior college, includ- ing freshman and sophomore years? Or ought graduate instruction to be sharply separated from the four year undergraduate course? Ought professional schools to reach down into the undergraduate work and, if at all, how far? These are merely hints at some of the larger and broader problems of university teaching that occur at once to any investigator competent to study a university. None of them were investigated or discussed by Dr. Allen. Besides these larger matters of policy, which affect the efTiciency of teaching in its broader aspect rather than in its details, there are countless questions of departmental efficiency of teaching which crowd into the mind of any university man when the subject is men- tioned. Little or no consideration is given to any of them in Dr. Allen's exhibits and report and the reader will look in vain for their discussion, much less will he find answer or helpful advice regarding the numerous problems which they raise. Such questions concern the departmental scheme of instruction, the succession and interrelation of the courses offered, the intellectual lines along which students are moved forward within the department, the skill and intelligence with which a department's work is adapted to aid that of other de- partments, the adjustments of teaching between related departments. All these and many similar questions belong to a type which the university would be glad to have discussed on'the basis of an impartial and wide collection of facts and opinions. Yet Dr. Allen did not find it a part of his plan to take up any of them. His survey, therefore, contributes nothing to their solution and so is useless for the second group of questions relating to efTi- ciency of teaching. A third group of questions concerns the efTiciency of the individual teacher. Dr. Allen attempted a partial study of this problem, whose results are reported in section 2. Yet his method of approach to the question, and still more that of reporting his results, show clearly that he has never considered the matter from the standpoint of one who has dealt with such questions practically. He has considered (after his fashion) technical peda- gogical matters rather than tlie substance of the teaching and its effect on the students. He did not attempt a "survey" of the university, or of one college, or of single teachers, even in the sense of the technical questions that he proposed to himself. In general, there- fore, his report, both for praise and blame, is not a survey but a collection of disjointed and disconnected hints. They are mostly hints such as a dean or departmental chairman constantly receives from visiting teachers. Some of them are worth looking into; many of them are of little value. Dr. Allen attempts to unite this collection of scraps which make upon exhibit 3 into a whole by the- dictum that certain characteristics "need administrative encouragement" and certain others "need administrative attention, discouragement and elimination." One hardly knows whether to smile at the naivete of these statements or to admire the skill with which Dr. Allen uses conclusions regarding impersonal "characteristics" to conceal the fact that he has no material on which to base adequate discussion or conclu- sions regarding efTiciency of teaching as a whole, or the efTiciency of groups of teachers (such as instructors or assistants), or even of single teachers. Whether such characteristics as those named by Dr. Allen need "administrative atten- tion" is primarily a question of quantity. A teacher's "failure to make technical terms clear", for instance, needs "administrative discouragement", if the failure is habitual. But every wise administrator knows that there are many small defects which are better let alone than corrected by him. Better teachers will develop even under administrative neglect than under administrative nagging, and of all faults the successful administrator most carefully avoids nagging. Thus the assumption of Dr. Allen that all the faults which he has enumerated — even if the facts are correctly reported by him — need "administrative discouragement" is an assumption which could be made only by one without experience or wisdom in matters of educational control. Section 2 of exhibit 3 is the only one which even attempts to deal with any important aspect of the general subject of the section. Section 3, "Teaching experience", and section 6, "Working hours", are based on material which might have yielded interesting results if it had been worked out. But, like most of Dr. Allen's statistical work, his data are so arranged as to give a minimum of information. The data underlying "teaching exper- ience" could have been made to yield an illuminating study of the sources from which a large faculty has been recruited. There is probably no such collection of data on the "typi- cal week" as that which Dr. Allen brought together. But he has used it to no fair purpose, as the university comment points out. Sections 3, 4, 7, 8 have little direct bearing on "efficiency of teaching." The university comments on exhibits 10-14 should also be consulted in order to see how Dr. Allen has handled other matters related to instruction. (Signed) E. A. BIRGE. 256 Exhibit 3 UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 1, ENTITLED "HOW WISCONSIN PROFESSORS WOULD MEASURE EFFICIENCY OF UNIVERSITY TEACHING" The question asked of faculty members on page 29 of the questionnaire was: "What do you believe to be the most important measure of the efficiency of university teaching?" This question, as was to be expected, brought out a very large variety of answers. Most of these answers mention tests that, if applicable, would perhaps be regarded, by most of those who submitted any answers, as worthy of consideration; for university teaching has no one single abstract aim; it endeavors to produce a type of manhood and woman- hood characterized by many and varying traits. Dr. Allen's question did not call for a characterization of the ideal concrete result aimed at; it called merely for "the most im- portant measure of the efficiency of university teaching." Even if there were substantial agreement among the members of the faculty as to the type of product the university en- deavors to secure, there would naturally be great diversity of opinion as to the most impor- tant factor in such a product. Such variety of opinion, when it comes to a selection of the most important element of any complex object of value, is what we meet with everywhere, whether that object be a man of distinction, a work of art, a scientific discovery, or some political achievement. One can take as an instance the answers that would be given to the question what is the most important feature of Lincoln's character? We all admire Lincoln but we lay different emphasis on the traits of his many-sided nature. If our em- phasis in valuation is necessarily different, our emphasis in the tests of efficiency of measures to secure the valued result will necessarily difTer. For this reason the University has not undertaken to formulate "definite tests by which the efficiency of instruction in respective subjects, departments, and colleges, may be tested." the third "need" emphasized by Dr. Allen. Such formulation if made effective in appli- cation would result in lamentably one-sided instruction in the respective subjects, depart- ments or colleges. One instructor may be good for one or more desirable effects he helps the university to secure, another for some entirely difTerent effects. And to test the effi- ciency of all instructors even in one department or one subject by the same criterion would •bring about a monotony of influence upon students. This is what the University with its varying personalities and the varying methods pursued has purposely avoided making its aim. Of course, as a matter of fact, every man responsible for the getting and keeping of instruc- tors does employ tests in the matter: when a department recommends a man out of the ordinary routine for promotion or for higher salary a reason is given; but the same depart- ment naturally will give different reasons for the recommendations made, simply because in each case a difTerent man is involved with his difTerent excellencies and defects. In a true sense each man worthy of recognition brings with him a new value to the institution, and this value has to be recognized for what it is rather than tested by some predetermined standard. Dr. Allen himself recognizes this in speaking, evidently with approval, of "the many-sided help and inspiration that professors feel should result from university teach- ing." If the help and inspiration are to be many-sided, the tests of the efficiency in the giving of help and inspiration must be many-sided likewise. A definitely formulated test of efficiency, to meet the situation, must be so complex that it would have to be applied with great discretion; a complex test applied with discretion puts the decision not in the test as a formula, but in the hands of the person who applies it. That is where the decision now rests in our University; and in desirable practical results there would be no change even if tests were formulated and used with wise discretion. Dr. Allen also emphasizes "the need for current and continuous study by the university of what is accomplished by students after leaving the university, and of what such students think about the efficiency of their university teaching." If this recommendation were to be carried into effect interesting and valuable results would no doubt be gained; but it may well be doubted whether the results would warrant the very considerable expense involved. It is often difficult enough to get information even as to the present address of a graduate; if every graduate were frequently asked by the university what he is accom- plishing, it is not likely that any large number would reply. The man who is accomplishing something does not have time to be constantly reporting his achievements to his Alma Mater; the man who is not accomplishing anything would probably keep quiet about it. Some would respond to the inquiry; but the amount of information gained would perhaps be very small in comparison with the appropriation necessary to obtain it. Dr. Allen further emphasizes "the need for current and continuous study by the uni- versity, whether it be called supervision, or research, or friendly visiting, which will show whether students are receiving the many-sided help and inspiration that professors feel should result from university teaching." Let us assume, as Dr. .\llen does, that the present faculty might be keyed-up to give more "many-sided help and inspiration"; that a body of special experts in "many-sided help and inspiration" — perhaps the "division of refer- ence and research" which Dr. .\llen would organize under the business manager (^report. Part IV) — might be found, possessing not only technical competence in the diverse sub- jects taught to students in all the colleges, but also large views, broad interests, wide ex- perience, and ready appeal to youthful ideals. 257 Slr.— 17 University Survey Report Let us see what would happen when this body of supervisors of the instructional force in the matter of help and inspiration to students took up its work. The spontaneity of instructors would be checked. No man can exert the influence he should exert if he is not allowed to "be himself", if he is under pressure to conform to some requirement of a general staff. A teacher on whom "tab" is constantly kept would be a more pitiable object than a public speaker who should be constantly followed by a committee to grade every performance as to composition, thought, delivery, and personal appeal to the audience. The really effective man whose work is in influencing men must be allowed "to let himself go", subject of course always to the customary and unformulated conventions of social intercourse. If he is conscious that some one is deputed to "keep on his trail," he will lose the power that comes from absorption in his task. Such a supervising or research or visiting board as Dr. Allen has in mind would result in a censorship of personality more disastrous because more insidious than any censorship of doctrine. With instructors who have theatrical ability and are subservient, the result might be such as the supervisors would desire; with instructors who are straight-forward and independent, the result would be intolerable, the more so because protest would be possible not so much against any single act of any supervisor but only against the system under which supervisor and supervised would be working. Men of strong personality could not stay in an institution where such a system prevailed. Many-sided help and inspiration can come only from many different men of different personality and different degrees of enthusiasm; and enthusiasm and difference in personality cannot be fostered by a policy of "current and continuous" supervising. The University of Wisconsin has always stood not only for academic freedom of teaching, but also for academic freedom of personal effectiveness; it cannot continue this policy if the personality of its teachers be subjected to the repressing force of a censorship of help and inspiration. (Signed) E. B. McGILVARY. Section 2 432 observations of 362 classroom exercises in 123 courses In restricting its classroom visits mainly to those classes conducted by the Department of Education and the Course for the Training of Teachers, the survey had in mind the statement by the president of the university at one of the joint conferences to the effect that the most efficient instruction in the university might reasonably be expected to be found in these courses since their special purpose was to train teachers. Since time and money limits required some restriction, it was jointly agreed that the survey should concentrate upon the teachers' training course for which it was possible to organize visitation during the month of May, 1914. In reading the following description of classroom exercises the preceding section on methods of supervision should be kept in mind, together with the fact that neither president, deans, directors of courses nor persons in charge of courses visit classrooms to observe excellencies or defects in instruction or to learn where teaching needs improvement and teachers need help. These facts seem to bear out the statement by one department chairman that the "general university tradition does not favor such oversight." The survey has, through representatives, reported upon 361 classes in the College of Letters and Science, taught by 129 of 353 members of the instructional staff reported in the catalogue for 1913-14 for letters and science (besides one in agriculture): 28 of 50 full professors (besides one full professor in agriculture) 13 of 28 associate professors 25 of 68 assistant professors 45 of 90 instructors 11 of 106 assistants 6 of 11 teachers in Wisconsin High School 1 teaching fellow For each of those 432 observations a detailed report was written and is on file with the survey. Since the greater part of the classes visited were either in the Department of Education or in the Course for the Training of Teachers or in special courses for teachers attending summer session, descriptions were sent unedited October 3, 1914, to the director of the Course for the Training of Teachers and chairman of the Department of Education. The examinations were made by experienced teachers under the direction of Mr. A. N. Farmer, director of the normal school survey. Most of this service was gi\'en gratuitously to the state by city superintendents of schools, instructors from normal schools, and visiting representatives of other universities, as mentioned in the summary report. Uniform instructions were given to all observers of classroom work. In each case it was made clear that what the survey wished was a description of exactly what happened in a classroom. While comment was invited, special effort was made to secure complete separa- tion of comment from description. 258 Exhibit 3 Effort was made to visit each class three times; for various reasons a number of classes were visited but once. Many classes were visited six and ten or more times. It was the wish of the survey that the Department of lulucation cooperate in the study of classroom instructioii. To gain this cooperation a request was made of Professor E. C. Elliott, chairman of the Department of Education and director of the Course for the Training of Teachers, that he or other members of the faculty to be selected by him accompany repre- sentatives of the survey in their visits to classrooms. Professor Elliott consented and stated he would comply with the request. Professors Elliott, O'Shea, Henmon, Starch and Mr. Seybolt (at the beginning of the survey's study of classroom instruction), each visited from one to three classes with a representative ofthe survey. 4 of 432 complete descriptions To illustrate the way in which the record of classroom observations was made and recorded, four accounts are given in full — two in the Department of Education, one in English and one in music. Complete Account No. 1 Subject: Mental development. Topic: Dynamic teaching Description This recitation opened, as have other recitations in this same course which have been bserv-ed, with the assignment of 1. Certain problems, by number, which were to be the subjects of written exercises 2. Others to be discussed in class 3. Readings and references related to and bearing upon the problems assigned The first question raised in the recitation was as follows: "How are the schools training pupils to appreciate life and living things with which boys and girls come in contact?" The instructor immediately proceeded to show stereoptican views, which, as he said, would help in the answering of the question raised. 1. The first picture showed a biological laboratory in which a group of students were at work with the microscope making drawings of cell life. 2. The second picture showed a laboratory in which a great variety of living things were present, including many varieties of plants and some forms of animal life. These two pictures were shown several times, students being directed to study them for the purpose oi contrasting the two methods of teaching exemplified. There was practically no difference of opinion expressed by students as to the greater value of the work shown in the second picture. The discussion brought out that an individual outside of school is dealing with living wholes, not with microscopic parts. It was stated that frequently a student who knows the cell structure of a thing does not know the thing itself. It was also brought out that while a knowledge of the cell structure is important, it should come only after the thing has been studied as a whole and in the large. The instructor emphasized the psychological principle that good teaching requires us to proceed from the large to the minute just as the race has to do. 3. This picture showed a collection of butterflies made by an urchin from the streets and also a boy's aquarium. The discussion of this picture brought out the large purpose in the study of animal life likely to create a sympathy with living things and with life itself. The instructor asked whether work with a microscope is likely to produce this result. Again the point was brought out and emphasized that we should start with the complete whole and go on so that when students leave a secondary school they may be ready for the minute microscopic work. Just as the instructor was about to leave this picture, he volunteered the opinion that it was very questionable, in his mind, whether children ought to be encouraged to make collections, such as shown in the picture. This resulted in a spirited discussion in which the question of vivisection was introduced and during which many varied opinions were expressed. The result of the discussion was this conclusion— that a student is justified in making a collection if the primary purpose is not simply to kill an animal. Emphasis, however, was placed by the instructor on the principle that it is far better to study the habits of the butterfly and other forms of animal life in their living environments. To this the class heartily assented. 4. This picture showed a group of children eagerly watching the work of a swarm of bees in a glass hive. This picture was shown as an example of how a very real interest in the life of an insect might be developed in children in watching and studying the habits of the animal itself. It was pointed out that children appreciate the ethical lesson which might be drawn from such study; for example, the requirement in bee life that every member in the hive shall either work or die; the flne organization and the division of duties, etc. 259 University Survey Report 5. This slide showed a group of children in a primary grade studying the pumpkin. In answer to questions bv the instructor, students pointed out how the study of real things might be correlated with reading, that in this manner the teaching of reading could easily be made dynamic. 6. Here was shown a group of children in a model class in a normal school studying the habits of some tame rabbits. A group of normal school students were observing the classroom. 7. This picture showed children at work in a school garden. When called on a student pointed out the advantages of this kind of work in developing a sense of responsibility. He emphasized the fact that the care of any living thing, whether animal or plant, requiring regular attention, was particularly valuable in developing this sense of responsibility. The question was raised as to how this sense of responsibility could be developed in children in large cities. The members of the class were unable to contribute very much in reply to this question because it was shown that children in cities especially when they live in flat buildings, had almost nothing which they could do — the mowing of lawns, the running of errands, etc. were useful, but that work of this kind could not compare in value with work such as the boy on the farm must do, which requires him regularly and daily to feed the calves, to supply water to the chickens, to milk the cows, etc. The discussion contrasted the devel- opment of the moral sense through the lecturing on morals and the doing of actual work. It was also brought out that dealing with plant and animal life brought up the question of sex-teaching and that this very perplexing problem might easily be related to the work in nature study. 8. Here was shown a very interesting picture of a group of children from the rural schools at work in an irrigated school garden in Colorado. Very little time was spent on this picture but the attention of the class was called to picture No. 2, which was again thrown on the slide. Here in one corner of the laboratory was a skeleton. The instructor raised the question as to how the teaching of physiology could be vitalized and made effective. He called on students to describe how they were taught physiology. One reported that among other things he was required to learn, in a formal way, the bones of the human body. Another told of learning from the textbook, in a mechanical wav, the names of the vital organs. Another described how he was taught the circulation of the blood. The instructor called on pupils to indicate the value of this kind of instruction in physiology. Students expressed some doubt but were not able to present a method which would be more effective. The instructor then asked the following: "How many of you were taught that drinking ice-water was unhealthful?" Answer — All. "How many of you drink ice-water?" Answer — All. "How many of you were taught children should not drink coffee, and that drinking coffee, even for older people, was harmful?" Answer — All. "How many of you drink colTee?" Answer — Nearly all. Several other questions of a similar character were put to the class with the same result. The instructor then submitted that knowing a thing which should or should not be done, does not really result in doing or not doing it. He called attention to the fact that a recent report shows that 91% of the boys in the Indiana high schools smoke cigarettes, yet he believed he was right in thinking that all those boys knew that smoking cigarettes is inju- rious, and that a much larger per cent would be found in the New York high schools. He stated further that he believed that ultimately the schools, with parents cooperating, would get control of conditions that should be controlled but that he was very doubtful of accomplishing very much through formal static kind of teaching, which consists in the reading of textbooks, and listening to lectures upon these questions. He further stated that actual results were being accomplished through exhibits and other dramatic methods of presentation. At this point it was announced that the limited amount of time left would probably make it necessary to stop the study of "dynamic teaching" and that the rest of the slides would probably not be shown. The students, however, raised the question whether some arrange- ment might not be made to continue the present line of work until completed and all the pictures shown and discussed. During the discussion of this question the students showed a very fme interest and pointed out that the course had been most valuable and suggestive to them and that they could not afford to miss any part of it. Complete Account No. 2 Freshman English Assignment for next lesson. The instructor directed them to the museum of the historical library Referring them to what Caird said about art's idealizing its subject, he sent them to art to find if this were true. He told them that they would find in the museum certain good reproductions of masterpieces. From these they would select the subjects for their themes. 260 Exhibit 3 Again referring to what Caird said about the characteristics of a good portrait, he directed the also to examine the portraits. He emphasized the idea of their searching for the idealized element or quality in these pictures, which, he repeated, was the purpose of art. Recitation begun at 10:30. Instructor asked students to give the sentence-summary of each paragraph. It was ex- pected that students would have the topic written out. It was evident that they had put some work into the preparation. Varying degrees of analytic power were shown and there was discussion, and selection of the best. Some had merely selected one sentence out of the paragraph, others gave their own impression of what a paragraph meant. Comment The subject assigned for the composition seemed the best yet heard, because the study necessary for the writing of the theme furthered the appreciation of the essay, and in- tensified its significance. The relations between instructor and students were evidently most cordial, the response was good. I observed no inattention in this class. Complete Account No. 3 Class in education The instructor began by explaining that Froebel began his work with Pestalozzi, but that he elaborated upon Pestalozzi and made concrete some of the more speculative theories which Pestalozzi advanced. Herbart made the teacher the most important part of education. Here the instructor read too rapidly for my pen to follow, something regarding the "law of unity" from Herbart's "Outlines." Instructor: "What educational principle does he derived from this laws of unity?" The instructor and the members of the class thereupon engaged in a dialogue, fragments of which are given below: Instructor: "The development of the child is supposed to represent this inner being of man. To what will it connect the individual?" Answer: Making the individual harmonious with the world. Answer: The mind. Instructor: No. What is the inner? No answer. Instructor: What is the native equipment? "Stab" by the pupil. Answer finally after three failures: "His instincts." This answer was elaborated by the instructor. Then followed several vague questions in which the in- structor seemed trying hard to quiz the class without himself giving the answers. The replies were equally vague and far from what was expected. The instructor would ask a question. The student would give a reply which had nothing to do with the question, where- upon the instructor would say "yea, but" and put the question again and again each time approximating the correct answer until he practically told the pupil what the latter was expected to say. Instructor: What did a round object like a bail typify to Froebel? Answer: Unity. Instructor: Just what is the connection between this fundamental principle of unity and sense of perception to achieve the ultimate end? Vague answer. Instructor: Yes, but what is the relation between this self activity and sense of perception? No answer. Instructor: Well the relation — (.and he proceeds to answer his own question). Instructor: What else does self-activity imply for educational procedure? Answer: The child realizes his own powers. Instructor: Yes, but what else does it imply for educational procedure? Answer: Curiosity and . Instructor: Yes, curiosity, but what else? Vague answer. Instructor: Yes, bery true, but — (and here he proceeds to answer the question himself). Instructor: How as to apperception? What else does it involve? No answer. Two other students called on. Still no answer. Another student: That a teacher is not to force the unfoldment of the child. Instructor: "Yes, but might it not result in Rousselian retardation of maturity? Might not Froebel with his play being about this arrested development? Answer: The teacher watches this. The recitation proceeded with question after question put and finally either answered by the instructor or answered by the student after several broad hints. We talked with the instructor and asked him several questions about his work. We asked him how many times the chairman of the department had visited his classes. He answered: "Not once in this course; once before the survey in one other course." We asked him whether the chairman of the department had criticized his work or the plans of his courses. He re- 2(1 1 University Survey Report plied that suggestions had been given in planning the course., We ask him if the chairman of the department had consulted with him at the beginning of the year and helpde him lay out the material that he was going to teach. He answered, "Yes" — at the beginning of the year the chairman had talked with him regarding the course. Complete Account No. 4 Music Miss Instructor The course had for its purpose the preparation of public school supervisors of music Bell rang. 17 women present: 6 entered after bell rang but before teacher came; 2 students entered after teacher came. Teacher came 4 minutes late. Instructor: Hass the bell rung? Has the clock struck? (Discussion of time of day). Question by student: Did you look at my notebook? Instructor: Yes, and marked it. Roll called. At 8:06 the instructor announced: The work today is on original composition. (Then looked through several notebooks). Instructor: How did music arise, class? Student: Through rythmical motions and the feelings. Instructor: What feelings did they have? Student: Anger. Instructor brought out that anger was accompanied by certain emotions, jealousy, envy, etc., and that the desire to express these led to music. Instructor: (reading from notebook) : The lonely shepherd on the hill after awhile begins to think of nature and then burets into song. Student: What is your definition of music? Instructor: Think. Student: I heard a definition. Music is the turest expression of life and character. Instructor: That is fine. I certainly believe that. Student: That does not seem to me to be a definition. It is a statement, but not a defi- nition. Instructor: Yes, in a sense, it is a definition. A girl appeared at the door: Instructor called: "Did you have breakfast, darling?" (It devefoped that she had not; it also develped later that she is a guest of the instructor. The instructor proceeded to give directions for reaching a cafeteria. Girl said she did not want breakfast.) Instructor again took up reading of lecture. "Song is an internal feeling. It has to come from within. People say "I do not feel like singing that song' or 'I am just in the mood for singing that song.' So much of singing depends upon feeling. The importance of giving attention to a singer — slight noises even distract a singer." (A tale followed in which a certain musician had stopped his playing because the wife of the director of the school of music spread her fan to place it on her lap. A long story was related as to this lady's preparation for appreciation and the fact that she did appreciate the music, her talk with the musician afterward, etc.) The lecturer con- tinued: "Hearing things around them tends to imitation. Everything has rythm. We breathe rythmically, etc. Of course, some people have this more than others and they can develop more musical ability than others. "The war dance of primitive man. We find confirmation of this going over again in the behavios of children, the modern savages. They do the same thing. They reproduce in play what they do and what other people do. Man began like an animal and lived like an animal. He lived in trees and was a cannibal for a time. When fire was discovered there \vas some change. Then he lived in caves, etc. Do you know that there are people in the Phili- pines who are cannibals yet? (Story followed of a young man the instructor knew, who went to the Phillipines. His difficulties were related. No laundry could be had. He did not know what a white shirt was, etc., etc., etc. He is now a lieutenant. He wanted to study the people. The only way to do anything is with a gun. The people are so law that they cannot be appealed to except with a gun, etc., etc., etc.) "The child rapidly goes through the development of the race. More and more children are being allowed to express themselves freely. Grown-ups are coming to believe more and more in giving them a chance. Give the imitative faculty a chance. It used to be, 'Don't do that, Charlie, you are not a cow. Sit down and be a good boy,' or 'Be a little lady. Sit down and be quiet.' " First. Children come to school. Teacher says, "Be quiet and at nine o'clock we will work." Where is the child's chance to express himself? Second. The children come in singing and whilstling and the teacher says, "Go ahead and at nine o'clock we will begin our work." Third. Child is sent from home to be got rid of. He is squelched all day. When he leaves school the teacher is rid of him. Then he is squelched at home. No individuality or initiative is developed in this way. Self-consciousness is developed. 262 Exhibit 3 Last. Teacher encourages expression and keeps it up durint,' the dav. We feel music, find if and express it. The child's part is to feel sometiiing. The thing to do is to get the child to feel a desire for music. What are some of the objects in developing this talent? Student: To aid self expression. Student: To aid self confidence. Instructor: That is all self though. Student: Appreciation. Instructor: We all of us have a vague idea of music. We know what we like. But we are not clear. We need clarity of musical thought. X (mentioning a professor in the department by name, without any title — -even a "Mr.") has this. X's mind is a thousand miles off during a concert. He will mumur things, etc., (Considerable expatiation upon Professor X followed). Play certain songs for children and designate what they mean. Musical expression should begin in the kindergarten. How many like Chopin's Funeral March? (Several students said they did not like to hear it. Some liked it occasion- ally). Instructor: Mr. Z plays that beautifully. I will ask him to play it. He plays it wonderfully. (Expatiation on Mr. Z.) Instructor: In the infant class everyone will participate. 1st, 2nd, and 3rd grades are noted for the spontaneity of their expression. However they nave little rhythm. The higher up we go the fewer participate. Wasn't the agricultural part in the pageant fine? That was a beautiful cow! She is one of their prize cows. Have you been through the dairy? No! Why don't you go through the dairy? Student: Have no time. Instructor: Make time. Why don't you stay over a few days and see things, etc., etc. Student made an inquiry with respect to an open air school. Teacher told its location. Instructor: The X children go there. (Then followed a long description of the beauty of the X children). Instructor: There is more rhythm but less spontaneity of expression. Remember that the criterion is not the adult's music but what they want to do. Notice the difference between a child singing from a book upside down and the sining Mf a song that has been taught. (A long dissertation followed as to children who could not read holding a book upside down and singing in imitation of adults. This was illustrated by a tale about a little cousin of the instructor). Bell rang. Instructor: Here is a good assignment. Oh, not to study, to read: Brief course in the teaching process by George S, Strayer. Examination tomorrow at eight o'clock. ' It is a good thing that I don't have any children going to school. I would be a nuisance. I would be after the teachers all the time. Class is dismissed. ComnifMit The following people in the music department were expatiated upon during the exercise: The director His wife Prof. X of the department Prof. X's children The instructor at the opening of the class announced that the lesson would be on original composition. Nothing was accomplished on this subject. Opportunity to help, not appraisal, purpose of observations Neither commendation of classroom instruction in the university as a whole nor criticism of classroom instruction in the university as a whole is olTered. Nor is any generalization made as to the 132 classes observed. On the contrary each state- ment that follows will relate to a particular class or to specified classes mentioned in the survey working papers. Certain excellencies of teaching have been found. Contrasted with these have been seen conditions that call for administrative attention. The deficiencies are not measured by a standard set up by the survey. On the contrary they are measured by the contrast which they show when placed beside other work observed in the university itself, oftentimes in the same department, many times in the classes of the same instructor. In the language of academic discussion, the survey's study is qualitative, not quan- titative. In other words points needing attention, either because they should be encouraged or discouraged, increased or eliminated, are mentioned without trying to state in how many classes those particular points were observed. An excellence seems to the survey no less important because found in one class out ot ten than if found in seven classes out of ten. Likewise, a point that needs to be eliminated has an absolute import- ance, regardless of the number of classes where it may be found. Averaging excellent with deficient instruction is worse than useless because it misleads responsible officers and leads to inaction where facts standing out by themselves would lead to action. 263 University Survey Report I. Contrast of characteristics of instruction No characteristic is used for illustration which was not observed in the work of several different instructors. Two sets of illustrations are given: 1. Classroom conditions in 9 groups observed which need administrative encouragement. 2. Classroom conditions in 26 groups observed which need administrative attention, discouragement, elimination and correction. In group 1 desirable characteristics are given first and contrasted with undesirable charac- teristics. In the second, the undesirable characteristic is given first and contrasted with a desirable characteristic. This repetition is for the double purpose of increasing clearness and of emphasizing the fact that in promoting efficient instruction, supervisors and administrators have to do not with averages but with specific opportunities to help. Classroom work which may be described as needing remedial attention to one or more of its characteristics may be quite free from defect and worthy of commendation in other particulars. The fact that an otherwise highly perfected class exercise is being marred by even one feature calls as imperatively for administrative attention as does the fact that a class is being conducted with the minimum of desirable details and the maximum of faculty details. The work described as illustrating a commendable practice may include faulty details, but the presence of the defects makes it none the less important that the desirable feature be recognized as a condition that might be made use of to advantage in other classes by other teachers. The list of conditions which follows does not in its single items or as a composite constitute a complete description of "good teaching." The fact that any particular quality that goes to make up eflTicient teaching is not mentioned as a commendable detail is not an indication that such quality is not mentioned in the complete description. Those char- acteristics mentioned are only those among many characteristics of successful classroom work which, as the result of 432 observations, seem to be in need of administrative encouragement. 9 classroom characteristics which need administrative encouragement 1. Well organized lectures 2. Exercises in which students participate freely 3. Material well adapted to purpose of course 4. Making technical material clear 5. Skilful questioning by instructor 6. Making work concrete 7. Requiring students to prepare assigned work 8. Holding students' attention 9. Full use of time 26 classroom characteristics which decrease teaching efficiency 1. Rambling unorganized lectures 2. Failure to make technical terms clear 3. Failure to support debatable statements 4. Failure to adapt subject matter to purpose of course 5. Failure to invite response from students 6. Failure to receive response by students sympathetically 7. Defective questioning leading to inadequate response 8. Failure to make instruction concrete 9. Failure to do the thing talked about, even though this was both desirable and possi- ble 10. Failure to require preparation by students 11. Failure of instructors to hold attention 12. Failure to use class time fully and profitably 13. Failure to use foreign language in classes where it is being taught 14. Failure to use quiz section for quiz purposes 15. Failure of instructor conducting a question-answer type of recitation to know stu- dents by name after five weeks 16. Failure to illumine instruction with results of specialization 17. Failure to subordinate the first personal pronoun 18. Failure to capitalize students' experience 19. Failure to address questions to others than the particular student called upon 20. Failure of the instructor to dispense with repeating answers by students 21. Failure of instructor to make himself heard and understood 22. Failure to speak and to require correct English 23. Failure to exclude irrelavent material 264 Exhibit 3 24. Failure of instructor lO prepare himself adequately for a class exercise 25. Failure of lecturer to give any material not easily available in books 26. Failure to bring lecture material up to date 1. Well organized lectures In a history lecture, the instructor placed on the blackboard an outline; reviewed the points made in the previous lecture leading up to the period covered by the outline; ended with the last point in the outline just as the dismissal bell rang. Contrast In a class for teachers, the lecturer started to discuss the processes involved in learning language; this topic was deserted for a discussion of the point in the school curriculum when a foreign language is best introduced. This in turn led to a discussion of the disciplinary value of language and mathematics and a characterization of the sort of subject which should make up the high school course ot study. This again was followed by a tirade against the present "vaudeville" tendencies in school, ending with a defense of the teaching of Latin; then a short digression taking up the "form" and "content," and "inductive" and "deductive." Controversy was followed by a return to the topic of foreign language teaching and its bearing on technical English grammar; thence to a discussion of the way !n which a foreign language should be attacked. The hour closed with a further plea for the teaching of the "standardized subjects" — language and math- ematics. The description reads: "The lecturer talked at a teriflfic rate. It was almost impossible to follow him even if one did not attempt to take notes, because ot the disorganization of the material presented. The words came from the speaker in torrents." The instructor's comment upon this description follows: The observations of fact are inaccurate. No such "mess" was presented as described. At no time in the course was there an attempt to present the claims of any subject of the curriculum of the high school by contrasting values in other subjects, nor by urging one type of education exclusively. " The notes on this course taken and transcribed by Miss Anna J. Wavrinek, an expert stenographer, reveal no such confusion as Mr. Farmer has described. The claims of foreign language study were presented, and the very best sources were consulted. The views set forth were in no sense arbitrary. At no time in the course was it held that any one foreign language should be required of high school pupils. There was just as much insistence upon manual training and the domestic art courses as upon any other lines of work. This entire statement is a clear exhibition of gratuitous misapprehension. As a matter of fact, three full lectures were given to the foreign language situation with a clear pur- pose of determining present tendencies, fruitful methods, and the crucial problems of organization of curriculum. The description appended in quotation marks is nothing more than an attempt of the observer to describe what he was unprepared to evaluate, and calls for no comment. Upon examination the "stenographic notes" of this course were found to be an undated running summary of the whole course, containing about as much matter for the course of 30 lectures as a complete stenographic report for one lecture would have contained (exhibit 34). This instructor enters vigorous and sweeping denial of all later descriptions. It is hoped the university will take steps to see whether present lecture methods and con- tent seem to university officers as did summer methods and content to a half dozen different experienced survey observers. 2. Exercise in which students participate freely In a class in education, students were asked to report upon class work which they had observed in the elementary schools of Madison. Different students were given opportu- nity to report as to the attentiveness and enthusiasm shown by children and results obtained in the classes observed. Livelv interest was manifested by all members of this large class (65 students). Diversitv of opinion brought out discussion of ditlerent view- points. At times several students at once were eager to be heard. After ten minutes of this free discussion a student gave a four minute report on her series of observations of a civics class. Questions were raised in regard to points mentioned in the report and were discussed bv students. The instructor drew out concrete experiences from the different students taking part in the discussion, supporting their contentions. After a point had been discussed it was put to a vote and in case of disagreement, the instruc- tor gave additional evidence or gave his own opinion. The last two minutes of the hour were given to assignments of the problems to be prepared for the next lesson. 265 University Survey Report Contrast In a class in logic, the instructor asked if there were questions on the previous lecture; wailed a minute, received no response and proceeded to announce the topic for the day — "the relation of hypothesis to fact and the nature of explanation." "Suppose," he asked, "you were to explain that two plus two equals four, how would you set about it?" One young man volunteered that he would demonstrate it by using four objects in two groups of two each. The instructor asked, "Would this not amount to tautology-?" The class neither denied nor admitted this and the incident was closed. The instructor then asked, "How would you explain that water is composed of hydrogen and oxygen?" After a long pause a student answered that he would define these two gases and then analyze a sample of water. ".lust that?" the instructor asked and without waiting for an answer propounded a question about taking a girl to a ball game and explaining the game to her. A student said he would explain it by analogies with things with which she was familiar. The instructor asked whether an enumeration ot the points of the game would constitute an explanation — and answered "no" to his own question. This was one of four questions which he asked and answered in this way. He referred three times to material of previous lectures by saying "you remember" and then recount- ing the facts which he was confident they had in mind. For 40 minutes of the period the instructor lectured, being interrupted once by a young man who inquired whether a process being described as analysis was not synthesis. The only answer was that synthesis must always be preceded by analysis, and the lecture proceeded, lagging occasionally, to be given a fresh start by reference to notes. As a means of teaching logic — the art of logical thought and argument — the procedure was like teaching swimming by the lecture method. 3. Material well adapted to purpose of course In a class in journalism, specific points were raised and discussed as to form of paragraphs and sentences to be used in reporting different happenings for different classes of pub- lication. The particular topic of the day was newspaper style in sporting news. Stu- dents discussed how they would respond to a telegram asking for "400 words on game;" how they would get the data, arrange material to suit the clientele of the paper, make description impartial, etc. The parts of editor and reporter in writing the story of a sport- ing event were brought out. The problems discussed were working problems. Solu- tions were working solutions. Contrast In a laboratory exercise, (10 students) on the learning process, one pupil held a watch while another pupil gazed at a page on which were printed some 30 words, some being in bolder type than others. At the expiration of a certain number of seconds, the second pupil wrote down as many of the words as he or she could remember. It was found that in almost every case the words in the larger type were recalled better than those in small type. This fact was recorded in the students' notebooks, but no application to any classroom situation of the principle involved was made during the recitation. (The in- structor says application was made in the notebooks later). These experiments contin- ued page after page. The book used also calls for tests of the ear as to pitch discrim- ination and of the powers of observing. The visitor said to the instructor, "Just what lesson do these young people learn from this work which will aid them in their future teaching?" After some thought he replied: "Well, the tests of the auditory acuity would be valuable to teachers of music." "Oh," the visitor said, "Are you training supervisors of music?" "No, but the teachers in the public schools teach music." "Are these students preparing to teach in the elemen- tary schools?" "No, in the high schools." "But in the high schools, the only person who teaches music is the regular supervisor of music or special teachers." "That is true," he admitted. The observer found one of his former pupils among the members of the class and asked her just why she was taking the course. She hesitated for a moment, and then vol- unteered that she needed one more hour's credit to graduate. I asked her what she had learned in this course which would aid her in her future teaching, and she shook her head, shrugged her shoulders and smiled. 4. Making technical material clear A class in education (46 students), was discussing cost of instruction. The instructor cited the fact that 25% to 40% of the money levied in taxation was used for school pur- poses; that the tax rate is increasing prodigiously; therefore the importance of furnish- ing the public with financial data concerning schools was very great. Members of class were directed to read the report of Superintendent Spaulding of Newton for 1913. Ten 266 Exhibit o slides were exhibited, based upon photographs of pages of Superintendent Spaulding's report. Details were noted and reasons cited why those details should be worked up and in what form. Of the use of charts, the instructor said, "This is better than the elab- orate statistical exhibits that conceal rather than reveal conditions." Many questions of a practical character were asked by the class, including questions of policy like this: "In case of excessive costs due to the fact that the work is just being organized, is it desirable to give it out to the public?" Here the instructor answered, "Nothing is bad to give the public if it is true." Contrast At the previous exercise in this class in educational psychology, the instructor stepped down and surrendered the chair to an assistant, a postgraduate student who delivered a lecture on muscular fatigue. The instructor did not remain to observe what was done. The beginning of the Thursday exercise found the assistant in the chair again with no sign of the instructor. The assistant began by giving a brief resume of his Tuesday lecture. Having finished this, he went on with his advanced work, describing the methods by which organic energy was used up and how the dynamometer was used to determine the amount of pressure exerted by the grip, for instance, and dilTercntiated between this and an instrument which he described as the "Mosso ergogra|)h." As this device was men- tioned, several of the pupils looked at each other as though to ask how its name was spelled, but he did not put anything upon the board. This class was composed of almost entirely undergraduates, most of whom did not seem to be of the type that would make future teachers. The members of the class seemed to be intensely bored by the first part of the lecture. The room was very 'large, and the students were pretty well scattered. Three or four pairs, especially the girls, sat and chatted intermittently through the whole lecture. There were several of both sexes who took no notes at all. The great majority of them wrote in their notebooks for spaces of half a minute, perhaps twice in the course of each five minutes. The lecturer was much more technical in his expressions than in his first lecture and referred to numerous authorities, psychologists, experimenters in different countries, none of whose names he offered to spell or write upon the board. I lis language was halting, repetitive, and faltering. For instance, at one time, he said, "The nerves have become anesthetized, and the sensation is double — I should say that the sensation is single — I should have said the nerves were sensitized. . ." Toward the end of his lecture, he brightened up, and his language became less technical. The class paid better attention, and seemed to be getting something of more value. For instance, one of his statements at this stage of the lecture was: "In a state of rest. I can control what I wish to do, but as fatigue grows, our efforts are more random — that is, our results are, and so in mental fatigue, we are unable to see as many means of solving a problem, etc." Ten minutes before the close of the period, he came to the real meat of the two days' lecture, and spoke of the fact that from 9:00 to 9:30, the efliciency of the pupils is not as great as it is later in the morning, that the first half hour is spent in settling down and, as it were, getting the mind oiled up so that it is not nearly as valuable as the second half hour. By 9:30 the maximum efficiency is reached, and it is maintained from one to two hours according to the age of the pupils. The last half hour in the morning sees a drop- ping of the efficiency. In the afternoon at 1 :30, tKe efficiency is lower that it was in the beginning in the morning, but soon rises, reaching its height in a shorter time that it took to reach the height in the morning. However, it docs not reach quite the height that it attained in the morning session nor does it remain on the plateau as long. After one hour of fairly steady effort; it begins to decline and by the close of the day, it has reached its lowes! point. He spoke of the fact that memorizing processes are more exhaustive mentally than processes where interest exists. In general the conclusion of his lecture contained several points which might be of advantage to future teachers. I met the regular instructor in the afternoon, and told him that I was sorry not to have heard him lecture. He explained that the assistant was a graduate student, and had done very clever work in his thesis, and that he, the instructor, had asked the assistant to present this subject to the class. "By the way," said he. "how did he do?" I pro- ceeded to describe the two days' lecture to him much in the fashion in which I had given it in this report, and the instructor shook his head sadly and said that he had expected better things from the assistant. 5. Skilful questioning by instructor A class in principles of education. The instructor began with the assignment ot reartmg and of problems for wTitten discussion for the next day's work. The topic for the day was announced as "fair play as applied to school activities." The instructor had just begun the statement of a problem for class discussion when a young man came into the room tardy. After the student was seated the instructor restated the topic of the hour and asked the tardy student to discuss the problem of tardiness from the standpoint of fair 267 University Survey Report play. The student said that fair play would require promptness at classes unless some legitimate reason for tardiness could be given. This opened the question of what would be a legitimate excuse and whether or not a person arriving late for any reason might fairly be excluded from class. The discussion was participated in by a large number of students, in several instances four or five asking to be heard at once. Almost all had specific cases from their experience as students or as teachers upon which to base their statements or questions. The question of the right of one teacher to cause a student to be tardy at another teacher's class brought up the question of fair play of teachers with other teachers and with pupils — in the matter of running over the hour in a recitation, requiring an undue amount of time in preparation for a single recitation, showing favors to children of in- fluential parents, the treatment of the bright and the slow child, etc. Contrast A class in education was reciting on the "socialistic tendency." The subjects in the opinion of the observer were such as to call for a "topical recitation;" i.e., explanation and elabor- ation by the student. The instructor's questioning is illustrated by the following direct quotation from the description of part of this recitation: Instructor: What were the contributions of Herbart? Answer: Ethical rather than social. Instructor: What were the contributions of Froebel? Answer: Self activity. Instructor: What is the substance of Washington's message? (supposedly in reference to socialistic tendencies). (Several vague guesses were volunteered). In most cases where an answer was given by the student, the instructor found it necessary to amplify the answer. The majority of his questions he answered himself, after having framed the same question in numerous ways without adequate results from the class. The questions themselves were such as to call largely for memory answers, none calling for the experience of students themselves with "socialistic tendencies," or with conditions directly related to the educational theories of Herbart and Froebel. In several other classes this instructor had to ask questions which practically answered themselves. In one instance he rebuked a student by saying: "There is no excuse for not answering that because I answered it in the way I asked it." 6. Making work concrete In a class of students (18 students) preparing to teach English in high schools, the grading of English compositions was under discussion. Copies of compositions that had been corrected by the instructor were put into the hands of the students. Comrnendable points were brought out, criticisms were offered as to arrangement, punctuation, sen- tence structure and thought. * Contrast Another class of students (32 students) preparing to teach were discussing seats and seat- ing. Fourteen points were given for judging a desk and seats. Three samples were displayed in the room. No member of the class was called upon to use the 14 tests in judging the relative merits of these three sample desks. The possibility of impartial judgment on the part of students was pr'^cluded by the instructor's saying that he was willing to stake his reputation upon one of the three seats. Later he reported that he himself had grave doubts as to this same desk, and had accepted it because of the insis- tence of a subordinate. The need for correct adjustment of seat or desk was discussed, but no adjustments were made of the desks and seats on display. , Requiring students to prepare assigned work An English class had come to the recitation with a prepared outline of a thesis which had been assigned to be worked up from their textbook. The instructor wrote the outhne on the board as the class contributed point after point. He wrote first the main headings, then the subheadings so far as the class was able to go. The instructor then stopped, and assigned .for the next lesson a further analysis of the essay. He directed that the outline be completed and the additional points reported to the class at the next recitation period. 268 Exhibit 3 Contrast An English class of four and a fifth person who seemed to be a visitor, sat around a table listening to a lecture on freshman English in college. The lecturer talked steadily for an hour and ten minutes, and was evidently planning to complete the two full hours. Not a word was spoken except by the instructor. At the end of 70 minutes of lecture, the survey visitor left for a second class. 8. Holding students' attention A class in psychology had for the day's topic: "measuring the time of association." Free and restricted association was discussed and illustrated. Lists of words were presented which could be used for "part-whole" and "genus-species" association tests. Method of determining guilt or innocence of suspected individuals was explained. The rate of memorization was taken up. "Learning curves" were explained by the use of charts. The plateaus in the Bryan and Herter experiment were explained. The lecture was delivered in a conversational tone and the manner seemed to encourage students to interrupt whenever they desired additional explanation of subjects discussed. The class as a whole paid close attention. Contrast A class in scoutcraft had for its problem building a fire without matches. The kinds of wood best adapted were discussed. The preparation of bow, block and drill was illus- trated and an unsuccessful attempt to start a fire was made. The instructor remarked: "This is difficult under some circumstances but is a useful thing for Boy Scouts to know, and it is a good exhibition feature for scout entertainments ." While various trials were being made, groups of students wandered to one side to buy photo- graphs of the students taken at diflerent outdoor meetings. These photographs were chiefly of the class playing outdoor games. The instructor's assistant had taken them and was selling them. A few students remained observant throughout the entire time; others went back and forth from the pictures to the fire-making group. The period ended before the fire was started. 9. Full use of time illustrated For a lecture in economics the members of the class took regularly assigned seats. Attend- ance was checked by an assistant. The lecture began at the ringing of the bell. The material was so organized that there were no pauses . The lecture closed at the ringing of the dismissal bell. Contrast Many illustrations might be cited of beginning late and ending early, and of wastefully using time occupied. An English class in sub-freshman English (28 students) students remained out of doors until the final class bell had sounded. This made the recitation late in beginning. The instructor took up time in repeating instructions w^hich had been previously given for writing a theme. These repeated instructions were, furthermore, in the books which students held in their hands. After a number of questions had been asked concerning these instructions, the instructor had a student open his book and read the instructions aloud. Other inconsequential questions were asked and answered, such as: What is the number of this theme? Shall it be in the form of a letter? What kind of original work must it be? To each question the instructor replied deliberately. Sentences were read and corrected by members of the class. At 9:30 (20 minutes before the end of the period) the class was dismissed. Similar wasteful use of time by this same instructor was noticed on other occasions. II. Conditions observed which need administrative attention, discouragement, elimination or correction The illustrations thus far given have stated undesirable characteristics of teaching against a background of desirable qualifications. The illustrations that follow reverse the order, naming first undesirable characteristics. Instead of citing instruction in some other institution and instead of appealing to some theoretical standard of effectiveness each undesirable characteristic is immediately followed by and contrasted with a desirable characteristic observed at the University of Wisconsin. 269 University Survey Report It asked how often does each of those characteristics appear, the survey will answer: The first question is not how often does it appear, but why does it appear at all. The second question is what is the university doing to find out where if at all each character- istic appears. The third question is what is being done to correct conditions needing correction. 1. Kamblinji iinorfjanized lectures To a class in [)hilosophy the instructor lectured on "ideals." He pointed out the inability of the improving mind to set up perfection as an ideal, since each improvement must carry with it a iiew conception of perfection. The progressive and conservative types of mind were compared in some detail, and the effect of each upon social progress was shown. About 15 minutes before the end of the hour, the instructor asked if there were any ques- tions any one cared to ask. In asking this, however, he was reminded of some new line of thought and talked on for several minutes more. He then again asked for questions, and again started on a new topic, on which he spoke until five minutes before the end of the hour, when the class was dismissed without having had opportunity to accept his invitation to ask questions. The first 35 minutes of the lecture seemed almost as "impromptu" as the last 15 minutes. Contrast Among carefully outlined lectures was one in history on "the history that lies at our door." The lecturer discussed the history that lies behind common expressions such as act and deed, aid and abet, will and testament, etc., and behind the formation of single words from old phrases such as arithmetic from rhyme-craft. The history of architec- ture as in such signs as the barber's pole was pointed out. Not only was the lecture organized, but so organized as to be completed within the 50 minute period. The instructor stated that subject matter contained in this lecture had never before been collected in this country. The survey observer added that the lecture was so well organized that he thought perhaps the lecturer had organized it for presentation through a book. 2. Failure to make technical terms clear A class in education was considering a scale for measuring merit in English composition, and another scale for measuring ability in spelling. An account was given of how the grades of the different samples of the composition scale had been determined. The pro- cess and its explanation were technical. That neither was grasped by the class was indicated by the lack of response when asked what suggestions they cared to make. One young wonian said she could not see how 87 on the scale w^as different from the usual school grade of 87. The instructor passed next to the spelling scale, which is even more intricate. Time was occupied in putting on the board 50 words with their numerical values. The survey observer telt quite uncertain as to what the figures meant, but quite certain that the class shared his uncertainty. The material in explanation of this scale is pub- lished in a 50 page monograph, which the instructor held in his hand, but to which the class had not been referred. One or two questions were asked about the method of using this scale and the composition scale previously discussed. No opportunity was offered for the actual use of the scales during the class hour or elsewhere on the part of those who were taking the course for two credits. Contrast Class in rural economics was discussing rural credit. Questions were raised by students. Answers were given and the discussion in general was in terms of concrete local condi- tions: the Wisconsin law; the Rusk County cooperative organization; local interest rates; northern Wisconsin interest rates. The change from grain to dairy farming was used to illustrate the change from "robber" to "conservative" farming. The principle of diminishing returns was discussed and made clear in terms of class experience and Wisconsin life, but the technical phrase "diminishing returns" was not used. 3. Failure to support debatable statements In a class in education the instructor made many extravagant statements, was dogmatic and arbitrary. His style was bombastic; he did not allow for difference of opinion or give opportunity for suggesting possible alternative opinions by his students. His attitude was that of one saying the last word upon the questions at issue. It was most 270 ' Exhibit 3 difficult at times to know just wiiat the speaker meant due to use of expressions that were not clear. The entire time of the recitation was taken up by the lecturer. In the four or five lectures which were Hstened to by the survey, only one student asked a ques- tion. In not a single instance was there any discussion by the class of anv proposition brought before it. In the course of one hour the instructor made sweeping statements, without qualification or discussion, on the 13 following points: 1. The value of the study of foreign language is to get a critical attitude toward English. 2. Education is not scientific. 3. Units of unequivocal character for measurement of educational process and results are impossible. 4. There is no such thing as objective validity of facts. 5. Teaching cannot be measured because it is not a thing but a process. 6. A different kind of history textbooks must be written before we can have proper teach- ing of history. 7. The purpose of teaching history is not "practical patriotism" but the development of an historical attitude — the development of judgment. 8. In regard to formal discipline "Don't be led astray by the cheap clap-trap of people expressing the opinion that there is little transfer of training. They don't know what they are talking about. Keep this in mind in answering the examination questions." 9. Latin is easier to teach than history. 10. A single course in the high school which must be taken by all is better than to have several courses from which students may choose. 11. Condemned the St. Cloud plan of giving one credit in sixteen for home work. 12. Preparation for college is one of the very strongest motives for high school work. 13. "Soft pedagogy" was scathingly condemned. This description is commented upon as follows by the instructor: Mr. A. N. Farmer is responsible for these paragraphs. He sat in the lecture room from day to day, taking notes in long hand, slow at that. He has written his own impressions and recorded his own preconceived opinions. To say that the speaker made extravagant statements, was dogmatic and arbitrary, bombastic, etc.; is nothing more than an opinion of a biased observer. The speaker manifested all throujih the course a vigorous presentation of the various points of view of educators relative to the problems of secondary education. The speaker admits that he put the best he had into his lectures, that he does speak at a rapid rate, and that he spent himself in an honest effort to make the summer worth while to the mature students enrolled in his courses. The composition of the enrollment was clearly understood from the beginning. Teachers, superintendents, and principals of wide experience constituted the enrollment in the course in which Mr. A. N. Farmer spent most of his time — the course in high school organization. The students in this course submitted, daily, questions growing out of the discussion. They were urged to express "difference of opinion in writing.'' The speaker devoted ten to fifteen minutes each day -to a consideration of these questions and observations of the students of the course. This was a regular performance. The questions, tenta- tive judgments and examination papers are available. There is abundant evidence that students in this course expressed themselves in efTective and thoughtful ways. No apology is offered for conducting this lecture course on the lecture plan. The speaker had had considerable experience as a student in listening to the superficial opinions of a few members of various summer courses in other universities, and if he is any judge at all of the reactions of students who attend such courses with a serious, scholarly purpose, he would remark that the procedure adopted in his own course meets the approval of mature students. They want to get what the professor has to offer, and they are impatient under the plan which this criticism implies as being superior in merit. The side tracking of thought by persons who have opinions "to air" is the most aggravating, disgusting and futile performance the sincere student has to encounter in the lecture room. The speaker admits that it must have been difficult for the observer to know what was meant unless the observer had been following the course with more than a super- ficial interest. Contrast In another class in education the following five conclusions were reached after free dis- cussion in which a large number of students took part, their opinions being supported by concrete data from their own school experiences: 1. It is better for all concerned, whether the pujiil is dull or bright, that there Lo frequent rather than yearly promotion. 2. There should be plasticity in grading and promotion. 3. No pupil who is not fitted to a grade should be held in that grade until the end of a term. 271 University Survey Report 4. Successful leaching requires adaptation of subject matter to children, and its presenta- tion in terms within the children's comprehension. 5. Freedom, limited to non-interference with others, should be the right of every child in the classroom. 4. Failure to adapt subject matter to purpose of course A course on the "teaching of English composition" did not in any way differ from a course on the formal structural side of the English language. So far as subject matter and method of handling were concerned, it might have been a class in freshman English. It was not conducted from the standpoint of aiding teachers in the teaching of the subject, but rather to give academic training in grammatical structure, punctuation, pronunciation, etc. It was a study of formal grammar, not of how to teach English composition. After the recitation, the instructor saidlhat he took no stock in the idea that you can train teachers to teach P^ng- lish; that what the people in his teachers' course needed was a good mastery of English itself. Contrast For a class in a teachers course in drawing the instructor was outlining the course. He pointed out that there would be no time in the regular class hour to teach drawing; therefore if a student needed assistance in his technique, he must make special appoint- ments: that class work was to be devoted to how to teach drawing; i. e., by cooperating with manual arts, with design and costuming; home decoration; fine and industrial arts. Drawing was to be made a useful tool in mechanical and industrial arts, in statement of facts, in design, in aesthetic creation. The work for the class was outlined to be done in such a way that each student would end the course with a full set of suggestions for his own later use as well as with a method of developing new ideas. 5. Failure to invite response from students In a class of 19 students in philosophy, students straggled in. No notice was taken of them by the instructor. No assignment was made for future work. It was announced that at the next period there would be a report on pragmatism and early the next week a talk by another instructor in the department on William James. The lecture to be given on the following Friday which the university had announced to the public, by the English philoso- pher, Mr. Bert rand Russel, was not mentioned. The topic for the day was "the contribution of evolution to philosophy." The instructor lectured, reading parts of his discourse from manuscript. The class gave no signs of either appreciation or interest. The lecture was completed and the class dismissed 11 minutes before the close of the period. No word was said by any one other than the instructor. Gontrast A course in freshman English, given by a woman instructor to 21 men, began with a list of the most common errors found in the students' compositions; e. g., the use of "less" for "fewer." She showed the class the relation of "less" to "much" and of "fewer" to "many." Another common error was the use of "him" for "his" in such expressions as "they told of him going to the city." Fifteen minutes were given to this part of the recitation. When the corrected compositions were distributed, the survey observer collected all those near and observed the method of criticism. The topic was: "Resolved that Madison should be anti-saloon territory." Red pencil in the margin indicated the errors. Grading was indi- cated by "good", "poor", "ex." When the form was very bad "personal interview" was written on the paper. The next 15 minutes were given to consideration of an outline for composition, setting forth arguments about the general question of license or no license. One student had placed upon the board his outline. The class proceeded to criticise it. There was considerable diflerence of opinion in regard to the best arguments of the points, and as to the proper subordination of points. The latter part of the recitation was given to the reading, by the teacher, of a few compositions. These the class criticised as to fact and use of fact. At the close of the reci- tation the students flocked around the desk to ask questions about their papers. Whether students ought to be invited to ask or answer questions or discuss points in a philosophy class is not the point of this contrast. The survey gives the fact of the contrast. 6. Failure to receive response by students sympathetically In a class in education answers to question asked by the instructor were held up to more or less mild ridicule. The greatest error, not the greatest truth, was re-stated by the instructor in such a way as to "get a laugh" from the class. One student volunteered that knowledge of sub- ject matter might not be of prime importance as a qualification of a teacher. The instructor re-stated this to mean that teachers should be chosen for their ignorance. 272 . Exhibit 3 Having by such comment suppressed the development of ideas bv students, the instructor used this as a background against which to throw out his own contributions at the end of the hour with the air of one making the final contribution. The manner used was reported as an effective way to emphasize an instructor's own position, but as hardly compensating for the embarrassment to which students were subjected when they tried to say practicallv the same thing. Of this same instructor, two candidates — one for master's and one for doctor's degree — reported that their nervousness, in one case a temporarv setback and in the other a permanent breakdown, was due to "his heckling." The following contrast is furnished bv this same instructor. Contrast A summer class of teachers was divided into committees to consider and rei)ort upon certain practical school problems. Each committee met with the instructor before beginning its work. The reports of the committee were brought before the class in mimeograph form, distributed, and freely and thoughtfully discussed. The survey heard, from several members of the various committees out of class, that the interest and free discussion observed at three class meetings were typical of the summer term. The recitation was a laboratory period for students, many of whom were holding responsible school posi- tions. They felt that the problems were their problems, not merelv the instructor's ^ problems. 7. Defective questioning leading to inadequate response A class in education was confused in the extreme by the first ciuestion. Xo one seemed to know at what the instructor was driving. The observer could not tell. The instructor seemed to change his point of view several times during the discussion. Throughout the lesson there was more or less confusion of interpretation of the questions considered; in fact the whole period was a series of trips "to somewhere over paths that led to nowhere." Of the same instructor, an observation made two months earlier noted the same conditions. In several instances the person reciting was made to feel that his recitation was unsatisfac- tory; when a statement almost identical in meaning, but verbally dilTerent, would later be accepted by the instructor from another student or would be made by the instructor himself. Several observations of this same instructor were made by a number ot different observers. The report of questioning on one occasion is cited above as an illustration of effective ques- tioning. At other exercises there were no questions; and still others there were questions which seemed "never to arrive." Among students, who were also experienced teachers, similar differences of judgment were found. Does this indicate that it is worth while for the department itself, for the dean and for the president to ascertain by personal observation what the strong points and what the weak points of this particular instructor are, and to use the strong points in an effort to eliminate the weak points? Contrast A class of teachers was considering the consequences of a lie. It was a "question and answer" recitation. For example, what loss does a person suffer who is detected in a lie? What loss does a person suffer who lies, but is undetected? Free discussion of the second question was summarized by one student as follows: (a) is apt to give himself away; (b) has a fear of being suspected; (c) loses confidence in himself, knowing that he is hollow. The instructor was not satisfied with the summar>' and called for mention of a still further loss. The efTect finally named was this: Our confidence in a person grows as we see him telling the truth under temptation. Every lie which we tell, even if never suspected, deprives us of an opportunity to win the confidence of others. Every truth told, under temptation to do otherwise, operates inevitably to increase the confidence of people in us. Samples of other questions asked are: Is it good or bad to have a pessimistic view of life? What is the effect upon the character of pupils of trusting them? 8. Failure to make instruction concrete Observations of a teachers course in physical education in elementary schools are com- mented on by the observer as follows: Illustrations given of how intense is the gang spirit at this time, but no suggestions as to how to make use of it in school. No use made of blackboard. The instructor confines himself closely to his notes and does not seem sure of the mat- ter he is presenting. This results in formal, lifeless work and a rather formal, distant classroom atmosphere. A chart, a thing in which the class evinced the most interest, was so small that it was of little value and it was not passed along for individual view. The instructor's comments on the reports on his work are included under number 18 following. 273 SuR.— 18 University Survey Report Contrast A class of IS in interpretive reading was opened l)y the statement, "I shall Jiear one of you read this morning. You may make a selection of 20 lines; anything excepting those containing dialect." The insiruclor read first from a selection not yet taken up by the class. Parts ex|)ecially useful for the development of variety and pitch of voice were used illustratively and discussed, treasons were given for each interpretation. Students were then called upon to read their selections. After Miss S. had read, the instructor asked for a re-reading of a given part to bring out better a certain idea. They illustrated the suggestions for improvements which Miss S's voice needs. The reading by Miss J was criticised: "Range in pilch is needed in that selection. Technical work needs to be done before interpretation." Here the instructor illustrated in such a manner that Miss J seemed embarrassed. Another member of the class read the same selection. The in- structor commented: "This needs to come down in pitch as much as the others needs to go up. Your 'ings' have a minor cadence. You must sustain those endings, etc." To Mr. W the instructor said: "May I stop you, Mr. W? Your voice is not direct. You must give your mind to your w^ords. Your rythm must be different. It must be direct." The criticisms of Mr. W's reading were so severe that at last he sat down seemingly abashed and discouraged. 9. Failure to do the thing talked about even though this was both desirable and possible A teachers class in physical education was discussing, under the general topic of physical diagnosis, eye testing by the use of Snellen charts. No Snellen charts were shown; hence the use could not be demonstrated. The instructor was unable to tell even where they could be obtained. After he suggested that they could cost $3 or $4 a student volunteered that they cost 60 cents. The watch test for hearing was discussed. No demonstration tests were made. Next the simplicity of the apparatus for testing blood pressure was explained, but the apparatus was not shown nor was the method of making the test demonstrated. Contrast For a teachers class in science a student had set up and reviewed with the instructor, before class, the demonstration for the day's discussion. When the class met he went through the demonstration before the class and answered their cjuestions. Students in this course take regular turns in teaching what they are preparing to teach. Free use was made of the blackboard. Simple apparatus, such as could be home made, was used. The total cost with one exception was within 75 cents. 10. Failure to require preparation by stvidents For a class in history the report reads practically the sarne for each of three successive visits. The lecture was given. No discussion or quiz. (This class has no separate quiz section.) An assignment had been given at the previous lecture. No reference was made to it at this time. The lecture was quite detailed so that a careful listener could secure all the informa- tion he needed for a final examination by attention to the lecture. (This was not one of the general information courses, in which the conditions above described are normal and expected.) The above illustration is given in full knowledge of the fact that there are many who believe in the unsupplemented lecture system and especially for a class in history. The description is given here under the heading of failure to require preparation for the purpose of illustrating lack of preparation, not for the purpose of arguing against the lecture system. From another field the failure and the contrast are taken, so that the illustration will not be complicated by difference of opinion regarding the lecture system. A class in English began with a resume of the last lecture. The lecture was read from manuscript with few interruptions. The lecturer talked so rapidly that adequate notes could not be taken. The main points to be taken up at the lecture w^ere on the board when the class opened. No question was asked of the class by the instructor. No question was asked the instructor by any member of the class. The assignment given at the previous lesson was not followed up. Members of the class went out of the room expressing joy over their escape from the expected recitation on the assignment which had been given at the previous period. An assignment for the next lesson was given hurriedly at the close of the lecture. Contrast Another English class of 26 was considering the short story. The first part of the recitation was spent on the qualities which effective titles for short stories must possess. Prepa- ration of the list had been part of the assignment to the class. Members developed the 274 Exhibit 3 list by questions. The instructor then endorsed the Hst and made another, giving after each quahty named, one or more titles to illustrate the point; e. g., 1. Apt— a. "The Man Who Would Be King" b. "The Whip[)ing of Uncle Henry" 2. Specific — a. "The Lady or the Tiger" b. "The Sin of the Bishop of Modenstein" This was continued through seven headings. Students were expected to contribute, and did contribute. 11. Failure of instructors to hold attention Wherever in the working world a man is paid for talking, one test of his efliciency is whether his audience listens, attends, understands, or merely "sits." Attention on the [Kirt of those talked to is expected from the minister, the salesman, the promoter, the kindergartner, ele- mentary school teacher, high school teacher, normal school teacher. Is lack of att^ention on the part of university students, when sitting in lecture courses, evidence of need for administrative attention to the way in which subject matter is being pre- sented, no matter what the academic rank of the lecturer? Four illustrations of failure to hold attention are cited — The lectures of three department chairmen, and one instructor in charge of the course. The following comments are almost verbatim from reports made by survey observers, except that references to subject matter which might identify the department chairmen are omitted. Chairman 1. (11 students in class). It was difTicult to follow the trend of the discourse. The instructor expatiated at considerable length upon the Beatitudes, and called attention to their freedom from anything suggestive of materialism. Several in the class were seri- ously inattentive. One young man spent his entire time disturbing the girl before him, unclasping her necklace and taking out her hairpins. Two young men in front of the observer showed disapproval of these performances. The lecturer appeared to be quite oblivious of the condition of inattention. Chairman 2. Two students in the rear of the room out of 27 students were paying no attention to what was going on, but were busily preparing for a recitation in some other sub- ject. The lecturer was evidently highly enthusiastic about his own work. He was lively and full of animation and seemed to be trying hard to impart this feeling to the students. To the observer "the subject matter was extremely dry and soporific. The subject matter was extremely technical and would be out of place in the high schools for which I am resjion- sible" — although the purpose of this course was to train students how to teach this particular subject in high schools. Chairman 3. There were 350 students in class. As lecturer continued class became drow- sier. There was quite a flurry of taking notes when the lecture began, but this dwindled down. In the row back of the observer 5 of 15 students seemed dead asloe[). Students all over the room were in semi-conscious condition. Some were whispering. Inllection of lecturer's voice scarcely changed throughout the lecture. There was no enthusiasm. The summarizing of points and the stating of facts were very imperfect. No concrete applica- tion of lecture to knowledge or experience of students was made, nor was application made in lecture to what student would see or had seen in the laboratory supposed to supple- ment the lecture. Instructor in charge of course. There were 55 students in cla.ss. During the period the lecturer changed the subject without reviewing the subject on which he had been lectur- ing or indicating a break or change. He simply stopped talking al)out the first and began on the second subject. As the lecture proceeded, in spile of mechanical elTorts to hold attention, students became sleepier. Several seemed fast asleep. Two students whisjiered frequently. Two of the three department heads were visited in May and one in October, 191 I. and the head of the course in October. Again it is emphasized that failure to hold attention or holding attention is only one of several characteristics, undesirable and desirable, of lecture manage- ment. The survey has seen no instances of lack of attention due to subject matter apart from the way matter was presented. Contrasts Chairman 1. A two hour seminary co.urse again in charge of a department chairman, was held on a hot and exhausting evening. Work was conducted under serious diniculties — the heat and humidity of the' air, thellying beetles in the room and the freshmen burning caps and yelling on the campus — yet interest did not Hag. The attention was fully sustained during the hour and a half that the survey observer was present. The main topic, Courtis tests, was presented by a member of the class. He had worked it up with care. He had 07-1 Exhibit 3 the charts present to put the tests before the class. Typewritten outlines of his discussion on the origin of the tests and the manner of their making were distributed. The members of the seni^inaj-y look part in questioning and contributed to the discussion. The seminary head guided them occasionally to fuller understanding, wider application and wiser con- clusions than they seemed to be reaching unaided. Chairman 2. Had 160 in a beginning class. For 40 minutes the instructor recited on what was to be done in the course, especially how notes were to be taken. The class seemed attentive throughout. Chairman 3. Had 370 students. The class though large was attentive throughout, which fact is the more remarkable because a number of persons were sitting in uncomfortable posi- tions, crowded on the end of benches, window-sills, on the steps, more than 25 of them stand- ing throughout the lecture. Chairman 4. Had 500 students, again in a beginning subject. All the 500 students seemed to give attention throughout the hour. Such advantage as the three chairmen last named may have enjoyed because they were beginning a course and a semester was partly, if not entirely offset by the disadvantage of having 160, 370 and 500 students. 12. Failure to use class time fully and profitably A class in bacteriology in charge of an assistant professor started with seven students pres- ent. No instructor. Within the next seven minutes three more students arrived; still no instructor. Eight minutes after the hour the instructor arrived, but was gone seven minutes to get samples for the work. After returning with bottles of water he was away again for five minutes to bring other samples. At 22 minutes after the hour the eleventh student arrived and the instructor explained to the class that those students who were giving but one hour to this course had better not begin work, but wait until they had more time. About half the students then left. Of those remaining two or three threw away the material pre- pared the last time, as they had forgotten to sterilize it before putting it away. They pre- pared new fermentation tubes for sterilizing. The remainder of the class received their samples of water and began work to find the bacteria in water samples. Another illustration, aO students, is added because the time wasted was that of a group of earnest students, who came to the university with considerable experience and wanting help toward their next year's work as teachers. Time was wasted first because the lecturer spoke in so low a tone of voice that it was impossible for students in the back part of the room to hear him. Similarly, more than half the replies of members of the class could not be heard. As a result the class engaged in whispered conversations which added to the confusion and made it still more difficult to hear what was being said. The instructor used 30 minutes in pronouncing a list of 147 words. No one was present who could not easily have found out the proper pronunciation of the words listed. The textbook seemed to be easy to compre- hend, especially by a class of teachers in the subject, and, therefore, ought not to require interpretation through lecture. Contrast A class in a scientific subject with 35 mature students. Entering the room about one minute after the hour, the instructor immediately began his lecture. "We were dis- cussing the belt of equatorial calms. Now we will go to the belt of prevailing winds and of variable winds." Each point in this lecture was definitely and fully developed. As the bell rang the assignment was made to the class. The class was interested, took notes a good share of the time and every now and then asked thoughtful questions. 13. Failure to use foreign language in classes where it is being taught Second semester French, the text w^as translated without pronunciation of the French; i. e., students gave the English without pronunciation or use of the French — slow, faulty, assisted by instructor. At the suggestion of a student the instructor would translate the passage. When work turned to drill in regular verbs and drill in idioms, responses were disjointed without attempt to answer in sentences. Pronunciation deficient. Contrast A second semester French class showed practical use of the spoken language. Before translation text was read. The transaltion was good, but the pronunciation faulty. Class showed good acquaintance with grammar. Responses to questions were quite ready in fair French. Definite drill followed in the irregular verbs, in the vocabulary and in idomatic French. 276 Exhibit 3 A similar contrast was furnished between second semester German classes observed. The university's position with regard to the use of foreign language in foreign language classes is stated and discussed in exhibit 12. 14. Failure to use quiz section for quiz purposes Two quiz sections in the same department furnish this contrast. In one class (26 students) the instructor in charge used the larger part of the quiz section time for lecturing. The class opened with an assignment by the instructor to which the students objected on the ground that the lecturer in the course had made a different assignment. The correction was accepted. The instructor asked but a few questions and in most cases, after repeating the student's answer made a considerable addition in the form of a five to seven minute lecture. Only two questions were raised by students. The instructor urged students to save their questions and bring them to him at his ofTice. Contrast In the other quiz section (20 students) in the same subject the instructor opened the hour with the statement of a problem which had been under discussion at the end of the previous quiz period. The statement of the problem was on the board. The instructor asked for questions from students. Two were asked and answered. The instructor then began questioning. Volunteers were called for when the designated student failed to answer a question asked. Two students were warned that their preparation of the lesson was deficient. Many of the questions asked were in the form of problems. A number of questions were rt^ised by students. The discussion of doubtful points was extended and several students participated. 15. Failure of instructor conducting a question-answer type of recitation to know students by name after five weeks In a class of 60 students the instructor read from a text questions to which students had been asked to prepare answers. Then from cards in alphabetical order he called on students to answer. After each answer he called for volunteer additions. Students indicated will- ingness to give additional answers by holding up hands. The instructor indicated the stu- dent whom he wished to hear by pointing his finger, nodding his head and saying "You." A few others, who seemed to be volunteering most frequenth', were designated by name. Contrast In a section of 28 students the instructor used no cards, but called all students by name. He seemed to be acquainted with the peculiar difhcultics of each student and made frequent references to previous correction of faults into which individuals had fallen when reciting at this time. (If a class of 28 seems too small to contrast with a class of 60, there are sections of 100 where, in many recitations observed by the survey, the instruc- tor called on students bv name.) 16. Failure to illumine instruction with results of specialization A class of 3 graduates, 14 seniors, 9 juniors and one special, mentioned earlier, was being told how much of certain technical matter they could utilize in high school teaching and whal. they might profitably omit. The instructor did nine-tenths of the work and the students seemed content to have him do it. Two students were paying no attention to what was going on, but were busily preparing a recitation in some other subject. The instructor seemed highly enthusiastic about his own work. But he did not help prospective teahcers see their own problems clearly. Contrast Another instructor whose work might be regarded as ultratechnical, had a class of 8, in- cluding four graduate students. No word was spoken during the hour by any one other than the instructor. The hour was given to the "general aspects of the intellectual senti- ments" following a chapter in Ribot's text which deals with this topic with certain material from Lloyd Morgan on animal behavior, and a considerable amount of original material. The material was admirably arranged, and effectively and attractively pre- sented. 277 University Survey Report 17. Failure to subordinale the first pers^oiial pronoun In a class of 6 men and 30 women the lecturer discoursed on an author, but more largely on himself He constantly referred to himself and "how he does it." He spoke in a rambling manner His voice and intonation made it difficult to know what he was saying. He does no't read the subject matter well, yet he read several selections in the course of the hour, principally from his own works. He spoke of a University of Chicago professor who had criticised the other author "as an old fool." , ,^ , -,. , t u u . He spoke of his habil of improvising additions to others writings to see if he had appre- ciation He gave a lengthy descrijition of how he wrote one selection which he had with him Speaking of Browlning, he said: "I know more about psychology than some of those poets In Browning we sometimes have only the imitation of psychology." His expressions seemed bookishly psychological. (It is of this instructor that the regents asked information at the April 1914, meeting and regarding whom they received a report not based upon examination of class work, as referred to in exhibit 35). Contrast Another instructor in the same subject was visited at a different season of the school year. The two pages of single spaced description of this second lecturer are given entirely to the subject and not at all to the lecturer. 18. Failure to capitalize students' experience In a teachers training course, made up of teachers and prospective teachers, eight recita- tions of a department chairman were observed. In not one was a question asked or a sugges- tion solicited of the student nor was a suggestion volunteered by a student. The blackboard might have been used to organize and make more definite the points stated. Illustrations and suggestions might have clinched points and stimulated the interest of stu- dents. Nothing was demanded of them. They only passively followed the lecture without doing constructive thinking. The matter which was formally presented could have been read in less time in the works of several authors. Had the instructor used even moderate speed, the work of the hour could have been given in 15 minutes and the remaining 35 min- utes been available for capitalizing the experience of his students. Commenting on this description, the instructor concerned says: I do not believe that the opinion respecting speed of delivery is at all correct. The implication here is that over three times as much time was taken in actually speaking the material as would have been required at "even moderate speed." My own impres- sion has been from observation of my classes that I speak more rapidly in most cases than is for the best interests of the student in handling material that I desire he shall retain or make notes upon. Without doubt my work in these courses can be very m.aterially improved by greater use of the blackboard, richer series of illustrations and suggestions and larger participation by the students in the consideration of the subject, particularly in the case of those who have had teaching experience in connection with the topics under discussion. Contrast ^ Another class of teachers and prospective teachers were discussing with the instructor the way to teach regional geograohv for desert regions or semi-desert regions. The lecturer's talk was made vivid by blackooard sketches. The lecture itself was preceded by ques- tions as to how various members of the class would begin the teaching of this particular kind of geography. Several gave their opinions, after which the instructor gave his own, with reasons, and with helpful suggestions as to methods of teaching. 19. Failure to address questions to others than the particular student called upon In a quiz section the instructor used class cards, called the name from a card and then asked his question. After knowing the name of the student who was to recite the rest of the class felt no responsibility for that question. In another section students were called upon in alphabetical order. No student whose initial letter was remote from that of the student just called upon needed to listen to questions. Contrast A class of 29 in chemistry was interested in every question and in taking up and completing incomplete answers by other students. 97S Exhibit 3 20. Failure of the instructor to dispense with repeating answers by students In a quiz section the instructor asked 51 questions, and repeated the answers in 37 cases. The repetition was not for the purpose of giving a clearer statement. In the majority of cases he did not materially change the wording of the student's answer. This practice was observed in the quiz sections of three different instructors. Contrasts Numerous other sections of combination lecture and recitation and quizzes were observed where instead of repeating the answer the instructor would ask the next important question, or ask the class if it agreed, or called for a modification of the answer or appli- cation of the answer. 21. Failure of instructor to make himself heard and understood In an English class the instructor's manner of talking was unintelligible. He spoke in tones both rumbling and mumbling; moved slowly and talked slowly. Some of the students in this class also spoke in the same mumbling, unintelligible way. Contrast A foreign language class heard only clearness of enunciation. The class showed results of training in this particular. One student in the class, who spoke carelessly, was severely taken to task by the instructor. 22. Failure to speak and to require correct English In many classes errors of English on the part of both instructor and student were observed. In one case the instructor in shop practice used expressions such as "them there," "how many there is," "they like to git them things." This is obviously an extreme case. The university may be right in holding that correct English is not required of shop instructors. The notes show, however, that error in English was not otYset in this case by excellence of instruction. In an English class when discussing errors in themes, many errors in English were made by the class without correction of any kind by the instructor. One full professor was heard at several exercises to use "underlay" for "underlie." The errors already noted in doctors" theses (exhibit 4); the errors of English permitted in freshman blue books (exhibit 10); and errors in faculty answers to questionnaires indicate that the illustrations in this para- graph are significant. 23. Failure to exclvide irrelevant material Digressions serve several purposes. Two members of the university Board of Visitors express special gratitude for digressions made by certain noted i)rofcssors to whom they had listened while at the University of Wisconsin and other universities. By irrelevant material is not meant the digression for purpose of relating matter more elTectively. By irrelevant matter is meant matter that does not apply, does not illustrate, does not engage student's attention, and does not drive home the lesson. Several illustrations are given in observers' notes, including the first personal pronoun, tirades and difl'usions. One instance was of a class whose time w^as taken by trivialities. Eor students" view of digressions in chemistry 1, see exhibit 14. Contrast Were numerous, as shown in many of the illustrations already given. 24. Failure of instructor to prepare himself adequately for a class exercise In a course in the teaching of literature the instructor several times remarked that his pre- paration on that point was poor; that he had not read suiliciently. One topic under dis- cussion was the teaching of Burke's Conciliation. The instructor said that he had read Burke but little and based what he said mainly upon tradition. Speaking of Addison, the instructor outlined the work necessary as preparation for teaching it, saying that he was not so prepared. He also corrected a mistake he said he had formerly made in referring the class to a source where the material to be looked for was not to be found. In another teachers course, the instructor was using his own textbook and reading questions from it. So little preparation, seemingly, had been given to the day's work that in order to read these questions, it was necessary to consult the book. 279 University Survey Report In a third case the instructor was physically worn out at the beginning of the summer session. The observer wrote, "Instructor appears to be in poor health and to be extremely nervous." The week before this same instructor had asked the survey to excuse him from answering the questionnaire because he needed all the time between the spring semester and summer session to gain strength for the summer's work. Contrasts Numerous contrasts could be provided, as will be gathered from illustrations given above. 25. Failure of lecturer to give any material not easily available in books Regarding the educational value of lectures when the class could easily obtain the same information or in fact has already obtained the same information from a textbook, there is dilTerence of opinion. The fact is, however, that many lectures were heard on subjects not only already adequately treated in textbooks, but in many cases treated in words almost identical with those used by the lecturer. There were instances of instructors who lectured on matter that they had already put into textbooks. Again lecturers gave material which had been more clearly put in the text actually in students' hands, while the lecturer was talking. One observer describes a lecture by a professor all of the material for which could be obtained by reading a few pages from the textbook prepared on the subject by the lecturer himself. Of this same type is the instance already cited, under number 12, of an instructor pro- nouncing for a class of teachers 147 words, which words they had before them, and could look up in a dictionary with less time and with probably greater profit. Both students and professor in this course have said that there is no occasion for taking notes on lectures because there is nothing said, dealing with the subject, which is not in the text written by the lecturer himself. Contrast A contrasting lecture has already been cited in another connection. It illustrates here use of new material for it was a lecture upon material to be found in an English book that as yet has no counter part in the United States. Question has already been raised whether there is advantage to students in hearing an instructor of whatever rank repeat aloud what either that lecturer or other have put in print or manuscript; and whether it would not be a good investment for the university to arrange to print lectures which are repeated year after year and release more time for illumination from the lecturer's study and experience. 26. Failure to bring lecture material up to date In a language class an instructor was discussing poets, one of whom died in . The instructor said: "In these notes I have no record of 's death (of the poet's death) as he was living when these notes were made." Contrast A telegram sent to another city was called to the attention of the survey and furnishes a concluding contrast: "Send at once by express 100 sets forms for records public school number 188B to Professor , Formal order follows. University of Wis- consin." According to the survey's original plan described in part I, this section of the survey report dealing with visits to classes, was sent to the university before final formulation, together with the complete description of these exercises as originally written by survey observers. At the university's request the survey sent also, for the confidential use of the president's special representative a key showing in each case the instructor whose work was described. Each summary description was then sent by the university to the instructor who informed the survey, through the president, where if at all he disagreed with the survey's statement of fact. Some instructors made no comment. Several conferences were held between indi- vidual instructors and the survey. In all but two cases agreement as to fact was reached; in those two instances the instructor's comments are quoted in the final report. In other instances other descriptions, as agreed upon between individual instructor and survey were substituted. Departmental courses for the training of teachers Of the illustrations given above, of practices to be encouraged and practices to be discour- aged, the greater part are from instructors who give courses for the training of teachers. 280 Exhibit 3 Classes in other divisions have been visited in sufTiciently large numbers to show that they have the same needs. The instruction observed in the Wisconsin high school which is also for the purpose of training teachers is reported separately in exhibit 23. Significant facts regarding departmental courses for the training of teachers; i. e., courses given outside of the Department of Education, follow: 1. In one of 16 departments offering courses for the training of secondarv school teachers 1913-14, the instructor in charge of the course had had no secondarv school experience. Five instructors of teachers courses in other departments had from' one-half to 2 years experience, 3 had from 3 to 4 years. The experience of 8 instructors in secondary work was more than 4 years. That of one instructor is unknown. These depart- mental instructors not only give the demonstration courses at the university, but also are, with one or two exceptions, the special supervisors of teaching at the Wisconsin high school. 2. One instructor who gives a course for the training of teachers stated to the survey that the course he offered is a waste of time for himself and for the students taking it. Another instructor said that nothing could be done in his course for teachers, except to review secondary school subject matter, because no one could teach teachers how to teach his subject. 3. In three departments the instructors in charge reported that the students taking their courses were so poorly prepared that the courses must be devoted largely to reviewing subject matter, A fourth department ofTered a special review course for such poorly prepared students, but it was not required and came in the second semes- ter whereas the teachers course came in the first semester. 4. In all the teachers training courses in vocational subjects, a considerable part of the course, as outlined by the person in charge, consists of general theory- of education, thus duplicating work done in the Department of Education. These outlines were furnished the survey by the director of the course for the training of teachers to whom they had been sent by instructors in charge. 5. An instructor in one teachers course has complained to the director that "the entire [university's] high school work was planned without any consultation as to our desires" and that "those in authority have decided that there are many more impor- tant studies than ours." 6. Four departmental courses for training teachers require no observation of secondary school classes; one requires one hour, one two hours. The maximum requirement in any course is 12 hours. 7. One department used the Madison high school for practice work (zoology-) and one for observation work (manual arts). In the training course in music for the public school supervisors and in manual arts the Madison public schools were used for practice work. Two others (German and French) used elementary- classes in the university. Three use the training class itself, (English, physics, and Latin); the so-called practice in the first case consists of practice in assigning lessons; in the second and third cases it is limited to one hour for each student. One (physical education) uses the Wiscon- sin high school for six selected students. In the catalogue, page 539, it is announced that the public schools and playground of Madison are used for observation and practice teaching in this subject, but the report to the director did not state this fact. Another department used a "special group of children" and social settlement work for a limited number of students in the course. Three (history, mathematics, and English) report use of the Wisconsin high school for practice work; in one case practice is described as "practice in assigning lessons;" in another it was limited to six students. In a third case a "limited number" from the training courses were used as assistant teachers who took charge of small groups of delinquent pupils. Five departmental courses had no practice teaching requirements (chemistr>', physical geography, botany, political economy, and agriculture). UNIVERSITY COMMENT ON ALLEN EXHIBIT 3. SECTION 2. ENTITLED "432 OBSERVATIONS OF 362 CLASSROOM EXERCISES IN 123 COURSES- INTRODUCTION: On the Technique of the Allen Exhibit Regarding Verification of Observations of Teaching 1. What Dr. Allen promised The observations or "descriptions" of classroom exercises were made almost exclusively in the Spring and Summer of 1914. The detailed sheets of instructions given to the Allen observers include the following: "Note 2. All statements of fact regarding any work seen will be submitted for verification to the one whose work is described." 281 University Survey Report At a nioeling of the Board of Public Afl'airs, held in June (the meeting at which the sub- ject of the iiandling of dishonesty cases was up), Dr. Allen formally pledged himself that no facts obtained in the observation of class exercises would be employed in his report unless the facts were accepted by the instructor. It is a well-known rule of legal and historical evidence that the verification of oral observa- tions must be made within a few days after the observations are made, if the verification is to be adequate. 1. Scientific necessity required that the verifications should be made within a day or two. 2. Expediency required that the verifications should be made within a day or so. 3. The formal promise of Dr. Allen demanded prompt verification, for if verification were left too late it would be difficult for Dr. Allen's aids to make other observations, and Dr. Allen was pledjied not to use statements of fact which had not been accepted hy the instructor. 2. What Dr. .\llen did 1. The observations were not submitted within a day or two. Some of them were sent to Professor Elliott without instructions, October 3, 1914. "We are sending herewith ... (3) Unedited notes of classroom observation, which include not only material on Course for the Training of Teachers (half a dozen other courses are included with the thought that thev may be of interest) . . ." (Letter of Dr. Allen to Professor Elliott. October 3, 1914.) 2. Clippings from the first draft of the present exhibit 3, section 2, showing excerpts of observations "of facts" and comment were sent out, November 23 to the instructors whose work is passed upon in exhibit 3, section 2, for their approval as to facts. 3. Many excerpts (from observations) which were not accepted by the instructors as accurate as to the fac'ts, appear in this exhibit, in its present, final form, despite the promise of Dr. Allen and without any indication that the facts were not so established. The proofs of this can of course be submitted, although they cannot well be set forth here in writing. 3. Conclusion Enough has been said as to scientific technique in this section of the Allen report. We shall now consider the observations and conclusions themselves. General Character of Exhibit 3. Section 2 Form in which university criticisms will be presented ' Although this section purports, as Dr. Allen's title indicates, to cover 432 observations of classroom exercises, the university has been given copies of only 287 of them, in spite of the fact that it has made repeated requests, orally and in writing, officially and unofficially, for the remainder. According to Dr. Allen the observations or descriptions were made mainly by "city super- intendents of schools, instructors from normal schools, and visiting representatives of other universities," but he neglects to tell us how negligible was the number of "visiting repre- sentatives of other universities," the one class of observers from the very nature of things best qualified really to evaluate university work. However, the objections to be made are not concerned so much with the reports of the observers as with the editing and piecing together of statements from these reports by Dr. Allen until they give a different impression from that conveyed by the reports of the original observers. As an illustration of Allen methods may be cited a case he makes much of in this section of the exhibit under the general head II, sub-head 3, "Failure to support debatabel statements." The comments not only illustrate the unfairness of his methods but also the misuse of his own witnesses. The thirteen propositions enumerated by Dr. Allen under No. 3 are listed in the same order as they occur in the observer's report; but the observer gives certain points which Dr. Allen has edited out and others which he has garbled. Eor instance Dr. Allen's version of proposition 10 reads, "A single course in the high school which must be taken by all is better than to have several courses from which students may choose." Now Mr. Farmer, the real observer and sole witness, from whom Dr. Allen's version is nomi- nally taken actually says in his report (Notes, .luly 29, p. 3) : "He made a plea for organiz- ing the work in the high school around the individual rather than around the subject and stated that this was the reason for his not wanting a variety of courses in the high school but preferred to have just one." Mr. Farmer's notes on this lecture say nothing about "a single course which must be taken by all," or about "several courses from which students may choose." A painstaking examination reveals, moreover, that in none of Mr. Farmer's other notes on the work of this instructor can Dr. Allen find a basis in words or meaning for his statement. The plea of the 282 Exhibit 3 instructor in question, as may be seen from Mr. Farmer's notes and even better from the note-books of students who took the course, was ch'arly one for ort^anizinq work around the individual student instead of following an absolutely cut-and-dried course of studv. This is by no means an isolated instance. It is obvious that by picking out here a bit of sentence, there another, one can make a report say something very different from what the original writer intended. Even in (1) the second draft of this section of exhibit 3 and in (2) the section as it now stands. Dr. Allen does not give the same version of the same incident, although each pur- ports to be the exact observation taken from the same original document. For example, in his second draft, at the end of "complete account 3" he recorded the observer as saving, "He replied that no such criticism had been given. We asked him if the chairman of the department had consulted with him at the beginning of the year and help[edl him lay out the material that he was going to teach. He answered, 'No' — ^At the beginning of the year the chairman had talked with him regarding the course." In his present version (exhibit 3, section 2, complete account 3j, however, he quotes the observer as saying, "He replied that suggestions had been given in planning the course. We asked him if the chairman of the department had consulted with him at the beginning of the year and helped him lay out the material that he was going to teach. He answered, 'Yes,' — At the beginning of the year the chairman had talked with him regarding the course." Dr. Allen's capacity for really sound criticism of classroom procedure may be readilv in- ferred from such astounding statements as the following: "The fact that an otherwise highly perfected class exercise is being marred by even one feature calls as imperatively for administrative attention as does the fact that a class is being conducted with the minimum of desirable details and the maximum of faulty details." We find him laying this down (exhibit 3, section 2 under the caption I — Contrast of char- acteristics of instruction) as one of the cardinal principles upon which his criticisms are based. An examination of this section on observations of classroom exercises shows it to be in the main a marvel of misconceptions, inaccuracies and trivialities, if not worse. The dis- tortion of facts and incidents toward an unfavorable interpretation in this final summing up is evident throughout. Although Dr. Allen hides behind such phrases as, "the survey is qualitative, not quantitative," we are loath to believe that even he is obtuse enough not to realize that a series of statements (even if they were true) put out in the form he employs in this section would give a disproportionately unfavorable and even harmful impression of university instruction in general. Dr. Allen does not frankly tell us the following facts, namely: (1) Many of the classes were visited but once. (2) The statements of the observers from which Dr. Alien has concocted this section of the exhibit relate chiefly to pedagogical form. An exercise used as an illustration of a defect may have been excellent, on the whole, and one used to illustrate an excellence may have been defective. No general conclusions, therefore, should be drawn from the illustrations either favorable or unfavorable, regarding the departments, persons, or classes referred to. (3) The statements are in some part, statements of fact; but in large part statements of opinions of visitors, or opinions of Dr. Allen, based on visitors' reports. (4) The statements usually relate to the single classroom exercise regarded as a single exercise only, and frequently only to specific points of pedagogical practice. Choosing certain issues in this way and then giving a good and bad example of each, with- out any indication of the relative number of excellences, compared with the number of faults iri instructional w^ork, is vicious in the extreme, particularly as in Dr. Allen's report much more space is usually given to the bad than the good examples. It is, in brief, straight- forward misrepresentation. Space will not permit a consideration of every case Dr. Allen brings forward even if it were worth while to discuss each one. Only a few of the more glaring fallacies need be cited to demonstrate the unreliability of the whole. These may be conveniently enumerated under a few general headings as follows: I. Failure to comprehend or to indicate the purpose of the course as a whole. II. Failure to realize the aim of the particular exercise criticized. III. Misconstruction of what was said or inaccurate statement of situation. IV. Final report of the director though purporting in certain instances to be statements of the actual surveyor, really an edited statement. V. Quality of service judged ujion minor incidents rather than major service. \T. What purports to be a complele account really a fragmentary one. VH. Avoidance in final summing up by director of certain statements or circumstances not in line with adverse criticism. I. Failure to comprehend or l«) indiciate the purpose of the course as a whole 1. In a scathingly adverse criticism of a class in "Education"iAllen exhibit 3. section 2:11,7) — in reality a course in ethics — the professor is cited as characteristically exemplifying "Defec- tive Questioning Leading to Inadequate Response." The surveyor reports that "no one seemed to know at what the instructor was driving. The observer could not tell." 283 University Survey Report This is a statement of fact as far as the inability of the observer "to tell" is concerned, but it is questionable if his statement is true regarding the class at large inasmuch as in that course the questions are given to the class in mimeographed form, the answers written out at home, and then discussed in class. The whole period is further characterized as "a series of trips 'to somewhere over paths that lead to nowhere' " and other occasions are recorded as replete in questions which "seemed never to arrive." The contemptuous attitude of the exhibit toward this professor is not shared by some of the most eminent teachers of philosophy in the country. For example, one of America's best known teachers of philosophy was so impressed with the method used by this instructor that he borrowed his notes for use in his own class, and similarly, a professor in still another university has been using these same notes with their questions as the basis of his course in social ethics. Moreover, this same instructor's manual of moral instruction for the junior or senior class of a high school, based on a similar question method, is in its second edition with the necessity for a third edition in sight. It has been used in many high schools and is used in classes in education in other universities, such for example as the University of Chicago, as a model text-book. Is it not strange that all these outside authorities in the same line of work should be so deceived in the ability of this professor to make his questions "arrive" and that it has re- mained for a member of an impartial and non-appraising "survey" to unmask the culprit? 2. As illustrating a wasteful use of time, in a course in English (exhibit 3, section 2: I, 9) we find according to the critic that "Other inconsequential questions were asked and answered. . . Similar wasteful use of time by this same instructor was noticed on other occasions." To this the instructor replies, "Many proceedings that the critic considers 'wasteful use of time' I believe are useful and necessary. I do not agree with the critic's views as to the aims and methods of the course in the teaching of composition." Since the instructor in question is noted for his success in teaching composition to students who are backward in the subject (the course is one in sub- freshman English) and is the author of a text-book on composition which is more widely used in the United States than any other single book on the same subject, being found even on many business men's desks, whose opinion is more worth while, his or his critic's? 3. Under the caption "Failure to Invite Response from Students" (II, 5) the method of an instructor in philosophy is cited as the bad example. The critic was apparently oblivious of the fact that the immediate exercise was meant to be a lecture solely, the plan of this instructor being to set apart entire periods at intervals for discussion. Had the observer been present at the previous exercise of this class he could have reported the class hour as devoted entirely to discussion, questions being asked and answered by students and instructor. All of which goes to show the utter absurdity of presuming to judge in such matters from one or a few piecemeal observations. Although the observer (who sat in the back of the room) assures us that "the class gave no signs of either appreciation or interest," in reality this course is noted in uni- versity circles for the enthusiasm which students show in it and their high esteem of the instructor in charge. 4. In the criticism on the class in scoutcraft (I, 6) the instructor feels that the observer missed the whole spirit of the course. However this may be, the report is strongly condemnatory in tone and gives no indication of the enthusiasm with which this course is regarded by the majority of teachers who take it in summer school. 5. In a certain course in English (II, 10), "Failure to Require Preparation by Student," it is objected that no questions were asked of the class by the instructor, or of the instructor by the class. The observer apparently failed to discover that there were three quiz sections in the course, each meeting once a week for the purpose of question- ing the students both on the contents of the lectures and on the assigned reading. What part the observer's imagination may have played in this report may be inferred from his allegation that "the class went out of the room expressing joy over their escape from the expected recitation," when as a matter of fact the students never are given and never expect a recitation at the regular lecture hour in this course. The instructor in the course justifiably remarks, "The survey can obviously know little about the general method of my course if it fails to inspect so important a part of it as the quiz sections." II. Failure to realize the aim of the particular exercise criticized 1. In a criticism on the non-participation of students in the exercise (I, 2) the observer failed to discover that the particular session was a lecture session, and that the ques- tions asked were rhetorical questions and not questions designed to elicit answers from the student, the purpose being simply to give the minds of the students time to fix on the points indicated. The observer obviously mistook what was really a philo- sophical course on the "Theory of Scientific Method'' for a class in argumentation. Since the instructor was making no attempt to teach "logic" — "the art of logical thought and argument," — the comments of the critic are entirely beside the point. 284 Exhibit 3 2. The lecture of a professor of philosophy (II, 1) is cited under the heading "Rambling unorganized lectures" and is characterized as "impromptu." As a matter of fact this professor of philosophy, last year's president of the American Philosophical Society, lectures every year on this same topic of "Ideals," and the lecture could obviously therefore not be exactly impromptu. Is it not more probable that if the critic had had this man's experience in teaching philosophy to students, and had stood in front of them utilizing the expressions of their faces, as is the custom of this professor, to gauge his rate of advance into new topics, the critic might have a bit more esteem for the object of his disapproval? 3. In the chastisement of a departmental chairman (chairman 2; II, 11) for failure to hold attention (2 students out of 27 are reported as inattentive!) in an advanced course in English the surveyor concludes with the naive remark that "the subject matter was extremely technical and would be out of place in the high schools for which I am responsible." Let us hope so! In university circles it is commonly believed that high school teachers come to the university in order to secure greater mastery of their subject and not merely to get tid-bits of information which may be passed over directly to their brood much as a mother-bird would a worm. 4. Another prominent professor (designated as Instructor in charge of course 4) is taken to task (II, 11) as follows: "During the period the lecturer changed the subject without reviewing the subject on which he had been lecturing or indicating a break or change." Had the surveyor taken the trouble to attend to his task he could easily have discovered that every student had before him a complete outline of this profes- sor's lecture topics and knew exactly on what topic he was lecturing and the topic to which he passed. 5. Under the heading of "Failure to subordinate the first personal pronoun" (II, 17) there is so bitter an arraignment of an instructor that one is compelled to suspect personal animus back of it. One of the mildest statements in the account reads, "he constantly referred to himself and 'how he does it'." Apparently it never dawned on the observer that to tell "how he does it" is precisely what he was expected to do, inasmuch as the instructor in question was lecturing by invitation before a class on the psychology of composition as he had observed it in his own writings. Furthermore, his bits of intentional bombast have apparently been taken seriously by the surveyor. III. Misconstruction of what was said or inaccurate statement of situations 1. In complete account 3 (near the beginning of this section of exhibit 3), the observer re- ports the instructor as saying "The development of the child is supposed to represent this inner being of man." What he really said was "the development of the child is sup- posed to represent the working out of this inner law." Similar discrepancies, accord- ing to the instructor, may be found throughout the report. 2. In a class in education (II, 2) the professor in charge would acquiesce in the observer's admission that "The survey observer felt quite uncertain as to what the figures meant," but would question the allegation of the observer that the class shared this uncertainty, since the principles underlying the construction of the scales in question had been fully explained to the class during previous hour when the surveyor was not present. The further objection that the class had not been referred to a monograi)h in which the material in explanation of a certain scale was published, betrays ignorance of the fact that the monograph in question had just come from the press and was not yet in the library. While the observer makes the criticism that "No opportunity was ofTered for the actual use of the scales during class hour or elsewhere on the part of those who were taking the course for two credits," he neglected to state that those taking the full course, which includes laboratory work, have abundant opportunity for practice in the use of these and similar scales. 3. As an example of "Failure to require preparation by students" (II, 10) to which reitera- tive attention is called by Dr. Allen, a sophomore lecture course in history is cited. While in this course work is not assigned at each lecture period, much preparation is required of the student. In the instructor's own words, "Most of the assignments are given once for all early in the course: (1) a certain amount of outside reading to be reported weekly and to be taken from books and other material referred to from time to time; (2) a syllabus of the course to be handed in at examination tune; (3) a series of maps illustrating the course to be handed in after Chrislmas; (1) a topic upon which I hold individual conferences with every student. Occasional special assignments are added." The absurdity of the observer's criticism is obvious. IV. Final report of Dr. Allen, though purporting in tertain instances to be state- ment of the actual observer really an edited statement One instructor (II, 24) is pilloried under the rubric "F'ailure of Instructor to Prepare Him- self Adequatelv," on the ground that he told the class that his own preparation on a certain point (the writings of Burke and Addison) was poor. The report fails to reveal the fact 285 University Suhvev Repokt that "the confession of ignorance" had Utile or nothing to do with the real work before the class and was mainly in the nature of a suggestion to a class of teachers that those who were going to teach in a (■(•rlain liold (not that of the instructor) should read certain works of Burke and Addison to enliven and enrich their own work, although the speaker himself knew these works mainly through tradition. Moreover, from an inspection of the verbatim report of the real observer it clearly appears that although the instructor, presumably through modesty, savs "I first want to olfer an apology for talking about Burke, knowing so little about his works," etc., he reallv was adequately jireparcd for the observer continues: "Mr. then gives an outlineOf his own jM-eparation on Burke, which seems rather complete." The original criticism is in the main a favorable and an ajipreciative one, although exactly the reverse would be inferred from Dr. Allen's edited version. The observer comments on'the instructor as having a "pleasant, easy manner of lecturing." (In all these cases, it will be remembered, the university has a copy of the observers' notes.) It may be added that another original report of an observer comments on another recita- tion of this same instructor as follows: "I consider this a fine lesson. It was strictly business-like from first to last; not a moment of time was lost; not a personal or trivial remark was made; the attention of the class was held closely to the work. It was efi^icient teaching. It was courteous, interesting, clear-cut, and agreeable. It was worthy of emulation by the students in classes of their own, if ever they teach." V. Quality of service judged upon minor incidents rather than major service 1. Under I, 3, "Material well-adapted to purpose of course" much to-do is made in the contrasting case about the non-utility of an experiment on pitch discrimination. To anyone informed in the field of psychology the purpose of the test is obvious. In any event it occupied some 30 minutes out of a total 34 hours of laboratory work. 2. In a criticism on not making technical material clear (I, 4) the observer chooses for his criticism of the course the occasion when the professor who regularly conducted it had given way to an assistant whom the department was "trying out." The assistant had been asked to give to the class the results of his very meritorious researches on the sub- ject of fatigue. Naturally he did not lecture with the skill of an experienced professor. The technical terms objected to were or should have been familiar to all the members of the class from their previous training in elementary psychology. Although, accord- ing to the observer, "the professor in charge did not remain to observe what was done," he heard the entire lecture. The adverse opinions on these two lectures expressed in the report do not accord with those given by the observer to the professor in charge of the course immediately after the class, nor with those of the better students in the course, nor with those of the professor in charge. 3. Under "Failure to Speak and to Require Correct English" (II, 22) the piece de resistance. is an instructor who uses ungrammatical expressions. In the first two drafts of this section Dr. Allen intentionally neglected to state, however, that the man was an Instructor in Foundry Practice, in one of the technical departments, chosen because of his unusual skill in foundry work. The personal attention of the director was specifically called to this instance after the first draft of his rfeport appeared but he refused to make the necessary correction in the instructor's title so that the fact might appear in its true light. The best he would do, in his second draft, was to characterize him as an instructor in practice. To the uninitiated, of course, this might mean practice in almost any subject in the curriculum. The original observer was fair enough to say, "This course is one in foundry practice. — Mr. is a practical man and not a trained teacher." In this, the final draft. Dr. Allen has inserted the word "shop" before practice, but he leaves the baseless insinua- tion, "The university may be right in holding that correct English is not required of practice instructors (italics mine). Dr. Allen is also shocked at "errors in faculty answers to questionnaires." Perhaps these replies were in keeping with the "What not yet met" phraseology and other felicities of expression with which the questionnaire and his exhibits abound. 4. Under II, 26, "Failure to bring lecture material up to date," is given as the awful example an incident that seems almost too trivial to call for a reply except for the fact that Dr. Allen specifically notices it under a separate heading (26). The professor, a man of international reputation, had seen a relatively recent newspaper notice of the death of a writer. In his class he said : "In these notes I have no record of 's [the poet's] death, as he was living when the notes were made." This constitutes the "failure" which is worthy of a separate heading! VI. What purports to be a complete account, really a fragmentary or inaccurate one 1. The instance already cited under IV is a good example of this and the one commented on in my introductory remarks is even a more flagrant case. 2. Although "complete account 3" (near the beginning of the section) is cited as a com- plete report the observer himself characterizes his report by the phrase "fragments 286 Exhibit 3 of which are given below" and yet we find the account cited by Dr. Allen as complete, the implication being that the instructor should be judged on such dissociated ex- cerpts, when arbitrarily put into a relationship and phraseology not the instructor's own. 3. "Complete account 3" is accurate as far as it goes, according to the instructor in ques- tion, but she affirms that "the omissions, intentional or unavoidable, give constantly distorted notions of the discussion and make it appear much more fragmentary than it actually was." VII. Avoidance in final suniniinji up by Dr. Allen of <-erlain statements or circum- stances not in line with adverse <'ritieisin In general this is shown, with one or two exceptions, in the disproportionate space given to adverse criticisms in comparison with favorable accounts; e. g., compare the four line account (I, 1) with the contrasting example. 1. A flagrant case of this is seen in connection with foreign language teaching. \Vhat appears to be a deliberate attempt to bring such teaching into disrepute is in evidence throughout more than one exhibit of Dr. Allen's reports, .\lthough an examination of theactual report of Dr. Allen's observer in Germanic and P»omance languages shows that a majority of his observations were markedly favorable, as is attested by such expressions as" "excellent," "worthy of emulation," "masterful," "leaders," these comments have almost without exception been suppressed and mainly adverse re- marks cited. And yet we find Dr. Allen sagely remarking (under the heading, "oppor- tunity to help, not appraisal, purpose of observations"), '"Neither commendation of classroom instruction in the university as a whole nor criticism of classroom instruc- tion in the university- as a whole is offered." "Nor is any generalization made as to the 432 classes observed. . ." "An excellence seems to the survey [Dr. Allen] no less important because found in one class out of ten than if found in seven classes out of ten." And so on. 2. Regarding criticism of a class in education under "Failure to receive resppnse by students sympathetically" (II, 6), which is wholly condemnatory, may be cited the report by another of Dr. Allen's observers on the same class exercise, as shown by the original notes, who comments as follows: "No other one observed, deserves a more emphatic 'yes' to the question given in 5, of the outline furnished inspectors. It .certainly was 'stimulating' every moment; there was 'interest' and responsiveness, 'and the 'results' were in my judgment thoroughly 'worth while"." Several para- graphs of commendation follow. If Dr. Allen really desired to be fair why was the derogatory one of these reports cited and •the appreciative one, on the same class exercise, suppressed'? Conclusion Perhaps the most instructive result of mv incomplete analysis of the observations made bv the survey observers, and sent to Dr. Allen is that the observers are much more accurate than he. If the university had been given all of the observations, and not merely 287 of them, and had been given the names of the observers, we might now be able to state definitely that the secondary school observers, on the whole, did excellent work. The flagrant disregard of data (collected by his stalT) by Dr. Allen may well raise further questions. We are not of the opinion that the elementary rules of pedagogical procedure, listed in this exhibit, are not violated bv some university teachers. The list is not objectionable. But the list is not relevant, and the "illustrations" given by Dr. Allen usually will not bear impartial investigation. (Signed) M. F. GUYER. Section 3 Teaching experience of faculty members prior to appointment at the University of "Wisconsin as reported by them to the university survey Faculty members in regular departments, not including those who teach only in the university Extension Division, furnished information as to their teaching experience prior to and including their work at the University of Wisconsin. These facts are summarized with- out efTort here to indicate their significance, but rather to let them prompt questions when read in connection with the foregoing descriptions of class exercises. •287 University Survey Report Of 458 facultv members 329 had not taught in elementary (including rural) schools; 293 had not taught "in high schools; 395 had never taught in both elementary and high schools; 432 had never taught in a normal or county training school; 230 had never taught in any other college or university; 110 had never taught anywhere before beginning to teach at the University of Wisconsin. Stated in terms of length of experience, 111 had taught in graded elementary schools from 1 to 10 years; 158 had taught in high schools from 1 to 15 years; 62 had had the combined experience of elementary and secondary school teaching from 1 to 20 years; 15 had taught in normal schools from 1 to 5 years; 212 had taught in other colleges or universities from 1 to 15 years, including 1 who had taught more than 20 years. Of 80 professors, 4 had taught in a normal school; 28 had taught in high schools; 26 in elementary schools; 9 in both elementary and secondary schools; 56 in some other college or university. Stated negatively, 9 had had no teaching experience before appointment at Wisconsin; 76 had not taught in normals; 54 had not taught in elementary schools; 52 had not taught in higli schools; 71 had not taught in both elementary and high schools; 24 had not taught in any other college or university. Of 41 associate professors 1 had taught in a normal; 13 in elementary schools; 16 in high schools; 4 in both elementary and secondary schools; 28 in some other college or university before coming to W'isconsin. Stated negatively, 2 had had no teaching experience before appointment at Wisconsin; 40 had no normal experience; 28 had not taught in elementary schools; 25 had not taught in high schools; 37 had not the combined elementary and secondary school experience; 13 had not taught in any other college or university. Of 89 assistant professors, 5 had taught in normals; 26 had taught in elementary schools; 35 had taught in high schools; 14 had taught in both elementary and secondary schools; 45 had taught in some other college or university. Stated negatively, 18 had had no teach- ing experience before appointment at Wisconsin; 84 had no normal experience; 63 had not taught in elementaiy schools; 54 had not taught in high schools; 75 had not the combined elementary and secondary school experience; 44 had not taught in other college or university. Of 145 instructors, 10 had taught in normal schools; 37 had taught in elementary schools; 48 had taught in high schools; 17 had taught in both elementary and secondary schools; 71 had taught in another college or university. Stated negatively, 36 had had no teaching experience before appointment at W^isconsin; 135 had not taught in normal schools; 108 had not taught in elementary schools; 97 had not taught in high schools; 128 had not the com- bination of elementary and secondary school experience; 74 had not taught in other college or university. In connection with the teaching experience of faculty members it would have been inter- esting and valuable, had time permitted, to correlate these facts with the following regarding new courses and changes in courses during 1913-14. Even without this correlatio.n it is believed the figures here given will be of value to administrative officers and regents in making future appointments to the faculty and in distributing the time of the present faculty. Such facts as are here disclosed should currently be in the hands of regents and responsible university officers. UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 3, ENTITLED "TEACHING EXPERIENCE OF FACULTY MEMBERS," ETC. This is another of Dr. Allen's statistical sections, in which statistics carefully collected are made to yield a minimum of information. Properly handled, they would have shown how a large university faculty has been recruited. As they are presented, they give little know- ledge beyond the bare facts that they state. Dr. Allen states that 110 members of the faculty never taught before joining the Univer- sity of Wisconsin. The present writer is one of these 110; never having faced a class of any kind before he met a university class in zoology in 1876. He would have been glad of statistics regarding his fellows in this situation. Did they begin as laboratory assistants, or in other supervised work, or were they put at once in charge of independent classes, or, like him, in charge of a department? W^hat has been the success of such teachers as com- pared with those who have come with more experience? How far is the university training its own teachers by starting men in the lower ranks and promoting those who succeed, and how far does it depend on selecting men who have succeeded elsewhere? Do laboratory sciences, or departments like history with numerous quiz courses, show a difference in these respects from departments like philosophy or education? How have the leading men of the faculty — the full and associate professors — been obtained; by growth within the university or by transplanting? These are only a few of the interesting general questions which a broader handling of the topic could have answered. An answer to some of them is necessary to even a rudimentary understanding of the statistics presented. It is, for instance, of little use to state that ''18 assistant professors had no teaching experience before appointment at Wisconsin." The bare fact means little or nothing. Its significance lies in the history of the men before appointment, and in the grade of work that they first undertook here. If this information is withheld, that which is given is of little use. So of those who taught in institutions of 288 Exhibit 3 various grades before appointment to Wisconsin, — the nature of their first appointment here must be known if the bearing of their previous experience on Wisconsin is to be understood. If correlation tables had been prepared from the data which Dr. Allen presumaljly has at hand, all this could have been shown. It is to be regretted that he preferred to arrange his data and to present them in a way that deprives then of most of their value. (Signed) E. A. BIRGE. Sec lion 4 Courses given in 1913-14 for the first time Every member of the instructional staff was asked three questions regarding courses given last year: How many were given by you for the first time? How many have you given two or more times before? How many changes were made in those given two or rnore times before? It is to be noted that these questions and the following summaries of courses given in 1913-14 refer to the experience of the individual instructors with the courses offered in the university and not to the introduction of new courses in the curriculum. Of 371 faculty members who definitely answered, 216 stated that they had given no new courses last year, new courses meaning courses given by the instructors for the first time, whether at the university or elsewhere. New courses were reported by 155 instructors (of 371 answering definitely) who had given all told 264 new courses. One new course was given by 92 instructors; 2 were given by 41; 3 by 11; 4 or more were given by 11, one reporting as many as 7, 4 re- porting 6, 5 reporting 2, and 4 reporting 4. Of 216 giving no new courses, 48 (of 73) were professors; 23 (of 39) were associate professors; 48 (of 84) were assistant professors; 64 (of 125) were instructors; and 32 (of 48) were assistants. Of those giving one new course, 14 (of 25) were professors; 11 (of 16) were associate professors; 24 (of 36) were assistant professors; 35 (of 61) were instructors; 8 (of 16) were assistants. Of those giving two new courses, 7 (of 25) were professors; 5 (of 16) were associate professors; 10 (of 36) were assistant professors; 13 (of 61) were instructors; 5 (of 16) were assistants. Of 264 new courses, 48 were given by 25 professors; 21 by 16 associate professors; 53 by 36 assistant professors; 109 by 61 instructors; 31 by 16 assistants; 2 by one other rank. After eliminating the assistants and duplications, and including only courses for which instructors reporting are independently responsible, there are 223 persons of the four ranks, who report that they gave no new course last year. Of these. 137 were in the letters and science; 39 in agriculture; 38 in engineering; 5 in medicine; and 4 in law. Of 137 letters and science instructors reporting that they gave no 'new independent courses last year, 28 (of 44 definitely answering) were professors; 15 (of 27) were asso- ciate professors; 33 (of 58) were assistant professors; 61 (of 79) were instructors. Of 39 agriculture instructors reporting that they gave no new independent courses, 9 (of 14) were professors; 8 (of 9) were associate professors; 9 (of 11) were assistant professors; 13 (of 18) were instructors. Of 38 engineering instructors reporting that they gave no new independent courses, 7 (of 8) were professors; 11 (of 13) were assistant professors; 20 (of 26) were instructors. - Of 48 professors reporting no new courses last year, 28 (of 44 answering definitely) were in letters and science; 9 (of 14) in agriculture; 7 (of 8) in engineering; 2 (of 3) in medicine; and 2 (of 4) in law. Of 23 (of 39 answering definitely) associate professors reporting no new courses, 14 were in letters and science; 8 in agriculture; none in engineering; 1 in medicine. Courses given in 1913-11 which instructors reported having given t>\o or more times before Of 458 answers from faculty members, 366 are definite; the other 92 are too indefinite for comparison. Of 366 instructors definitely answering. 35 had given no courses two or more times before; 58 had given 1; 7;) liad given 2; 59 had given 3; 51 had given 4; 10 had given 5; 26 had given 6; 10 had given 7; 5 had given 8; 3 had given 9; 3 had given 10. Taking only the courses independonlly given for which instructors were independently responsible, 317 instructors reported definitely regarding courses given two or more times before. Of 317 instructors reporting detinitely, 72 were professors; 38 were associate professors; 84 were assistant professors; 123 were instructors. Of 87 men having given no course two or more times before, 4 were professors; 2 associate professors; 8 assistant professors; 73 instructors. 289 Sub.— 19 University Survey Report Of Ml reporting definitely, 230 had given one or more courses two or more times Ijjjfore — 68 professors had repeated 274 courses; 36 associate professors had repeated 1 13 courses; 76 assistant professors had repeated 214 courses; 50 instructors had repeated 86 courses. Of 230 instructors of the first four ranks reporting 717 courses given two or more times before, 59 re{)orted 1 course repeated; 49 reported 2 courses repeated; 37 reported 3 courses repeated; 35 reported 4 courses repeated; 19 reported 5 courses repeated; 18 re{)orled 6 courses repeated; 7 reported 7 courses repeated; 1 reported 8 courses repeated; 1 reported 9 courses repeated; 4 reported 10 courses repeated. Of 717 courses reported as given two or more times before last year, 274 were reported by 68 professors; 143 by 36 associate professors; 214 by 76 assistant professors; 86 by 50 instructors. The administrative importance of the foregoing facts in no way depends upon average number of courses repeated by each rank of instructor. The average for professors and associate professors was 4 courses; for assistant professors nearly 3; and for in- structors 1.7. But, 7 professors repeated 5 courses; 8 repeated 6; 4 repeated 7; 1 repeated 8; 1 repeated 9; 3 repeated 10. Of associate professors 3 repeated 5; 8 repeated 6; 1 repeated 7; 1 repeated 10. Whether courses should be repeated or not is not questioned here. But these facts should be remembered when considering the amount of work which regular classes require, the equality with which work is distributed, the cost of research and adminis- tration. Changes reported in courses reported as given two or more times before Of 458 faculty members, 391 answered the question as to changes in courses given two or more times before. Of the answers only 216 definitely mentioned changes. Of 216 faculty members, including assistants, who reported 278 changes in courses given two or more times before, 192 were in letters and science, 39 in agriculture; 38 in engineering; 5 in medicine; and 4 in law. Changes in subject matter in 132 courses were reported by 120, of whom 87 were in letters and science; 21 in agriculture; 19 in engineering; 3 in medicine; and 1 in law. Changes in method in 51 courses were reported by 48, of whom 38 were in letters and science; 5 in agriculture; 8 in engineering. To "keep up to date" was the nature of the change reported by 34 in 34 courses, of whom 29 were in letters and science; 3 in agriculture; 1 in engineering; and 1 in law. Of 216 instructors, 1 reported that he called for more work; 33 that they had changed the organization of their courses; 22 that they had made change to meet classroom conditions. Of 132 courses changed in subject matter, 18 were changed by 16 professors in letters and science; 5 by 4 professors in agriculture; 5 by 4 professors in engineering; 3 by 2 professors in medicine; 1 by 1 professor in law; 12 by 10 associate professors in letters and science; 3 by 2 associate professors in agriculture; 2 by 1 associate professor in engineering; 1 by 1 professor in law. Detailed changes in a total of 278 courses modified in various respects, were made by 216 faculty members, including the following: "demands more work for grade" (1); "made course cultural as well as practical" (1); "required more writing of students" (2); "required less writing of students" (1); "required more work of students" (10); "class- room "work replaced by private instruction" (2); " shift in emphasis " (16); "work more practical" (6); "work more thorough" (1); "quiz substituted for lecture" (1); "change in length" (11); "more subject matter" (15); "less subject matter" (7); "more experiments" (7); "fewer experiments" (1); "new tests, dilTerent material col- lateral reading" (77), etc. Instructors reporting no changes in courses given two or more times hefore. At the first faculty meeting of the year 1914-15 the president of the university said that he had heard of one member of the faculty who had not changed his course in eight or ten years; that he didn't want to know the name of this man because such work was not worthy of a university; that courses should show each year changes and illumi- nation due to last year's discoveries (exhibit 24). The facts above reported as to 717 courses given two or more times before last year, and other facts to follow, showing that courses were reported by 74 instructors as having been given without change two or more times before, prove the need for administrative provision for learning currently which instructors are "threshing over old straw." Because the president declared the university's position with respect to repeating courses without new illumination from last year's discoveries, special question is raised here as to the relative efficiency or inefficiency of such instruction. Again the survey urges the important bearing which these facts have upon the equality of work required from different instructors, and the reservation for research which should be made in such cases. 290 Exhibit 3 Of 230 instructors reporting that they had given courses two or more times, 67 did not report whether or not they had made changes in suCh courses. If not answering means no change, the total reporting no change shouhi be increased from 71 to 141. Because there is a question as to what they mean, only those are considered here who reported definitely that they had made no changes in courses given two or more times before, or a total of 74. Of 74 faculty members reporting that they had given 388 courses two or more times before, without change, (184 first semester, 204 second semester), 42 (110 first semester, 116 second semester) were in letters and science; 17 (39 first semester, 44 second semester) were in agriculture; 11 (31 first semester, 3.^ second semester) were in engineering; 3 (1 first semester, 6 second semester) were in medicine; 1 in law (3 first semester, 3 second semester). Of 74 reporting no changes in 184 courses the first semester and 204 courses the second semester, 7 were professors (22 first semester, 25 second semester); 1 associate professor (3 first semester, 3 second semester); 16 assistant professors (50 first semester, 58 second semester); 32 instructors (78 first semester, 87 second semester); 17 assistants (29 first semester, 30 second semester); 1 student assistant (2 first semester. 1 second semester). Of 7 professors reporting no changes, 3 were in letters and science; 3 in agriculture; 1 in law. The one associate professor was in letters and science. Of 16 assistant professors, 12 were in letters and science; 3 in agriculture; 1 in engineer- ing. Of 32 instructors, 14 were in letters and science; 5 in agriculture; 10 in engineering; 3 in medicine. Of 17 assistants, 12 were in letters and science; and 5 in agriculture; the student assistant was in agriculture. Research work reported by 74 faculty members who reported no change in 388 courses given two or more times before (184 first semester, 204 second semester) Of 74 instructors who report courses given without change two or more times before last year 10 had from 1 to 5 hours classroom work a week; 14 had from 6 to 8 hours; 16 had from 9 to 10 hours; 26 had from 11 to 15 hours, 18 had over 15 hours. Whether lack of change was due to amount of research was found by seeing how many hours were given to research by each of the 74 instructors involved. For each instructor reporting, the chart in the survey's files gives all details. Only some of the details are given here. Of 7 instructors in letters and science who had 5 hours or fewer of class work, 2 re- ported no research, and 1 reported no research but 8 hours of drill; 1 reported 3 hours; 1 reported 4 hours; 1 answered indefinitely; 1 did not answer. Of 3 instructors in agriculture who had 5 hours or fewer of class work, 1 reported 6 hours of research; 1 reported 8 hours, and a third reported 30 hours. Of 2 letters and science instructors who reported 6 hours of class work, 1 reported 20 hours; and 1 reported 1 hour. Of 4 letters and science instructors reporting 8 hours of class work, 1 reported no research; 1 reported 10 hours; 1 reported 18 hours; 1 reported 25 hours. Of 2 letters and science instructors reporting 10 hours of class work, 1 reported 3 hours of research, and 1 reported 20 hours. Of 7 letters and science instructors reporting 15 hours and more of class work. 1 reported no research; 2 reported 10 hours; 1 reported 1 hour; 1 reported 18 hours; 2 did not answer. Of 9 agricultural instructors reporting from 15 to 32 hours of class work, 1 reported no research; 1 reported 10 hours; 2 reported 30 hours; 1 answered indefinitely; 4 did not answer. Of 8 engineering instructors who reported 15 to 25 hours of class work, 4 reported no research; 1 reported half an hour a week; 1 reported 10 hours; 2 did not answer. So far as is shown by their own records of instruction hours and research hours, the 74 had other reasons than research for not making changes in 388 courses (184 first semester, 204 second semester). For example, one full professor reported 24 hours a week of administrative work. For this the dean of his college assured us that no rebate whatever was made in the number of hours of instruction. This professor reported 8 hours of instruction and 4 hours of research. UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 4. ENTITLED "COURSES GIVEN IN 1913-14 FOR THE FIRST TIME" The first set of statistics presented in section 4 of exhibit 3 gives the number of instructors of the various ranks who repeated courses in 1913-14, and the number who gave certain ■ 291 University Survey Report courses in 1913-1 1 for the first time. The numbers refer to the experience of instructors in giving the courses and not to the introduction of new courses in the curriculum. No use seems to have been made of this material, Dr. Allen merely stating, "Whether courses should be repeated or not is not questioned here. But these facts should be remembered when considering the amount of work which regular classes require, the equality with which work is distributed, the cost of research and adminis- tration." It is certainly self-evident that the exact nature of each course is all important in a com- petent study of "the equality with which work is distributed," etc., and these statistics presented by Dr. Allen seem to be of interest only as an example of misdirected energy on the part of the investigator. Dr. Allen next reports statistics based upon the information given by the faculty under the heading, "Please indicate the changes you have made in them this year", i.e., in the courses given in 1913-14 which the instructors had given two or more times before. Dr. Allen's use of the answers to this request gives an interesting illustration of the ease with which the investigator proposes to solve vital educational problems by numerical methods. An attempt Is made to classify these answers catagorically as either "change" or "no change." As a result such an answer as "nothing of importance" is classified as no change; whereas, the answer "In general I have tried to make them more thorough" is classified as a change. The value of the resulting statistics is not evident. P2ven if their reliability be granted, the interpretation of them made by Dr. Allen is entirely erroneous. It is evidently a matter of great importance that the courses of the University be given each year with fresh inspiration and illumination — a point upon which the president of the University constantly lays great emphasis — but there is no connection between this important question and that of "changes in courses" discussed by Dr. Allen. The remaining figures of this section of the exhibit give the number of hours spent in research by members of the faculty who reported "no change" in a course. Manifestly a man doing research work is in a position to bring fresh illumination and inspiration to his courses. Whether he changes his courses or not, in the meaning of the statistics, is a matter of minor importance, nor have changes in courses any necessary relation to the time and energy devoted by an instructor to his classes. The investigator in presenting the statistics of this exhibit and commenting upon them shows a confusion of ideas which would be impossible in any but a most superficial study of the problems of university instruction. (Signed) MAX MASON JOHN L. KIND Section 5 What is the best proportion of instruction to research? One of the fundamental questions before the University of Wisconsin and other great^ universities concerns the allotment of time, money and prestige between instruction' and research. Several instalments of the survey report have to do with the relation between instruction and research. One of the miscellaneous questions asked the faculty was: "What is the best proportion of instruction to research?" Answers to this question have not been tabulated to show the distribution of time, but excerpts are given here in statements by 16 professors, 8 associate professors, 24 assistant professors, 30 instructors, 6 assistants.' Repetitions have for the most part been elimi- nated. Each excerpt is included because of a different shade in its opinion or suggestion. As repeatedly stated with regard to excerpts taken from faculty answers it seems to the survey that the value of an excerpt is in the fact that a person believing what an excerpt states deserves a special hearing from his faculty and from the university administra- tion, even if every other member of the faculty disagrees with him. 16 professors' comments on research. 1. Instructors: 15 hours. Professors: 12 hours, Directors or heads: 9 hours, In- struction: f. Research: ^. 2. Can't be put in figures. At least half, when a man has something for research. 3. The proportion of instruction depends upon the man and his proclivities. Some men should teach 100 per cent of their time and others should give 100 per cent to in- vestigation. The great majority stand between these extremes. One-half teach- ing and one-half research would be, I think, a good average, for a typical scientist. In ct;.er llelds of work, I hesitate to say what it would be. 292 Exhibit 3 4. Half and half is a good proportion, but it is realized by too few here. 5. I have made my teaching my research, and I have devoted to it my undivided time for the twenty-one years I have been a teacher in this university. 6. The university is primarily an institution for instruction. Research on the part of its stall and advanced students is highly desirable, for without it stagnation soon results. One of the prime objects of research in a university is to keep both teachers and students alive. Doubtless the results of such research have actually been of economic value to the commonwealth in a goodly number of cases. But research is by no means to be defended mainly for this reason. It is impossible to fix a best ratio of teaching to research. The two ought to go hand in hand in a univer- sity. Research of the highest type requires a certain atmosphere to develop properly. It must grow up spontaneously. 7. All my research goes into instruction within a few months. I do not think any man can keep up inspiring teaching unless he is doing some sort of research. 8. Research instructors should have one lecture course to keep in touch with thf aver- age human intelligence. There are few research minds. 9. Most teachers should give the bulk of their time to classwork and the study of read- ing that pertains thereto. 10. Instruction ^ or 6 hours a week; investigation according to subject; 3 hours work with abstract data is quite enough in starting a piece of investigation; 4 and rarely rt hours may be tolerated later. The proper test is one's ability to work more rigor- ously the following day. 11. The proportion of instruction to research depends entirely upon the man. The average professor who has shown ability as an investigator should be allowed to put in at least half of his time in research; exceptional men might w^ell put in a considerably greater proportion of their time. 12. A man who has proved his ability to do research work of a high order ought to be encouraged in every way; but if he is a good teacher he will want to teach; he should be freed from administrative and clerical duties. 13. It seems to me vital to have research work in connection with instruction. A desirable portion might be one-half of each. 14. I do not know. Many times, I be'ieve, any teaching or other work which breaks the continuity of the research is harmful. It depends on the character of the research. Some research needs constant attention for extended periods, other work can be dropped without disadvantage. 15. In a new subject such as agricultural economics I should say that the division be- tween research and instructional work on the half and half basis is ideal. 16. The proportion of instruction to research must vary with the individual. A gifted investigator may leaven a whole institution even though he teaches little or not at all. On the other hand, a mere uninspired plodder is of as little value in research as in teaching. It is difficult to conceive of a real university teacher who is not to some extent a born investigator. 8 associate professors' comments on research 1. I am convinced that | time spenfin teaching, i in research and I for extension is the ideal division for efficiency. The deans in those colleges where research work is conducted could, in my opinion, profitablv call the vounger men together each year and instruct them as to the ideals of and best methods to follow'in ])ursuing work of a strictly research nature. 2. Depends upon whether you are dealing with a real university or a combination of high school and university, such as most American universities are. 3. Including all of the professor's study as research he ought to give three times as many hours to study as to teaching. 4. The proportion of instruction and research work depends to a large extent upon the nature of the man. Some men are fitted primarily for instruction work and not for research work and vice versa. 5. The proportion of research to instruction is hardlv determinable in ratios. Men reallv gifted for research should be liberally encouraged and to effect this the more plodding must also be allowed to follow it up also. A university where research is not emphasized is only a technical school. 6. The proportion of instruction to research should vary with dilTerent branches of instruction and with individual men. Some men don't care to do research, though thev may be excellent teachers. 'Hiev should have more teaching hours; mini- mum tinie spent in that work should be at least one-fourth that si)ent in teaching and preparation for teaching. 7. The successful investigator usually makes the best teacher, though this will not hold in all cases. 293 University Survey Report 8 It seems to me that no absolute formula can ever be found as an answer to this question. I would say that every teacher, and chief of all, the college and uni- versity teacher, ought to be given time to do research work, the more, the better. I certainly have never yet met the teacher who was not a better, a much better, instructor and pedagogue for his private investigation, and vice versa. The sooner the teacher who does not do some investigating in a small field of knowledge, however limited, is removed from his position, the better it will be for all con- cerned. 24 assistant professors' comment on research 1. Instruction: research — 4: 1 2. I should say about § instruction to 4 research. 3. In my work I consider it essential that half, at least, of a young man's time be ■ given to research. It is my belief that ratios of this sort will vary with depart- ments. 4. If one-quarter to one-third of the time is spent on research, I think this is enough. Experimental research is not the only research of importance. Study and research which make a man more of a master in his subject should be given just as much encouragement as experimental work. 5. The best proportion of teaching to research will depend upon the capacities of the instructors concerned. In general, research will suffer lack of effectiveness when less than one-half of one's time is devoted to it. It is more dependent upon con- centrated and continuous attention than is teaching. 6. The question of the best proportion to research cannot be answered. A big uni- versity ought to have room for the teacher as well as the research-man. Both types" are absolutely essential. 7. An equal division of instruction and study would be too much instruction, especially if the best quality of instruction were expected, and that should be the case. 8. In mv opinion, after a man has been doing teaching for from four to six years in the same field, at least half of his time may be most profitably be devoted to research. Until then a much smaller proportion for successful teaching will take most of a young man's energy until he begins to get his courses well established and satis- factory methods employed. Then additional time must be spent upon research, else the teacher is likely to become 'stale.' 9. Some research is essential to keep the mental alertness of the instructor, but the proportion can best be determined by the individual. 10. Would vary with different departments. In ours the instruction is somewhat more important. 11. Research and instruction should be mutually helpful. 12. At first blast one is tempted to answer that research should always be subordinate to instruction. However, in many, many cases it is the prerequisite for instruc- tion. The fundamentals can always be 'taught by the mere teacher, who may himself never rise beyond his course. But the deeper delving, of which the chosen few for whom even democracy prays, are capable, must of necessity be prepared by the pioneer efforts of the savant. 13. Every teacher who hopes to inspire in his students a desire to learn, must carry on research. It is natural that this research should be along the lines of the subject taught. The results of such research need not always appear in the form of publi- cations. It will make itself manifest in an enthusiasm in teaching others, will broaden the point of view and deepen the fund of knowledge of the teacher. The proportion of one's time that should be used in this way cannot be expressed in figures, since mental effort cannot be measured with a yardstick. 14. The best proportion between research and teaching can not be struck off arbitrarily. If the university 25 years ago had given Dr. Babcock all his time for research at $10,000 a year and kept his salary up right along it would have paid the state beyond calculation. Certainly there are men who should be more and more freed from the responsibilities of class instruction. The just proportion must be determined in individual cases. To be able to forecast who will turn out productive work requires a seer and a prophet. Therefore it seems tenable and wise, just and fair, to give men who desire to do research work such opportunity as they feel they can utilize. The corrective to any abuse of this function ought to rest in the measure of con- structive work turned out. A distinctly research man ought not to be required to give more than 6 hours to instruction per week. 15. In the sciences particularly research constitutes the life of the subject. The absence of research in chemistry means stagnation. Those men who show a particular aptitude for research should be given encouragement by way of time and equip- ment, and should have charge of advanced research students. The reputation of the institution depends largely upon its creative work, hence every encourage- 294 Exhibit 3 ment should be accorded those men who are particularly fitted for such work. At the same time some teaching should be required of these men, in order that the inspiration derived from their work may be passed on to the students. In this respect the medical department is in advance of the other departments. 16. Many instructors give courses ranging from the elementary to graduate courses. Such instructors ought not to be expected to devote much of their time to the preparation of papers purporting to advance the knowledge of their subject be- yond the present boundaries. It takes time and energy and thought to conduct elementary classes well. If time and energy are taken "from these classes for any other purpose, the students drift and conceive a decided dislike for the subject. On the other hand, instructors, who do not, or are not fitted by taste or training, to give elementary instruction might well be expected to devote considerable time to research. 17. In addition to research for publication, I am continually doing research for my lectures, to present the subject with fullness of knowledge, breadth of view and a proper understanding of the subject. I think research of this sort which is not measured in terms of the printed page takes as much time and is as valuable as that which finds its way into publications. 18. Research, I think, is absolutely essential for a growing teacher, and one who is not allowed time for it can not long give students the inspiration he should. 19. Under the present arrangement, if an experiment station worker wants a semester off with pay, he must work three summers for nothing. A man who does nothing but teach need work but two summers. I fail to see the justice of this, inasmuch as a research man puts in as a rule more time than the university regulation calls for. The summer school teachers have time between the regular university year and the beginning of summer session and also at close before the university year in the fall. In my opinion the research man should be paid at least as miich as the summer school teacher. 20. I can not say anything about a proportion of instruction to research. I do not think that everybody should be expected to do research work, and that proper recognition should be given the teacher. 21. There can be no hard and fast rule about instruction and research, each teacher must find his own balance. But when research interferes with instruction, it should be curtailed; no amount of instruction, however, will make up for research on the teacher's part. 22. Research work must necessarily vary with the department and, while of great im- portance, should not interfere with the teaching work. Those especially qualified for tesearch work by temperament and training should be given free opportunity for such work. In many departments (my own, for example), so much is required of the members, that absolutely no time is given in which to conduct very elaborate or extended research work. 23. I do not believe that an instructor who has classroom work exclusively and work which involves the teaching of fundamental principles should be expected or re- quired to do experimental research work. The two kinds of work in this case cannot be carried on simultaneously without sacrificing efiiciency and effective- ness in undergraduate teaching. In graduate courses where students require less assistance, and in informational or laboratory courses, I think that research work of some kind is of considerable benefit. I do not mean to imply that men teaching the fundamental courses should be prevented from doing research work if it can be done without detracting from teaching efficiency, but that work of this character should not be required. It has been my observation that the limit of efTectiveness in undergraduate teaching has not been reached by any means and there is just as much opportunity for research work along the lines of good instruction as in the field of new discovery. In the above I have reference only to what might be called experimental research. Library research would come in a different category, .\dvanced study and investigation along one's line of work should be encouraged, but I believe that the art and science of teaching should be studied and investigated first, unless the students' welfare is to be made of secondary importance. 24. Research is excellent as keeping the teacher interested in his subject, but it should have to do with the work which he is actually doing. In most cases it is so remote from his classroom exercises, as to not only not help but actually to hinder his work, in that it puts his interest where it should nominally not primarily belong. 30 Instructors' comments on research 1. Instruction: research — one-half to one-half. 2. Half our time ought to be available for research if the university wants to honor itself and get the best efiiciency from its stafl". 3. A man should have a third of his academic time left him for research. 295 University Survey Report 4. Two-thirds instruction; one-third research. 5. Three-fourths instruction; one-fourth research. Tt is impossible to get up momen- tum in research unless one has an appreciai:)le amount of time for it. 6. About one-fifth of the time might be spent in research. This applies to one with the title of instructor. Now Saturdays and outside hours are generally used. 7. For an instructor I think 12-16 teaching hours is plenty. That means 24-30 hours spent on instructional work at least. I believe every man ought to devote one- third to one-fourth of his time to research. If the university men are not to gain new knowledge for the world, who is? 8. The best proportion of instruction to research in terms of hours of actual work would probably be about two to one: that is, for every two hours devoted, in or out of class, to the student one hour should be allowed for research. 9. Twelve to fourteen hours' teaching does not prevent research and is about the proper balance to be kept. Some research carried on while instructing tends to give more enthusiasm to the work. 10. An instructor can give with profit from one-fifth to one-sixth of his normal working time to research. 11. I think an instructor should have about an hour a day and part of the summer for his own studies. 12. The proportion of instruction to research should depend upon the department and individual. In some departments the results of investigation are of great value to the state and humanity in general. In others only a small circle of the learned ever hear of them. 13. A man should have enough research so he does not lose interest and vivacity in his work. An instructor who is intensely interested and full of life for his subject will cause the student to do the best work. In other words, the instructor must be enthusiastic in his work. That amount of research which best does this is best. 14. One can't lay down any rule as to division of time between instruction and research. It must be settled for each individual according to his abilities and temperament. It is deadening for a man to have too much instructional work. He must have energy left to do some studying, or he cannot be an inspiring teacher. 15. Introduction of 'honor courses' open only to A-1 students, taught by 'research professors,' well paid and giving only half time to instruction. 'Professorship' and 'research instructorships,' requiring only half time to be given for instruction, such positions to carry a greater remuneration. Also, 'honor courses' should be created in which the pace is too fast for any but the best students. And there should be given to them men who are primarily investigators, enthusiastic leaders and creators, that the student may catch their inspiration. Such men are com- monly very poor teachers for the average intellect. Professors and are notorious examples of ineffective teachers, yet inspiring leaders. Such men should be given 'research professorships,' giving only half time to teach- ing and then only in 'honor courses.' It is time the attention of the university was directed toward its best products. This is the essence of 'conservation.' 16. I have found work in research to be: (1) necessary to the proper equipment of the teacher, his knowledge should be adequate;(2) exceedingly helpful as a stimulus to him, keeping the mind active and growing — that he should not stagnate; (3) a re-creation, something that keeps his spirit up. 17. The university ought to establish research laboratories for engineering and chemistry to work out problems olTered by the people of the state. This woriv is now gener- ally done by a few faculty members who can not spare the time from their teaching without hindering it. The result of the establishment of such laboratories would be better teaching and the solution of problems in a satisfactory manner for the people of the state. 18. It seems to me that all research men should do at least a little teaching, as that will keep a research man from narrowing down too much to particular limited line of thought. Whether or not all teachers should do some research work is ques- tionable. Some men make very good teachers, but do not make good research workers. I believe the best plan is to have two sets of workers: (a) those that devote most of their time to instruction and do a small amount of research work; (b) those that devote most of their time to research work and do a small amount of teaching, amounting to perhaps one-fourth time. 19. I can't tell, except that I believe people teaching freshman English should give practically all of their time to teaching. There are problems to be dealt with that should take up their entire teaching time. A freshman needs frequent guidance and I think it is a mistake to make him feel, as has unconsciously, perhaps, been done, that an instructor is too busy with important research work to be inter- rupted. I have had students give that as a reason for not asking aid of certain instructors and professors, and not in a grumbling spirit. They said it was quite right that such and such a man should not be bothered, because he was writing and doing research and making Wisconsin's fame greater in that way; but it seems 296 Exhibit 3 to me unfortunate that students should not get dirertly the best from their teachers. I think students often feel the lack and are sorry that they must go through college without any more personal contact with men they admire than is at present the case. 20. I do not see that there is any great relation between instruction in some courses, say literature, and research, if by research is meant special scientific investigation of technical points of English literary history and allied suljjects. What the teacher of literature needs is to become saturated with the world's best literature and best literary criticism; without this saturation he is not prepared for his position as he should be; if this is research, then I should say that instructors in literature should have the minimum of teaching hours and the maximum of time for this slow process of self-culture: in the end the state would reap more from such men because what they had to give would be worth giving. 21. The elementary courses in German have hardly any relation with research. Re- search does not improve the tenor of those courses. As for the more advanced courses, I believe that no course should be given by an instructor who has not done some original work in that field. And in such cases the amount of research would have to be determined by the personal qualities of the instructor at work. " It seems to me impossible to fix in the abstract the best proportion of instruction to research. 22. Instruction and assigned research work should not be mixed. Instruction should be handled by teachers and assigned research by research assistants who do no teaching. By assigned research work I mean research work that is chosen by the dean or head of the department and then assigned to an instructor. Personally I have found that I can not do good work in both teaching and research because I do not find time enough for both. As I like teaching better than research (as- signed) I slight the research. I believe that research work can be done more economically by regular research assistants under the supervision of a competent professor, because most of the work can be done l)y men who draw salaries about half (or less than half) as great as the salary of the average instructor. 1 do not think that enough emphasis is given to good teaching. It seems that more stress is given to the research work that he does. 23. Absolutely depends on the work and the individual — some people are not adapted to research at all. Practically all good research men are excellent teachers. 24. The proportion of time between instruction and research depends on the kind of each and on the instructor. Some instructors are often good in research and poor in teaching or vice versa, and some are good in both or extremely poor in both. If the teaching and research are along similar lines, then as much time as can be spared should be put on each. But no definite rule can be laid down to be followed in all cases. 25. Instruction and research should be separate. One should do research work one semester then give all his time to instruction the following semester, or the follow- ing year. About half and half is right in lines where research can really accom- plish results. 26. Some men are not adapted to research and should devote little time to it and much to teaching. Others could with profit devote sixty per cent of their time to re- search. Mostly a matter of ability and taste. 27. Instruction and research should not be required of the same person. I do not believe that best results can be obtained by mixing the German gymnasium and the German university — one or the other will sutler. 28. Any attempt to set forth the respective claims of 'research versus teaching' is bound to be a failure. The individual teacher must settle for himself in how far he is qualified for either, whether research will aid him in his classroom, how much energy he can devote to either. Generalizations on this subject are mere nonsense. 29. I don't think that there should be any established proportion in the assigning of instruction and research. But the two should be sejiarated and considered sepa- rately. Some lines of university teaching recjuire teaching ability of a high order — others require research. In many lines it might be well to set a certain amount of research to be accomplished before a man is taken into the faculty. But in all lines the two should be dilTerentiated. A man should not be hired primarily because he is a good teacher and his work demands teaching ability. — and then be judged on the basis of his research, — and vice versa. A man should receive promotion for his success as a teacher, as well as for his success in research. For, after all, the university exists primarily for the resident student who must be taught. The impossibility of demanding a Jixed proportion of each from each man results from the fact that good teachers are rarely good research men, and vice versa. 30. I believe that in many courses, such, for example, as introductory courses in economics, language, etc., a good pedagogue is of very much more value than a man doing profound research work. 297 University Survey Report 6 Assistants' comments on research 1. Instruction should be to research as 2:1. 2. It seems to nie that under the present system the proportion of teaching and research should be half and half. If one could give half of one's time to teaching and preparing for teaching and the other half for research it would be well. As it is, one teaches a couple of hours or so, then does some research; but if one could teach consecutively and then do research, both would be done more efhciently. 3. Proportion of instruction to research, variable with character and grade of work, nature of subject, purpose of course, etc. — for undergraduate juniors and seniors, perhaps about two to three, for graduate work, two to five or six. 4. This varies much with the type of man. Some men are excellent teachers, but care little for research. 5. Too much emphasis placed on a Ph. D. for undergraduate teaching. Many men very capable as teachers refused work or sufTicient advance in pay to keep them because they do not possess qualifications or desire to do research work for a Ph. D. Many men with, or capable of securing, a Ph. D. and with little or no ability to handle a class of students readily welcomed. I think the university faculty should be partly divided — into an undergraduate faculty and a graduate faculty and let 'teachers' teach in undergraduate work, even if they do not wish to become Ph. D's. and let the specialized and research men be confined more to graduate work. Many departments have instructors and assistants who teach only to pay expenses while going on for advanced degrees. I think if these were reduced in number and 'teachers' hired, and more graduate fellowships for research given, the efiiciency of the university would be increased and those wishing to do advanced work and research could do'so with a fellowship instead. Such a method, how- ever, would cost more. 6. It appears to me that in some departments instructors are selected rather for their research ability than for ability as teachers. If the state wants research, let it employ men for that purpose as do the large manufacturing corporations. If the state wants teachers, let it employ men who are capable of imparting knowledge, and of guiding and inspiring their students along the line of their work and whose time out of class work will be given to such purposes. Along this line the idea of "teaching fellows" and "research fellows" should be more carefully considered. (This comment is quoted also in exhibit 2, but is repeated here because it has a distinct bearing upon the question of the best proportion of instruction to research as well upon the question of teaching efTiciency.) UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 5, ENTITLED "WHAT IS THE BEST PROPORTION OF INSTRUCTION TO RESEARCH?" The proportion of research to teaching can have no possible general solution and this is made evident by the answers given in this section. Some men are good teachers who can never excel in investigation and some men of great scientific distinction are poor teachers, except perhaps for a few gifted advanced students, e. g. Rowland in physics and Sylvester in mathematics. Nevertheless a careful study of the answers given to the question asked with regard to the best proportion of research to instruction suggests a conclusion of great interest and importance. It is evident that the older men of professorial rank attach greater importance to research than do the younger men so far as the effects of research upon teaching are con- cerned. The reasons for this difference are probably due to the longer experience of the older men. A young man who has recently finished his graduate studies may not feel the need of research so keenly as an older man, precisely because he himself has so recently been engaged in research and has been associated with other young men who have been similarly occupied. The older men, however, have come to see as a result of their own experience and observation that to teach continuously even such subjects as elementary history and mathematics without the quickening influence of research has a deadening influence, which eventually renders teaching mechanical and lifeless. While there may be exceptions to all rules, there seems to be a general agreement on the part of those who have had large exper- ience that such is the result. Personally I have had some opportunity to observe teaching in secondary schools in Germany, and so far as my observation goes the teachers who are thoroughly alive and success- ful in unusual degree are engaged in some productive scholarship, even if they do not have the facilities which the university professor enjoys; and even if their work on the whole is, on account of their surroundings, less significant, it is nevertheless often valuable in itself and apparently especially valuable on account of its stimulating effects upon teaching. Two general conclusions are suggested by this section of exhibit 3 as well as by the related exhibit 5, which deals with the effect of research upon teaching efficiency: First, the need 298 Exhibit 3 of organization within the modern university. It is rank absurdity to expect of presidents and deans what is demanded of them by Dr. Allen. This needs no argument but an elemen- tary knowledge of the facts of the situation. There are those who have a gift for leadership, who know how to select promising scholars and to stimulate them, and these should be placed in positions of responsibility and presi- dents and deans should act largely through them. They should be provided with suitable offices and adequate stenographic and clerical assistance. But even in this case it would be impossible to have constantly accessible all the data demanded by Dr. Allen without in- creasing very greatly the expenses of the university. The cost-accounting system of a great industrial plant is not applicable to a university; and it is not desirable to tVv to apply it. The proposal misconceives the nature of a university and the conditions of' achieving success. The final conclusion I wish to draw is this: the great difficulty we experience is in getting men big enough for their tasks. It is generally agreed that in too few cases do the ablest undergraduates choose academic careers. They are turning to law, medicine, and business. Business, it should be emphasized, is becoming more and more professional and has in- creasing attractions for university men, while our great railway and other companies in- creasingly look to university graduates for men to fill their higher posts. The problem of problems is how to attract strong men to the teaching profession with its small pecuniary rewards, with the many pecuniary demands made especially on university professors, and how to give them opportunities for their highest development after they enter the teaching profession. "Surveys" and investigations by incompetents are making the teaching i)ro- fession to some odious and to all less attractive. When honor, dignity, and large freedom are given, many men are readier to sacrifice prospects of gain than when they arc surrounded by an atmosphere of doubt and suspicion. Until this truth is grasped and opportunity provided tor the free movement of the spirit, we shall never achieve the greatest success in our universities. This may be language that many cannot understand; but only those who do understand it are capable of dealing with university problems. Finally, mistakes have been made, many of them, and mistakes in abundance will be made in the future; necessarily so. Unsolved problems exist evervwhere; they are evidence of growth. We are all working on their solution, and have unhappily been delayed in this feature as well as other features of our work by injurious time-consuming and incompetently conducted "surveys" and investigations. (Signed) RICHARD T. ELY. Section 6 Working hours of a typical week as reported by faculty members One class of information about college management has always been difficult to secure; namely, the amount of time given to college or university work by faculty members. Practically every effort which heretofore has been made in any part of the United States to ascertain how much time college work requires of the teaching stalT has been met with protest against the "wrong headed and deplorable applications of the efficiency idea." Yet regarding few aspects of university work has there been more misunderstanding. The stock story in Wi.sconsin is illustrative: A legislator asked a professor, "How many hours have you?" The professor answered, "Eight." The legislator, who thought in terms of day hours rather than hours per week, answered, "Well, eight hours a day is a good full day for any man". For the farmer or the clerk or the banker or the housewife or teacher, who contributes to support a state university, it is difficult to fill out the rest of the week for an instructor who has only four or seven or 10 or even 15 hours of classroom instruction during the week. Because definite information has been lacking to help inquirers fill out the university instructor's week, great numbers conclude that teaching in a university is a "snap" compared with earning money to pay the university's bills. Nor has misunderstanding been removed by saying generally that much time is required to prepare for classes and for meeting students. To substitute information for guesses, the survey on page 2;") of the questionnaire, asked the faculty to give the number of hours per typical week which they were devoting to different kinds of university work during the spring semester of 1911. Time spent by faculty members as reported to the registrar in semester reports differs from time reported to the survey either on page 3 where the number of hours per course per week is given, or on page 25. The faculty member's own statement therefore and not the university's official statement is what is represented in the following summary. .\ faculty member's statement gives each .member's estimate for a typical week. Some estimates probably make too much while others make too little allowance for exceptional weeks. The figures are given for the ques- tions they raise and the need they indicate for further study by regents and administrative officers. 299 University Survey Report The answers to these several questions have l^een summarized under three general heads: (1) instructional work, including time given to class work, reading students' papers, con- ference with students, service as student adviser, personal preparation for courses; (2) research; (3) committee work. Summary of time given to instructional purposes — all colleges Of 436 answers, 34 were indefinite, or for other reasons not comparable, leaving 402 comparable answers. For 402 faculty members, whose answers are comparable, the total time spent a week on instructional relation with students is as follows: 6 hours or less. 7 hours 8 " 9 " 10 " 11-15 " 16-20 " 20 hours or less . 21-25 hours 26-30 " 31-35 " 36-40 " Over 40 hours... 41-45 hours 46-50 " 51-55 " 56-60 " Over " Totals Pro- Associate Assistant In- Assis- all ranks fessors professors professors structors tants 18 5 2 2 5 4 3 1 1 1 13 3 1 3 6 6 2 1 2 1 7 1 1 1 4 38 6 4 5 9 14 55 12 2 7 10 24 140 29 11 18 29 53 55 13 6 7 16 13 56 6 7 18 19 6 68 12 7 22 20 7 36 7 4 8 17 47 5 5 7 29 1 20 1 4 14 1 8 1 2 1 4 11 2 1 8 4 1 1 1 1 4 1 1 2 402 72 40 80 130 80 The detailed charts show for each rank of each college significant corresponding facts. The summary follows for those who record more than 30 hours a w^eek given directly to students in class, laboratory, seminary, reading papers, conferences, student adviser, and personal preparation for courses. The same 402 comparable answers are again considered. Numbers giving over 40 hours a v>eek to students This limit is taken first because 40 hours is practically the working week for the eight hour day. There is added in the second column the number giving 30 hours a week or more. 40 hours or more All ranks- -letters and science. -engineering -law -medicine -agriculture -universitv Professors — letters and science. " — engineering " — law " — medicine " — agriculture " — university Associate professors — letters and science " — engineering — medicine " — agriculture " — universitv .• 31 of 267 4 of 51 1 of 6 none of 9 11 of 69 47 of 402 2 of 43 none of 8 1 of 4 none of 3 2 of 14 5 of 72 4 of 27 1 of 2 none of 2 none of 9 5 of 40 30 hours or more 95 of 267 23 of 51 3 of 6 4 of 9 26 of 69 151 of 402 13 of 43 2 of 8 3 of 4 none of 3 6 of 14 24 of 72 11 of 27 1 of 2 1 of 2 3 of 9 16 of 40 300 29 of 54 5 of 13 none of 2 3 of 11 37 of 80 39 of 76 15 of 28 9 of 22 3 of 4 66 of 130 3 of 67 5 of 13 8 of 80 Exhibit 3 Assistant professors — letters and science 5 of 54 " " — engineering 1 of 13 — law none of 2 " " — agriculture 1 of 11 — university 7 of 80 Instructors — letters and science 19 of 76 — engineering 2 of 28 " — agriculture 8 of 22 " — medicine none of 4 " — university 29 of 130 Assistants — letters and science 1 of 67 " — agriculture none of 13 " — university 1 of 80 Summary of time given to class work and to research, as reported by faculty mem- bers Detailed charts showing the distribution of lime spent by faculty members upon class work and upon research were sent to the business manager of the university for use in com- puting cost. The summary which follows eliminates, so far as was possible, the laboratory men giving laboratory time because facts were not available to reduce to a common base the two hours oflaboratory work which are supposed to equal one hour of class work. 138 persons of professorial rank answered definitely as to total number of hours given to class work and the total number given to personal research. The average time per week spent upon personal research is given below: Upon class work — all professorial ranks I::. ...1.:...:. .::.::: 8.2 hours Upon research work — all professorial ranks 7.7 Upon class work — professors 8.1 Upon research work — professors 8.2 Upon class work — associate professors 8.3 Upon research work — associate professors 8.0 Upon class work — -assistant professors 8.3 Upon research work — assistant professors 7.0 If 15 hours per week (the standard set by the president of the university) be assumed as the total number of hours which should be given to the university in the form of classroom time, plus research; and if, secondly, only 138 members of professorial rank who answered definitely as to both class work and research be considered, the university receives the following number of hours in excess of this 15 hour requirement: 121.4 hours per week from 138 members of professorial rank. 68.9 " " " " 53 professors. 35.1 " " " " 27 associate professors. 17.4 " " " " 58 assistant professors. This result credits excess against deficiency: further analysis needed. Details of time given to class work and research The class work has considered class work as such, omilling. wherever separation had been made by the faculty, the laboratory hours. Among instructors and assistants sepa- ration is seldom made, causing averages to appear larger than they should. There have been omitted from a \olal of 158 instructors the following 24 for reasons indicated: Professors — 7 Physical Education 2 (class work hardly ap|)lies) Zoology 1 (dean) Political economy 1 (not a faculty memJHM-) MiUtary science 1 (class work hardly applies) Greek 1 (emeritus') Agricultural chemistry 1 (emeritus) Assistant professors — 4 Physical education 4 (class work hardly applies) 301 University Survey Report Instructors — 10 Phvsical education 9 (class work hardly applies) English 1 (report incomplete) Assistants — 2 Physical education 1 (class work hardly applies) Military science 1 (class work hardly applies) Others — 1 Farm foreman 1 (has no class work) (llass work Of the remaining 434 instructors, 417 report definitely as follows as to time given to class work : No hours of class work 18 or 4.3% Having 6 or fewer hours 124 " 29.7% 7 to 15 " 219" 52.5% 16 to 25 " 52" 12.5% over 25 " 4 " 1.0% 417 " 100.0% Of the 18 reporting no class work there were: Professors Associate professors 3 Assistant professors 1 I nstructors 7 Assistants 6 Others 1 Of the 124 reporting 6 or fewer hours to class work there were: Professors 23 Associate professors 9 Assistant professors 26 I nstructors 20 Assistants 42 Others 4 Of these same 124: 10 reported 1 hour each to class work 29 2 " " " 21 3 .. .. .. 21 4 " " " 20 5 " " " 23 6 " " " Stated in terms of colleges, the 124 are divided as follows: College of Agriculture 33 " Engineering 11 " " Law 2 " " Letters and Science 76 " Medicine 2 while the 219 reporting 7 to 15 hours are distributed as follows: College of Agriculture 17 " " Engineering 23 " "Law 4 " Letters and Science 169 " " Medicine 6 Research Of the 434 faculty members reporting, 1.30 made only indefinite or no statements as to research. Of the remaining 304 who reported definitely: 302 Exhibit 3 No hours of research 61 or 20.1% Having 6 or fewer hours 98 " 32.2% 7 to 15 hours 93 " 30.6% 16to25 " 35" 11.5% over 25 " 17 " 5.6% 304 " 100.0%, Of the 61 reporting no research there were: Professors 9 Associate professors 2 Assistant professors 14 I nstructors 27 Assistants 9 Others Of the 98 reporting 6 or fewer hours of research there were: Professors 21 Associate professors 10 Assistant professors 27 Instructors 25 Assistants 14 Others 1 Of the 93 reporting 7 to 15 hours given to research there were: Professors 14 or 15.0% or 26.4% of the 53 reporting Associate professors 11 " 11.82% " 40.7% " " 27 Assistant professors 11 " 11.82% " 18.6% " " 59 Instructors 35 " 37.63%, " 35.7% " " 98 Assistants 19 " 20.43% " 30.2% " " 63 Others 3 " 3.25% " 75.0% " " 4 Stated in terms of hours, the 98 reporting 6 or fewer hours are divided as follows: 12 report 1 hour each to research 15 " 2 " 20 " 3 " 18 " 4 " 17 " 5 " 16 " 6 " Stated in terms of colleges, the 98 reporting 6 or fewer hours are distributed as follows: College of Agriculture 19 " " Engineering 17 " Law " " Letters and Science 62 " Medicine while the 93 who devote 7 to 15 hours to research are distributed as follows: College of Agriculture 15 " " Engineering 6 " " Law 1 " " Letters and Science 68 " " Medicine 3 Of the 434 reporting, 415 state definitely that they give the following hours to class and research work: 2 or 0.4% give no hours 42 " 10.2 " 6 or fewer hours 153 " 36.9 " 7 to 15 hours 218 " 52.5 " 15 or more hours By ranks these 415 are distributed as follows: Professors "1 ^^f 1~-1% Associate professors 40 '' 9.6% Assistant professors ^'- |[ .lon^ Instructors 133 " 32.0% Assistants 82 " 19.8% Others " '" 1-7% 303 University Survey Report Distributed again by rank on the basis of 15 hours as the minimum requirement: 43 professors, or 60.5% of 71 professors reporting, give 15 or fewer hours; 28, or 39.5%, give more than 15 hours 19 associate professors, or 47.5% of 40 associate professors reporting, give 15 or fewer hours; 21, or 52.5%, give more than 15 hours 44 assistant professors, or 53.6% of 82 assistant professors reporting, give 15 or fewej hours; 38, or 46.4%, give more than 15 hours 51 instructors, or 39.8% of 133 instructors reporting, give 15 or fewer hours; 82, or 60.2%, give more than 15 hours 35 assistants, or 42.6% of the 82 assistants reporting, give 15 or fewer hours; 47, or 57.4%, give more than 15 hours 3 others, or 42.8% of 7 others reporting, give 15 or fewer hours; 4, or 57.2%, give more than 15 hours Time given per semester of IH weeks to committee work by faculty members With few exceptions for which specific budget recommendation is made time given by- faculty members to regular or special committee work is not ofTicially allowed for either in salary or in remission of hours of classroom work required; that is to say, committee work is incidental to being a member of the university community, and is expected of every man so far as he may be called upon. From faculty answers it appears that: No committee work is reported by 214 of 365 answering definitely for all committee work. No special committee work — 295 of 373 answering definitely. No regular committee work — 249 of 374 answering definitely. The 125 who report definitely that they have regular committee work are distributed by rank as follows: 1 of 66 assistants 15 of 121 instructors 38 of 82 assistant professors 26 of 38 associate professors 45 of 61 professors The 78 who report definitely that they have special committee work are distributed by rank as follows: 2 of 66 assistants 15 of 121 instructors 20 of 82 assistant professors 11 of 35 associate professors 30 of 64 professors The 151 reporting definitely that they have both kinds of committee work are distributed by rank as follows: 3 of 66 assistants 26 of 117 instructors 44 of 80 assistant professors 28 of 37 associate professors 50 of 60 professors Of 125 reporting 4,110 hours on regular committee work during one semester of 18 weeks as follows: 15 report fewer than 5 hours for the semef 23 ' from 5 to 10 " " " 27 ' " 11 to 20 " " " " 25 ' " 21 to 40 " " " " 16 ' " 41 to 60 " " " " 7 " 61 to 80 " " " " 3 ' " 81 to 100 " " " " 9 ' ' over 100 " " " " Of 373 reporting on special committee work 78 give 1,590 hours per semester of 18 weeks as follows: 18 report fewer than 5 hours for the semester 17 ' from 5 to 10 22 ' " 11 to 20 " ' 11 ' " 21 to 40 " " 4 ' " 41 to 60 " ' 4 ' 61 to 80 " 2 ' 100 or more " 304 Exhibit 3 Committee work by instructors and assistants In discussing the reorganization of the faculty (exhibit 21) the survey has suggested the tremendous resources not yet utilized which arc represented by the availability of instruc- tors and assistants for committee work. Only 1 of 67 assistants had any regular committee assignments Only 15 of 121 instructors had any regular committee assignments Only 16 of 188 instructors and assistants had any regular committee assignments Only 2 of 66 assistants had any special committee work Only 15 of 121 instructors had any special committee work Only 17 of 187 instructors and assistants had any special committee work 154 of 183 instructors and assistants had been requisitioned last year for neither regular nor special committee work. Yet the answers by assistants and instructors to the survey show that they have as indi- viduals been studying and cpiestioning and arriving at suggestions and conclusions of great potential value to the university. Of professorial ranks there are also resources not utilized: 72 of 181 had no regular committee assigninents 120 of 181 had no special committee assignments 55 of 177 had no committee work of anv kind Interference of committee work with other university work Of 151 faculty members reporting definitely that they had both kinds of committee work, 69, or 46%, averaged considerably less than an hour a week. This interference could obviously not be serious. 18 averaged about five hours a week or an hour a day. This interference could easily prove serious. The tabulation showing what faculty members themselves say about interference of committee work with administration and other work has not been completed nor have the correlations been made. The facts, however, are all available to regents or legislature for use in further analysis of this problem to throw light upon the potential usefulness of instructors and assistants who have not heretofore been utilized for committee work. The suggestions and comments in the questionnaires themselves will also be found helpful. Time reported by letters and science faculty itiembers Of 48 professors in letters and science from two to 10 reported indefinitely on each" of the points while from one to 13 failed to answer as to dilTerent points. The figures are given without stating the total possibilities under each heading because for purposes of admin- istration it is the number who have definitely reported which can be dealt with: To classroom and laboratory work 3 professors report no hours 3 " " 4 " a week 5 " "5 '• " " 10 " "6 " " " 5 " "7 " " " 5 " "8 " " " 8 " "9 " " ^' 2 " " 10 " " " 1 " " 11-15 " " " 1 •' " 16-20 " •' " 2 " " over 20 To reading students' papers 3 professors report no hours 6 " "1 " a week 14 " '• 2 10 " " 3 " " " 2 " "4 " " " 1 " "5 " " " 2 " "6 " " " 1 " "7 " " " 305 Sdr.— 20 University Survey Report To conference with students regarding their work 2 professors report no time 2 less than 1 hour a week 8 " 1 hour a week I 2 " " '• 9 3 .. .. .. 1 4 " " •' 2 6 " " " 1 7 " " " 1 " 11-15 " " " To personal preparation for courses 1 professor reports no time 3 " "2 hours a week 1 " "4 5 " "5 4 " "6 3 " "7 1 " " 10 9 " " ir-15 4 " " 16-20 2 " " 21-25 2 " " over 25 To personal research 6 professors report no time 10 11-15 16-20 over 25 hours a week To professional reading 2 professors report no time 2 hours a week 3 4 5 6 7 10 11-15 " 16-20 " over 25 " To literary work 6 professors report no time 2 hours a week 3 4 5 6 7 10 11-15 " 16-20 " 306 Exhibit 3 To personal conferences with associates 3 professors report no time 2 less than 1 hour a week 9 ' 1 hour a week. 9 ' 2 " '• •• 7 ' 3 " " " 4 ' 4 " " " 2 ' 6 " " " To supervision of others' instructions 18 professors report no time 1 less than 1 hour a week 3 1 hour a week 6 ' 2 " " 1 3 " " " 1 4 " " " 1 5 " " " 1 ' 10 " " " To work as student adviser 10 professors report no time 3 less than 1 hour a week 12 ' 1 hour a week 6 ' 2 " " '■ 1 ' 3 " " " 1 ' 6 " " " 1 ' 8 " " " To special university assignments 4 professors report no time 6 less than 1 hour a week 5 ' hour a week 9 ' 2 " '* '• 5 3 " " " 2 4 " " " 1 5 " " " 1 9 l( a ti 1 ' 11-15 " " " 1 ' 21-25 " " " To clerical work 4 professors report no time 5 " " less than 1 hour a week 6 " "1 hour a week 5 " "2 2 " "3 4 " "4 4 " "5 3 " "6 1 " " 10 2 " " 16-20 " The survey hoped to make a complete tabulation of this question and to correlate the returns to show at least for those of professorial rank these different facts according to the number of hours of instruction and also the total number of hours given to the student; the total given to university committee and administrative work: and the total to personal work, including research and preparation for class. Some of the tabulations here suggested were begun but, because of lack of time were not completed or interpreted by the survey. The survey believes that these tabulations (together with manv other working papers and uncompleted studies in the survey files) will prove of great Value to administrative oflicers and regents if further studied and correlated by them or by a legislative committee. The opinions expressed by the faculty as to the best proportion ofinstruction to research, as well as the statement of hours actually given to committee work, class work, committee work and meetings with stu- dents, will indicate the richness of this material. 307 University Survey Report UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 6, ENTITLED "WORKING HOURS OF A TYPICAL WEEK AS REPORTED BY FACULTY MEMBERS" For this section, dealing almost entirely with figures, extended comment is not possible since: (1) The (igures have not been verified. (2) The principles of tabulation have not been explained. 1. Errors in figures From our experience with the figures of the reports of Dr. Allen we have learned to dis- trust them. Sometimes the errors may be merely typographical. Sometimes the errors are fundamental, as in this case. 2. Principles of tuhiilation Dr. Allen had in this section an unique opportunity to make a study of certain phases of higher education of great interest. It is regrettable that he has made a conspicuous failure of this unusual opportunity. In the first place, fundamental doubt is thrown upon the value of all of the tables of this section by the form of some of the questions on page 25 of the questionnaire. On that page answers are invited to 16 questions concerning the number of hours per week required for various university activities. The first of these call for the number of hours per week devoted to (a) Class room work (not seminary). (b) Seminary work. Etc., etc. Tnere was no heading calling for the hours of laboratory or drafting room, or similar work. As a large amount of university instruction is of necessity given in laboratories and drafting rooms, and since the usual semester reports make this distinction prominent, it is inevitable that all sorts of inaccuracies would arise from the omission from the questionnaire of a suit- able question covering specifically the hours devoted to laboratory work. When faculty members actually did furnish information concerning the number of laboratory hours, these were entered as foot notes in the manuscript tables of Dr. Allen, but these entries were ignored in totals appearing in the present section of Dr. Allen's exhibit 3. The tables in the first part of this section of Dr. Allen's report can give no actual picture of the "working hours of a typical week." It does no good to arrange numbers in rows, and then in columns, and then diagonally, and then group them this way and that way by fours and twos. The truth must first be in the original figures and, moreover, their classification must be dependent upon the homogeneity of the material that is being used. If men on half pay, if administrative ofiicers with small teaching hours, if curators of museums who do no teaching are all classified together with teachers of French and of mathematics, no arrange- ment and rearrangement of figures in kaleidescopic patterns can bring out a useful fact. In addition to this, the tables and matter presented are in such form that they cannot be verified or corrected, or easily checked against the facts. Any studies of this type must be based upon homogeneous classifications very different from those used by Dr. .Allen. For example, the school of music is included in the college of letters and science. The work of instructors in such a school can hardly be classified with work in mathematics and German. The university includes the medical school, where some "instructors" or "professors" do not "teach" or "instruct" in the usual sense, for they give all of their time to clinical work and the like. There is a number of professors and in- structors who teach classes about five times a week, and give about six hours a day to work in the correspondence school. There are men who lecture to one class of 300 or more in experimental science who must spend all the forenoon in getting experiments and apparatus of demonstration in readiness. There are professors of horticulture who spend as much time with the trees as with their students. There are professors and instructors whose work in the University shows u]) as three to five hours of classroom work who give twelve or more hours per week to the university high school, having been especially secured for the dual work. There are men who give much or all of their time to work of inspection or control and to administrative work. There are several distinguished men in the faculties of Law, Letters and Science, and Engineering, who give part time on part pay to University instruc- tion. There are men who give all or nearly all of their instruction in laboratory, drafting room, demonstration room, computing room, or seminary, etc. Unless all of these and other matters are taken into account the tabulations and classifications are worthless and can give no information concerning the "working hours of a typical week." There can be no "typical week" under the unintelligent classifications made by Dr. Allen, and his averages of working hours are naturally much too small. ■ 308 Exhibit 3 In the College of Agriculture the cost of salaries and ojxMation is flassificd about as follows: Research 28 per cent Teaching 35 per cent Extension 30 i)er cent Control substantially self-supporting By "control" is meant such work as inspection of nursery stock, fertilizer inspection, etc,, which is required by state law. A professor of animal husl)andry may spend as much time "among the horses" as "with the students." Dr. Allen would show such and similar persons to be half-employed. In the section headed "Summary of time given to class work and to research as reported by faculty members," the unfairness of Dr. Allen's methods is self-evident. He there tries to compare the time spent upon class work with time spent upon research. For that purpose he evidently compares merely the number of hours spent in the class-room with hours spent upon research, for he compares 8.2 hours of the former with 7.7 hours of the latter. This is about as fair as it would be to use the hours actually s|)etit in court by a lawyer as the estimate of the time put upon a case, utterly ignoring all of the professional work put upon the preparation of the case before it was called in court. Lawyers do not desire to have their work judged in that manner; neither do university teachers. As I will show later, according to the figures which Dr. Allen uses as the basis of his conclusions, the actual average time spent by a professor in the College of Letters and Science upon student instruction is from thirty to thirty-five hours a week, plus, in addition thereto, a certain fraction of 11 to 1,5 hours spent upon work which pertains both to instruction and to research. The impression left by Dr. Allen's figures that class-room instruction consumes about eight hours instead of over 30 hours of weekly labor is fundamentally misleading. And this fact must have been known to Dr. Allen. Under the heading "Details of time given to class work and research" more figures of the same misleading character are j)resented. In the first place Dr. Allen confessedly omits laboratory hours from the work of the faculty, even when the faculty especially made this distinction. To show how erroneous are his conclusions and how faulty are his classi- fications, note his statement in the present section, in which he reports that 76 instructors in the college of letters and science give 6 or fewer hours a week to class work. In four departments of laboratory science alone in the college of letters and science, there were employed 40 assistants who gave practically all of their time to laboratory instruction. This alone accounts for over half of the 76 instructors named. In addition to this there were, according to the official semester reports, 21 men of professorial rank in the college of letters and science who gave from 6 to 2 lectures per week, but who gave from 2 to 20 hours to labor- atory work. In that same college there were 11 men of professorial rank, receiving only from 1 ,5 to 1 , 2 pay, who therefore did not do and were not expected to do full work in that college. These three classes alone account for 72 out of 76 cases reported. The above conclusions are emphasized by the tabulations given in the last part of the section headed "Time reported by letters and science faculty members." Figures from data supplied by 18 professors are given. This table shows an average of 7. 1 hours given by professors to class and laboratory instruction. But if these hours are computed from Dr. Allen's own working papers, and if laboratory and seminary hours are included which he omitted from the table, the average is 10.3 hours, or nearly 40 % more than Dr. Allen's table shows. The writer of this comment has had access to the mtinuscript tal)los prepared by Dr. Allen. They give in footnotes the amount of laboratory hours for a i)ortion of the faculty. This information was ignored by Dr. Allen in his tables for 48 professors, as are also the hours given to class-teaching in seminaries. We have made the corrections from his own tables and also give from the same tables the summaries for other classes of teachers in the college of letters and science, including 27 associate professors, 61 assistant professors, and 87 instrucl- tors. Assistants are omitted because, being on part time and part i)ay, their hours are not comparable with those of the other classes. The figures enclosed in parentheses in the following table are taken from Dr. Allen's working papers and represent data from the regular semester reports of the university. They are not used by Dr. Allen in footing up the totals of the "typical week." Their sum should (.and does) approximately equal that of the two following items. In the writer's opinion, some of the figures in the table, and therefore the totals, run rather high. On the other hand, they are based on the data from which Dr. .\llen worked, and consequently the table is reliable as a basis for showing the contrast which appeal's when the data are handled by Dr. Allen and when they are correctly handled. 309 University Survey Report Table giving the hours a ^eek of University work of average professor, associate professor, assistant professor, and instructor in College of Letters and Science, according to data in working papers of Dr. Allen. Kind of University Work A. Student Instruction 1. Classroom work, semester report 2. Laboratory work, semester report 3. Classroom and laboratory work, ques- tionnaire 4. Seminary work 5. Reading student papers 6. Conference with students concerning work 7. Preparation for courses 8. Conference with associates 9. Super\asion of instruction 10. Work as student adviser Total hours to student instruction... B. Research 11. Professional research Total hours to research C. Instruction and research combined 12. Professional reading 13. Literary work 14. Clerical work Total hours divided between instruc- tion and research D. General university activities 15. Student organizations 16. Special university assignments 17. Other university assignments Total general university activities of university work TOTAL hours per week for average pro- fessor in group as listed Average Number of Hours a Week 48 Professors (6.7) (2.7) 9.1 1.2 2.5 3.3 10.7 2.1 1.2 1.2 31.3 7.2 6.4 5.0 3.4 14.8 0.3 2.8 2.9 27 Associ- ate Pro- fessors (7.5) (1.0) 32.8 5.3 5.3 5.6 6.1 2.1 13.8 1.0 1.6 3.3 5.9 57.8 61 Assis- tant Pro- fessors (8.1) (4.3) 12.1 0.5 4.0 3.6 11.3 1.9 1.0 1.3 35.7 6.2 6.2 4.8 5.2 1.8 11.8 5.2 58.9 87 In- structors (10.1) ( 3.2) 12.4 0.2 6.7 4.1 9.1 2.1 0.3 0.4 35.3 7.6 7.6 4.5 5.1 1.9 11.5 5.3 59.7 The fairness of these figures (which come from the data in Dr. Allen's working papers) depends largely upon how many unfair cases — such as retired professors, men on part time, men giving most of their time to "control" work, etc., have been included in Dr. Allen's tabulations, and also upon the degree of allowance which ought to be made in using the faculty estimates of the typical week. Overstatement is more likely than understate- ment. However, I believe, from personal knowledge of my colleagues that a university professor ordinarily puts from forty to sixty hours a week upon his university work. Prac- tically all university men must work evenings and if Saturday afternoon is taken off, the loss must be made up by extra hours at other times. This is what is to be expected. Uni- versity men are men of intellectual ambition and they overwork rather than underwork in their chosen field. The men who may become drones under the university system, are so few that they do not count in the aggregate. Conclusion On the first page of exhibit 3, section 6, Dr. Allen calls attention to the importance of knowing how the working hours of a "typical week" are spent. He states that"because definite information has been lacking to help inquirers fill out the university instructor's 310 Exhibit 3 week, great numbers conclude that teaching in a university is a 'snap' compared with earning money to pay the university's bills. Nor has misunderstanding been removed by saying generally that much time is required to prepare for classes and for meeting students." If Dr. Allen believes that this misunderstanding exists, why did he not use the data which were at hand and already tabulated for him by the clerks, so as to give "definite information" on this subject? Why did he choose to present the data which he gives in such a way that no person can get a proper meaning from them? Why did he not present that which his title calls for — a "typical week"? Dr. Allen states that a farmer or clerk, etc., finds it "difficult to fill out the rest of the week for an instructor who has only four or seven or ten, or even fifteen hours of class room in- struction during the week." If this is true, why did Dr. Allen not "fill out the rest of the week" from the data that he had at hand and so relieve the alleged "difficulty?" His own w^orking papers show that, for an average member of the faculty, a working week of nearly 60 hours is needed to comply with "the demands made on your time by the university" (I quote the words used by Dr. Allen in asking the faculty for the working hours of a typical week). It is hard to imagine any fair motive which could influence an honest "survey" of a university to take the course followed by Dr. Allen in this section. Is it uncharitable to surmise that Dr. Allen's selection and presentation of data regarding the "typical week" have been determined by his theory of cost of research and by other theories which he advocates or insinuates? (Signed) CHARLES S. SLIGHTER. Section 7 Do freshmen and sophomores see enough of the instructors of higher rank? From many sources, both within and without the university, complaint has come to the survey that underclassmen do not see enough of instructors of higher rank. If efiiciency of instruction is to be judged by the effect upon students, this question is undoubtedly an important one for regents and administrative officers to consider. Because it is sometimes claimed that teaching elementary courses is irksome to men of professorial rank, the following question was asked of all faculty members: Do freshmen and sophomores see enough of the instructors of higher rank? Excerpts from answers are here given under five headings: (1) No, unqualified; (2) No, because the expense would be prohibitive; (3) Yes, unqualified; (4) Yes, because ability is more important than rank; (5) General suggestion by a professor that junior colleges for the two lower classes should be organized away from the university. The rank of the person answering the question follows each excerpt. The working pajiers are keyed to show also the college, department, and individual. Here again, however, it is suggested that the value of the testimony does not depend upon the rank of the witness, although it may prove useful to know the rank. 1. No, unqualified It would be desirable to increase the opportunities for freshmen and sophomores to see instructors of higher rank (professor). It would be fortunate if all freshmen and sophomores could receive instruction from senior members of the faculty but this would involve a heavy addition to the university budget. A considerable improvement upon the present situation lies within reach of the students themselves if they will exercise their freedom of election to choose work under older members of the faculty, e. g. my courses in astronomy are open to freshmen and are enthusiastically commended by those few who take them. I do not doubt that other cases of neglected opportunity may be found. It is true, however, that the freedom of the freshman or sophomore to make such choice is considerably impeded by university rules that urge him toward certain departments (e. g. English 5 in which instruction is largely entrusted to very young men. It is quite possible that this constraint goes too far (professor). Freshmen and sophomores do not see enough of instructors of higher rank. A larger per cent of staff should handle freshman work and more attention should be given to close adviser w'ork and to social matters in general (associate professor). Underclassmen are not brought in contact with men of higher rank as they should be. But where and how can that be brought about if the man is to remain a professor and do his work? (associate professor). Personally I do not see students of the first two years. I am an advocate of friendly re- lations betw^een student and instructor. If the idea that the instructor was put over a student to 'flunk' him, if possible, could be tlone away with it would be of great advantage to the student (associate professor). I do not believe that freshmen and sophomores see enough of their instructors — be they of high or low rank (^assistant professor). 311 University Survey Report No. Freshmen and sophomores decidedly do not see enough of instructors of higher rank (assistant professor). Sophomores in the College of Agriculture are brought into rather frequent contact with instructors of higher rank. Freshmen do not see enough of the instructors of higher rank, due largely to great number of freshmen (assistant professor). Freshmen and sophomores are perhaps deprived of seeing instructors of higher rank as much as they might. Still there seems to be a tradition that the work of men of high rank is judged to a great extent by research or outside work. This doesn't leave enough time to see the underclassmen as much as they might (assistant professor). It is probable that freshmen and sophomores have not heretofore seen enough of instructors of higher rank, although I believe that condition is now being remedied. I know it is in some departments. Students would undoubtedly have better opinions of the uni- versity course as a whole could they come into contact with the heads of departments as freshmen. Much depends upon first impressions (assistant professor). I am inclined to believe that students see too little of instructors, especially of those of higher rank; but I also believe that the fault lies with the students rather than with the instructors (assistant professor). I believe that too many freshmen and sophomores do not meet often enough instructors of higher rank and experience, but are handed over too much to young assistants, who are interested especially in their graduate studies and are teaching merely as a side issue (assistant professor). I believe that freshmen and sophomores do not see enough of the men of higher rank in the dejiartments where there are many students. In general, I believe that every man in every department ought to have some of the work of every grade of advancement, so far as the work of the given department is of university grade. I realize that it would be impossible to get enough advanced students even in a large department to enable every instructor to do advanced work; but it would be thoroughly feasible for every man of advanced position to do some work of an elementary character, and this should be required, or else the university should not offer the respective elementary work (assistant professor). In language courses, where the work must be done in small sections it is impossible for the instructors of higher rank to come in contact with a large group of freshman and sophomore students. In our department all professors have at least one section of elementary work (assistant professor). In regard to the much mooted question of more undergraduate instruction by men of higher rank I feel that in general the idea is good but is particularly hard to put into application. In language for example it seems accepted that advanced instruction is necessary. This work requires constant outside work on the part of the man in charge. If you load him down with elementary work his higher work suffers. Furthermore, a man may be a wonderfully inspiring teacher in advanced work and as a drill master a failure. The stu- dent who enters upon the study of political economy, for example, will necessarily, if he pursues his studies with persistence and profit, come under the instruction of the biggest men on that faculty. In some departments such as history, chemistry, physics, etc., beginning students sit under the best men (assistant professor). I believe that all professors of the higher rank should come into contact as much as possible with the underclassmen. I think too little of the personality of the professors is impressed upon the students — and that the students in most cases do not really come to know their teachers, as is the case in smaller institutions. Much of the truest kind of culture is obtained by the student in this way, and the personal influence of a noted professor does much to mold the future usefulness and efficiency of his pupil (assistant professor). Freshmen and sophomores do not see enough of the instructors of higher rank (instructor). Do not think freshmen and sophomores see enough of men of high rank. This statement is conspicuously untrue of certain men in various departments (instructor). Freshmen and sophomores do not see enough of the instructors of higher rank. Some even have a false impression of them and it would do the students good to come in contact with them (instructor). The freshmen and sophomores do not see enough of the instructors of higher rank with the exception of courses like the chemical and physics courses. It would be a great improvement to have a change in this direction (instructor). I am sure that freshmen and sophomores do not come in contact with instructors of higher rank but this is almost impossible because of the size of the school and the lack of time on the part of the students and instructor to do so (instructor). The freshmen and sophomores do not see enough of the instructors of higher rank. I dare say that many freshmen and sophomores never meet the higher ranked instructors (instructor). In most cases I think the student sees too little of his instructors, and vice versa. For my part, I enjoy the close contact of student and instructor, by knowing and meeting most of my students outside of class meetings (instructor). 312 Exhibit 3 Freshmen and sophomores see hardly enough of the professors and 'big' men of the faculty. It is hardly until the senior year, and then all too rarely is enough contact between stu- dent and professor obtained. This depends so much on personal characteristics, however, that no definite rule can be suggested to meet all cases (instructor;. I believe not, emphatically. I know only what they have told me; my own experience in college was decidedly different, and when I think'how vital a part of my education was the association with instructors and professors, I feel that the underclassmen here at Wisconsin miss a great deal. Such association I think would aid here in sketching a kind of background, ideals, ambitions and breadth of opinion which seem lacking now (instructor). Freshmen and sophomores do not see enough of the instructors of higher rank. If they did, they would come to have more zeal for higher types of intellectual effort, and many of the problems that beset us, of trying to gel students to take courses that are really good for their minds, would be partly solved (instructor). Freshmen and sophomores do not see enough of the instructors of any rank, but the fault lies at least as much with the students, who are quite absorbed by outdoor and social life, as with the instructors. One important reason why the instructf)r finds it difhcult to get into close touch with the students is that his classes are often far too numerous (thirty or even more)' (instructor). A great number of students, especially freshmen and sophomores, do not see enough, or better not at all, except in classes, of their instructors. This leads to a wrong impression on both sides. I have found out by experience that students who are indilTerent or lazy or disinterested in the classes, have become some of the best students by becoming personally acquainted with me. And I noticed that they work all the harder and more willingly, if they are personal friends of yours. I make it a point to visit as many of the male students as possible in their rooms, fraternities or wherever I can. and talk the work over with them and thereby find out their weaknesses, and likewise I have personal interviews with the women of my classes. The students soon fee! their instruc- tors are "human l)eings" as they are, that can l)e talked with, and this "awe,"' or "over respect" or "hatred," or what you may call the feeling in a student's breast, will dis- appear and he will do all that's in him for his teacher, in class and out of class. It is this personal acquaintance with the students that is lacking at the university. If an instructor can walk the whole length of State Street without knowing personally at least five students out of a possible 100, he may meet on that stretch, it does not speak well for him, or is at least impossible for him that he can exercise any influence on them. I am often asked when walking along the street- to the university or back and greeting a student every few steps, "How do you learn to know so many in school?" or "I-'very- body seems to be personally acquainted with you." It is only because I make it a point to come in personal contact with as many as I can, whether they are members of my class or not. It is this point that will do more for the university and student body than many other suggestions that may be made, but cannot be carried out, because of this lack of friendship between student and faculty (instructor). In the present condition of a large number of students in classes the students do not come in contact with the men in charge of the courses sufficiently. Most of their work, espe- cially laboratory work, is done under the direct charge of assistants who are relatively inexperienced as compared with the men in charge. More attention to laboratory instruction on the part of men giving courses would be desirable (assistant). 2. No, expense would be prohibitive I think it would be better for all concerned if many large classes were split up. and freshmen and sophomores saw more of the older instructors — but this would necessitate having more older instructors — and the cost would be prohibitive (jirofessor). I do not think the underclassmen see enough of the professors, but it is something that cannot be avoided. It is a difficulty inherent in a large institution where much of the instruction must be given by lectures. I have ir)0 sophomores this semester. If I gave each man 1 hours of personal attention as an individual it would require 600 hours or practically all the working time for the semester. To have all work presented by men of the same equipment and exiHM-ience would require such an expenditure that the state would rebel. In the small advanced classes the diffi- culty is obviated by decrease in numbers. With large groups it is impossible to avoid this difficulty. To suggest that Professor Kahlenberg come in personal contact with 800 students is foolish!" They get much from him, but he gets little from them, as he would if he could talk with theindividuals of his class. To hire 20 men of equal grade would cost certainly .§60,000 (professor). No. But in a university with several thousand students and large departments with hun- dreds it seems to me impossible to remedy this. General leeUire courses in chemistry, physics, and other sciences, in history, in Flnglish, etc.. should be given by the full professors but these do not go far when distributed among small sections that have to be taught (professor). 313 Universitv' Survey Report No. But they cannot see more of, the older instructors unless the university declines to employ young men. The ideal university would include only men of professorial capacity and rank, and would cut down their classes to the number that one instructor can serve entirely unaided — say 100 students in all. This would mean in history about fourteen professors' salaries, as agauist our present six professors, two associate professors, three assistant professors, and one instructor. In most departments the extra cost would be yet greater. It is a matter of finance (professor.) Freshmen and sophomores would profit by more intimate contact with some of their professors, but the ideal is impossible. For example, I have this year 250 freshmen and and sophomores. I could not keep up with my university work and give enough time to each one of these 250 young men to do them much good. It is a physical impossibility (associate professor). It is impossible for freshmen and sophomores to have any sort of personal relations with teachers of higher rank than assistant professor. They can hear lectures from them, but that is all. If greater personal contact is desired, there must be a tremendous increase in the teaching stall (assistant professor). Decidedly not. I feel it is one of the most pressing individual needs of this university to foster a natural social relationship between student and instructor, of whatever rank the latter may be. This involves necessarily an enlarging of the teaching force, as such a relationship is entirely impossible under present conditions (instructor). I believe it might be better for freshmen and sophomores to see more of instructors of higher rank but not enough more to warrant the increased expense to the state, for cer- tainly the juniors and seniors see none too much of them. It would mean a greatly increased salary roll (instructor). No. I do not think the freshmen and sophomores have enough of the help of those higher up. But in classes where there are several hundred students, I do not see how the man higher up is to see the freshmen and sophomores (assistant). Probably freshmen and sophomores do not see enough of professors. Classes are too large and professors are too burdened with administrative and clerical work (assistant). I do not consider that freshmen and sophomores see enough of instructors of higher rank. If some scheme for allowing one man to give both lectures, quiz and laboratory work to a given group could be worked out it would be much more effective (assistant). 3. Yes, unqualified Freshmen and sophomores have little time for consulting professors, but any who wish advice are always welcome (professor). Freshmen and sophomores see a good deal of instructors of higher rank in some depart- ments, in others they do not (professor). Yes — two full professors teach freshmen and sophomores in my department (professor). Have a large number of sophomores in my classes, all of whom I aim to see, besides in lectures, in their regular laboratory periods (professor). I believe that it is especially important for freshmen and sophomores to meet the men of higher rank. On this account, I myself have always given the elementary lectures in my department, and so am able to meet these younger students four times a week. (professor). No freshmen in philosophy department. Only one instructor in department. The full professors' courses are as accessible to sophomores, as are the courses of any one else, as we do much elementary teaching (professor). I think so. "Chumming" with professors without sharing their interests is a vain thing. The instructional relation is paramount (professor). They see all they want (possibly more!) and certainly all they need of me, and I don't set my rank high and out of reach. Cordial relationship with students is sought and expected (professor). In my own department freshmen and sophomores are taught by assistant professors, associate professors and professors, — the best men we have — Elementary classes for medical students are taught by assistants and instructors — who have had high school experience (professor). I have no more than a casual basis for the answer to the question as to the relations of freshmen and sophomores to instructors of higher rank, but what information I have indicates that there is no ground for the assumption that instructors of higher rank avoid relations with the lower classmen (professor). In my own department freshmen and sophomores have, I think, sufficient opportunity to meet the ranking instructors (professor). In my own department I feel that the instructors of higher rank have to give an inordinate amount of time to freshmen and sophomores (professor). 314 Exhibit 3 The instruction given to freshman students is at present verv satisfactory. In most departments instruction is given to freshmen by several of the older members of the departments. In some departments smaller sections would make better instruction possible. Freshman students should be asked to recite frequently. They should be made to feel that their knowledge of each lesson is to be thoroughly tested. This would lead to better prepared lessons. Poorly prepared daily work is the cause of most failures (professor). Yes. The instruction is given to freshmen and so[)homores in many departments by professors, and in other departments — as for instance in Hnglish — the teaching by instructors who have their spurs to win is very probably better on the whole than if it were given by men of higher rank. The charge so constantly made that freshmen and sophomores are turned over to young, inexperienced and poorly pre[)ared instruc- tors seems to me utterly groundless. Even if it were true, men of higher rank should be able to give a higher type of service in other work (professor). In some subjects freshmen and sophomores do .see enough of instructors of higher rank, in some they do not (associate professor). I think sophomores and freshmen in our department see all they wish of all members of the department (associate professor). They do in our department, as every professor, associate professor and assistant professor either has a section of required undergraduate work or .some course that can be elected by freshmen and sophomores, provided they have the necessary preparation. The question seems to me, however, not so important as it is often thought to be. I dare say that in most of the language departments — I have not examined conditions in other departments, but would think that they are on the whole analogous to ours — the instructors and assistants are chosen with considerable care and first of all with regard to their prospective teaching ability; most of them, in fact, have had teaching experience before entering upon their positions here; and as they are usually entrusted only with undergraduate required work, their activity is so carefully supervised by the depart- ment, and they all regard their teaching as their first and foremost function and duty, that the results obtained cannot but be desirable (associate professor). The instructors of higher rank ought to be doing work for which freshmen and sophomores are not prepared. To utilize these instructors for elementary work is to waste precious material, and to do expensively what can be done economically — and part of the expense would be in the impairing of the higher work (associate professor). Freshmen and sophomores do see enough of the men of higher rank (assistant professor). Freshmen and sophomores in general— not always — have opportunity for work with the higher ranks (assistant professor). I think that in the courses which our freshman and sophomore engineers take they do see quite a good deal of heads of departments (assistant professor). In most departments instructors of higher rank are within reach of freshmen and sopho- mores (assistant professor). I believe that freshmen and sophomores come in contact with professors about as much as advanced students. I have not investigated this but that is my own impression gained as a student and as an active member of the faculty (assistant professor). Freshmen and sophomores see as much of the instructors of higher rank as possible. In many courses — as history, physics and chemistry the chairman (or a full professor) gives the lectures to freshmen. This is not feasible in elementary language courses because a class containing more than 25 students becomes an impossibility (.1 myself consider 15 the ideal class) (assistant professor). Freshmen and sophomores have much opportunity to hear the full professors. This is especially true of history, physics and chemistry. In languages, where freshmen can- not be handled in large groups, it is manifestly impossible for the more advanced men to give work personally to the students. Their influence is felt, however, since the instructor of lower rank gets much inspiration and guidance from his seniors (assistant professor). We have students, in general, above the rank of freshman. Some students make the charge that they see but little of the men of higher rank. In our own work each of us tries to get some elementary work. President Harper once told me that he always insisted on having some elementary work and I have found that it is a wise policy to follow his advice if possible (assistant professor). I believe freshmen and sophomores come into contact with instructors of higher rank in many cases in the College of Agriculture (instructor). Freshmen and sophomores have very free access to instructors of higher rank. They can always get an appointment if they wish it (instructor). I have been as student and teacher in colleges and universities of a wide variety of types, and in none of them, small college or large, have I known the instructor to be so easily accessible to the student as he is here at Wisconsin (instructor). I think that the freshmen and sophomores do get to see enough of the instructors of higher rank; at least if we take into consideration the relative number of men of higher rank and men of lower rank. The only remedy in this respect is the emph)yment of more men 315 UxixERSiTY Survey Report of higher rank and fewer of the others. As far as teaching is concerned, especially in elementary subjects, the work is done fully as well by the men below faculty rank as by those of faculty rank (instructor). As much as possible with the number of professors on the faculty. It is to be remembered that our instructors would look with disdain on offers from many smaller colleges where the claim is made lliat a greater opportunity exists between professor and student. In other words the instructor in most cases is a iietter man than the professor in the smaller colleges in which such claim is made (instructor). It is impossible for freshmen and sophomores to see heads of departments personally with the classes as large as they are. I think their instruction is just as effective as it is. The greater inspiration to be derived from heads of departments cannot be appreciated or used the first one or two years. As to others of i)rofessorial rank they surely can see them in our department (instructor). Freshmen and sophomores seem to me to be as highly privileged in the way of personal instruction and contact with "instructors of higher rank" as is practicable and con- sistent with proper duties toward students of higher ranks (assistant). The cjuestion of sophomore and freshman contact with professors is a vexing one, and is one point where all the advantage is with the small college over a large university. It has, I think, been exaggerated in Wisconsin. The fact is that during the first two years students do not really desire much personal social contact with the heads of departments and professors of distinguished scholarship. Such students have the chance to meet them impersonally in the lecture room, and to gain that attitude of respect and admiration for them which is a valuable basis of more personal relations later. Those in minor positions — assistants, instructors, etc., come to know these students quite intimately — they are nearer to them in attitude, and they become most influential in shaping the students' mental and social tendencies. As one progresses toward graduation, however, he comes cjuite closely into relation with the men of prominence in the departments of his major and minor subjects, and frequently the warmest of friendships result (assistant). 4. Yes, because ability is more important than rank I think it a splendid thing for them to come into contact with the instructors of higher rank. In fact, it takes fully as good .an instructor if not better to handle freshmen and sophomores than the upperclassmen (professor). Underclassmen probably do not see as much of the higher instructors as they would like, but it can hardly be otherwise unless the leading professors are to be swamped with attention. Such professors are generally of more value to the few exceptional men of thorough training engaged in graduate work. As [was] remarked recently, many of the older and more distinguished professors are so out of touch with young people that they are but poor teachers for beginners. There are of course exceptions ^professor). The freshmen and sophomores see too much of some and too little of the others. Ability to teach freshmen should be ranked high but the head of the department does not neces- sarily have it (professor). Instructors and assistants, if of attractive personality, should be able to teach an ample amount of information to underclassmen, and it is absolutely necessary to have an abundance of young growing teachers in order that from some of these, leaders may be developed later. Instructors of higher rank do their best to select others of lower rank who can effectively meet students. It need not be inferred that those of higher rank are most successful in smallest details of class and laboratory supervision, younger members may be ecjually successful at this, but older men are needed to manage organization and running of department (associate professor). In some instances at least, I believe that the men just out of college are better qualified to teach certain lines of work than are some of us that have been out of college longer. iVIy owri experience was that we usually had to work harder and get more out of the course given by young men just graduated than we did from the head of the department who had been teaching for a good many years. For certainlinesof work, especially lines of work that called for more mature judgment and years of experience, the head of the department or some one that had been on the force for a long time, of course, was much better qualified to give the work (associate professor). Instructors of higher rank are frequently relieved from giving instruction in elementary courses. Freshmen and sophomores would not ordinarily meet such an instructor. I am not prepared to say that this is always a disadvantage. In some instances it is a disadvantage, and I have heard criticism from this source, but where an instructor is doing important research work (pure), he ought to be relieved from the elementary work (assistant professor). Whether or not the men of higher rank should teach the younger students, depends entirely upon whether they have the ability to get down to the level of the beginner. It is well known that such ability does not always go with ability to hold positions of high rank in a university. In such cases, it is better to turn the freshmen over to a teacher even 316 Exhibit 3 if he does not have high rank — provided he does know the subject however. I believe that such teachers should also be rewarded by [)romotion in academic rank (assistant professor). I believe that it is more important that freshmen and sophomores should have efficient teachers in whatever subjects they study, than that they should meet the instructors of higher rank. However I think that it is also desirable that they should meet some instructors of higher rank (assistant professor). I do not feel it is necessary for freshmen and sophomores, necessarily, to see more of men of higher ranks, so long as they have suflicient contact with a i)erson of ability. And not infrequently an instructor or perhaps even an assistant, is a better teacher than his superior (instructor). I believe the average student can learn less under a professor than an assistant professor or instructor as he is frequently less conscientious in his teaching work (instructor). Freshmen and sophomores see enough of instructors of higher rank. Most of these men are not as heli)ful to freshmen and sophomores as are the minor members of the faculty. They give them less attention and are less interested in them. Their teaching is likely to "go over the heads" of elementary students (instructor). I think that freshmen and sophomores do see enough of the instructors of higher rank- Younger instructors are usually able to get closer to their students and hence to assist them, than are their older associates. What the young instructor lacks in maturity and knowledge he makes up for in enthusiasm and conscientiousness. His student days are nearer and he is better able to sec the student point of view. In the long run, I believe, the students will go to a young instructor for assistance and advice more quickly than to the awesome professor of higher rank. And I know of few cases in which the young instructors have failed to command the respect of their students (in- structor). Freshmen and sophomores see enough of instructors of higher rank and of some they see too much. The idea is abroad in the land that instructors of high rank are of greater influence in the development of students than instructors of lower rank. This is only partially true. I believe that an impartial investigation would show that in the same grade of elementary work classes in charge of instructors and assistants are more efficiently conducted than those of full professors, who are so absorbed in the i)reparation of their latest books that they feel little interest in such humble beings as freshmen and sophomores. Students as a class are not fools. They know genuine interest and good instruction when they see it, and appreciate these things fully as much as if they came from a full professor. In the eyes of the student the man's personal worth rather than his title counts (instructor). I don't think they need contact with instructors of higher rank, as much as they need good teaching by subordinates (assistant). General suggestion by a professor that junior colleges for the two lo\v«'r classes should be organized away from the university I believe that the next step of major importance in the evolution of the American uni- versity, especially the state university is the development of the 'junior college." To be specific — the University of Wisconsin is at present doing an enormous amount of w'ork with students of freshman and sophomore grades, under unfavorable conditions, and is even contemplating the tremenclous further burden (financial and administra- tive!) of mens" dormitories primarily on their account. The size of this burden and the complexities of the problem will increase even more in the immediate future in the material course of events. This "underclassman" work can in general be done better with the students in smaller groups more economically as well as more efficiently; and with increased benctits to the people of the state if distributed in various centers (professor). UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 7, ENTITLED: "DO FRESHMAN AND SOPHOMORE STUDENTS SEE ENOUGH OF THE INSTRUCTORS OF HIGHER RANK?"" This section of the report offers but one general suggestion, vis., that conditions in the Uni- versity should be made such that men of higher rank shall come in closer contact with freshman and sophomore students. Dr. Allen states that numerous complaints have been received by him, both from without and within the university, to the elTect that the underclassmen do not see enough of the instructors of higher rank. No definite information concerning the complaints from with- out the university is furnished. It is evidently the intention to have the excerpts, which form practically the entire report, represent the type of criticism received by Dr. .Mien from within the university. 317 University Slrvey Report No doubt many of the excerpts contain opinions that were based on what were considered to be defects or excellences in particular departments, yet their use in this section suggests that they were intended to point out defects or excellences which are to be found in most of the departments of the university or in the university as a whole. Since the section contains insuflicient data and no recommendations or conclusions, the following statement is submitted for the purpose of showing what the university has done to bring about the sort of improvement suggested. A. — Present methods and results The problem of bringing the freshman and sophomore students in contact with men of higher rank is one which has been with us since the growth of the institution made several sections in the elementary subjects necessary. The problem, therefore, is not a new one. It has demanded and has received attention for more than twenty years, and the men who have been responsible for the great elementary courses have devoted much time, thought, and energy to its solution. No problem of like nature has received more attention in recent years. Since the number of men of higher rank in each department is limited, it is evident that in large classes only can they have contact with all freshman and sophomore students. The one satisfactory means of dealing with large groups is by lectures. Hence in most departments having large classes in elementary subjects, general lectures are given to all students by men of professorial rank. The departments of chemistry, physics, botany, zoology, and geology may be cited as examples. Particular attention is called to the fact that of the twenty-nine men of professorial rank in these departments, all but three are engaged in the instruction of elementary classes at the present time. In large elementary courses in which the recitation and quiz work must be done in small groups it is manifestly impossible for men of higher rank to give instruction to all students. Where this condition exists the men of higher rank, to the fullest possible extent, share with those of lower rank the instruction of freshman and sophomore students. In the depart- ments of English, mathematics, German and Romance languages, for example, forty of the forty-four men of professorial rank are giving instruction to small groups in elementary subjects. In these departments and those referred to above, in which general lectures are given, over ninety per cent of the men of higher rank are giving instruction to freshman and sophomore students. Does this state of affairs indicate a lack of interest in the elementary work on the part of the men of higher rank? Does it indicate that "teaching elementary courses is unknown to men of professorial rank?" On the contrary it seems to show that these rnen are not only planning and supervising the elementary work but they are probably giving as much of the instruction to freshman and sophomore students as the present means of the University will permit. In emphasizing the need of a closer contact between men of higher rank and freshrnan and sophomore students, the influence of men of lower rank is in danger of being underestimated. Instructors and assistants usually find it easier to establish a satisfactory relation with the freshman and sophomores than do the older men. Since a very large part of the work of the instructors and assistants is in teaching the elementary subjects, they have an excellent opportunity to help the freshman and sophomore students in various ways. The fact that these men do not hold positions of higher rank should not lead to the con- clusion that they are immature or inexperienced. In 1912 it was found that in the college of letters and science sixty-seven instructors had been graduated from college on an average 7.5 years and had an average teaching experience of 6.2 years. It was also found that seventy-four assistants had been graduated on an average 3.7 years and had an average teaching experience of 3.1 years. Neither of these groups could fairly be called immature or inexperienced. The close contact between the professors and students in a small college is often referred to as a condition which is considered to be more or less ideal, yet it often happens that the professor in a small college has recently come there from an instructorship in a university. It not infrequently happens also that men of higher rank in small institutions accept tempo- rary positions as assistants in a university. It would seem then that the advantages of contact between instructors and students at the university are at least comparable with those in the smaller institutions. But the classroom offers only one opportunity for the students to come in contact with the members of the faculty. Numerous regular office hours and others made by appointment make it possible for students to confer with the faculty men of whatsoever rank. The spirit of the whole University is democratic. One needs only to have had experience in it to know that the younger and older men alike avail themselves of unlimited opportunities to be accessible to the students. A careful examination of the time schedules of the faculty men will prove this statement, and will show further that at Wisconsin, as perhaps at no other similar institution, the faculty gives itself freely to the student body. At the opening of each year, the freshman students are entertained in small groups by members of the faculty. Numerous mixers are held during the college year, whicn are attended quite generally by faculty men of higher rank, making it possible for students to get acquainted with large numbers of the instructional force. 318 Exhibit 3 The foregoing statement should make it evident that the University has systematically planned to bring the older as well as the younger men of the instructional force into contact with freshman and sophomore students. Unquestionably more can yet be done, but the situation at present is not bad, as one might infer from reading Dr. "Allen's report, which is based on the selected opinions of a comparatively few instructors. There is also another tendency that will assist in bringing students in closer contact with their instructors. This is an increasing use of what is known as the laboratory method of instruction. Formerly this method was used only in the teaching of the sciences, but in recent years it has been found to produce satisfactory results in other departments. Wis- consin uses it in many elementary courses. The method makes it possible for the instructors to get into personal touch with individual students in a way that is impossible in recitations or lectures. B. — Conclusion It has been shown that Wisconsin instructors of higher rank are giving generously of their time to freshman and sophomore students. But it would be inadvisable to have a faculty made up entirely of older men of higher rank. The younger men of the instructional staff play an extremely important part in orienting the young colTege student to his environ- ment; in fact a freshman or sophomore student programme taught entirely by advanced men would not be as satisfactory from many points of view as one made up of work partly under older men and partly under younger men, because of the more numerous educative elements involved. The young man fresh from high school has many difficulties to contend with in his first years at college, not the least of which is that of making the right acquaintances. The young instructor at once appeals to him as a friend, and the professor as a counselor. Where the two work together as they do at Wisconsin, their influence upon the young student must indeed be strong. (Signed) J. D. PHILLIPS, Chairman of Freshman Advisers, College of Engineering. Section 8 Earnings from other than university work reported by faculty members Efficiency of university teaching, time devoted to instruction, research, administrative and committee work, etc., must be considered in connection with the extra-university work carried on by faculty members. To secure information on this point the survey asked faculty members the following questions regarding earnings from other than university work: Will you care to state, for confidential uses, the total earned (not including extension work) in outside employment, lectures, writing, consulting the last year? Total? During the summer only? During the school year? Do you consider outside employ- ment helps or hinders university work in your field? Of 458 faculty members answering the questions all but 11 answered the first question; 57 answered indefinitely, leaving 390 comparable answers. 97 and 89 respectively, answered the second and third questions indefinitely; 27 answered neither the second nor third question. Of 390 more than half, or 200, stated that they had earned nothing during 1913-14 by work other than university work; 237 that they had earned nothing during the summer; and 236 nothing during the regular school year. For all colleges 190 report earnings of from less than $50 to over $5,000 as follows: (Because all faculty members did not answer all questions, the total reporting different amounts for the whole year will not equal the sum of amounts reported for regular year and summer). Whole Year Summer Regular Year Less than $50- $101- $200.. $201- $300.. $301- $400.. $401- $500.. $501- $750.. $751-$1,000.. $1,001-$1,250.. $1,251-$1,500.. $l,501-$2,000.. $2,001-$3,000.. $3,001-14,000.. $4,001-$5,000.. $5,001 or more 43 36 39 22 Tl 7 16 2 3 5 3 1 1 1 15 20 25 17 7 5 4 39 24 20 4 4 5 2 5 3 319 University Survey Report Classified bv rank these outside earnings are as follows: 37 Professors 20 Associate Professors 36 Assistant Professors 69 Instructors 28 Assistants Less than S.'O S5()- 810(1 §101- S20U.. $201- $300.. $301- $400. $401- $500 $501- $750. $751-$1,000.. $1,001-$1,250.. $1,251-$ 1,500.. $l,501-$2,000.. $2,001-$3,000.. $3,001-$4,000.. $4,001-$5,000.. $5,001 or more 11 7 4 6 1 1 4 2 16 11 19 4 5 3 5 1 1 2 1 1 Earnings above $1,000 for the whole year are reported by 14 faculty members, of whom 2 are in agriculture, 5 in engineering, and 7 in letters and science. Earnings above S2,000 for the whole year are reported by 3 faculty members, of whom 1 is in agriculture and 2 in engineering. In only one case was it definitely explained that the university's arrangements with the faculty member distinctly provided for freedom to do outside work. In fact, the university considers itself fortunate to have this professor connected with the university even though it was stipulated that he was to be free to do professional work outside. Whether the earnings reported were for articles written, or books, or consultants' fees was not stated. Unfortunately neither the university nor the survey has secured information necessary to show how far if at all outside employment has affected service for the university. Absence from university work or neglect of university work has by no means always resulted from outside work. For instance, in the year 1913-14 professional work caused 43 days absence; lectures caused 79 days; meetings caused 217 days; vacations (between September and June) caused 194 days; personal reasons (including illness) caused 265 days. Absences for longer than two weeks require previous permission of the Board of Regents or the executive committee. Record of all absences must be filed with the president of the university and by him reported to the board. The records filed with the board do not indicate whether the faculty member is receiving pay during his absence. (The university states that when "leave of absence is given without qualification it is in accordance with usage, leave of absence without pay.") Even where absence is caused by professional work, the rate of pay is not stated. The extent of absence from all causes during three years is indicated by the following summary. This summary includes all the items reported to the Board of Regents as reason for absence, and is given here to raise a question for further investigation by the regents to ascertain whether the benefit resulting to the university justifies the interruption of regular class work. Number of faculty members granted leaves of absence from September to June Year Agr. Eng. Law L. & S. Med. Total 1911 50 55 54 32 32 30 1 3 66 60 70 2 149 1912 147 1913 159 Total 159 94 4 196 2 455 320 Exhibit 3 Number of days of leaves of absence granted from September to June -J Year Agr. Eng. Law L. &S. Med. 1 Total 1911 1912 1913 1,214 9571 675 370 405 2\lh 7 5 510^ 571 575^ 37 2,10U 1 ,933^ 1.510 Total 2.846^ 9921 12 1,657^ : 37 1 5,545 Of this total 52% was for personal business, illness (406) and vacation; 19% for extension, etc. Impairment of university service by outside work is prohibited by section 16, Chapter II, laws of regents, which reads: No member of the instructional force or other employe in the service of the Univer- sity shall impair that service by devoting to private purposes any portion of the time due to the university. Impairment of service cannot be established by any general study showirig the amounts earned. On the contrary amounts earned may prove enhancement of service rather than impairment. Later are quoted several faculty members who believe that earnings on the outside enhance efficiency of instruction even more than they enhance income. Failure to try to earn, or failure to have abilities which secure invitation for outside employ- ment may mean more serious impairment of service to the university than earnings large or small. Services rendered to the university must be tested by what happens to the university rather than by what is done outside. Thus we come again to the need emphasized by the facts in section after section of the survey report for a kind of information heretofore lacking regarding what goes on in the class- room and what is done for students by instructors inside and outside of classrooms. If service to the university can be proved satisfactory it is obviously i^rofitless for the uni- versity to ask questions regarding outside employment. If service is unsatisfactory obviously the thing for the university to give attention to is the service and not the outside employ- ment or other outside reasons for teaching inefficiency. Whether service is satisfactory or not can be found out only by watching the service. Recommendations It is suggested 1. That the arrangement between the university and each instructor specify a regular schedule for appointments of instructor with students. 2. That the by-laws and laws of the regents be amended to provide the following: a. That each member of the instructional and non-instructional staff specifically show the number of hours of instruction or research or other employment that is due the university. b. That to make it easy to report absences or changes of appointments the business office provide suitable blanks and method for receiving and recording results, as for example, in connection with the monthly receipt for salary. c. That the report of absence include engagements not kept, appointments post- poned but kept, appointments kept by other member of department or of the university. d. That the record of absence, postponed appointments, or use of substitutes for appointments be currently placed before the deans and president, and per- manently recorded in monthly reports to the regents. e. That steps suggested earlier in this exhibit and elsewhere with regard lo keeping in touch with the quality of work done for students inside and outside the class- room be taken to determine whether absence or postponement results in impair- ment or enhancement of service to the university. 3. That a current record show that appointments have been kept, which appointments have not been kept, and the reason. 4. That written explanations be filed with deans on blanks provided by the business office not onlv for protracted absence requested, but for all absences, to include those when substitutes are provided, as well as those for which no substitutes are - provided. 321 Sub.— 21 UxrvERSiTY Survey Report 5. That for the [)eriod of a year the total cost to the university of absences recorded be computed at the rate which the university pays each instructor in question for the numl)er of appointments missed, in order that the university may know from its own experience whether salary deductions should be made for absences and what maximum number of absences may be allowed without salary deduction. 6. That when absences are granted to individuals for the purpose of representing the< university, or serving the university, at national or state conventions, two steps be taken to secure results commensurate with the cost to the university: That two reports be required for administrative officers and regents — one written report of suggestions received for the university to be recorded with administrative oflicers and regents; and one written report as to how absence has i)een used by the individuals in question for the improvement of their own work or that of their department. Docs outside employmeiil help or hinder work in your field? — answered by faculty members Field work in our subjects is absolutely essential to effective university work. . . . The field is so large and the subject so new that textbook teaching is almost useless, as textbook writing has not begun to catch up with the progress of the science. Field work is too expensive to be supported by the university on an adequate scale, and must be financed by outside interests. A very little helps — it might easily hinder if there were much of it done. I can speak only for myself. For me, it would hinder my university work very greatly. In [my field] enough professional work should be done so that one can keep in touch with progress — more than that is not approved. I am sure [in my field] outside employment is very useful in helping university work. It keeps one in touch with actual conditions rather than theories; it broadens one's experience with life; it furnishes innumerable illustrations for classroom use; it commands the respect of the students. Distinctly helps. Lectures in small towns help the university rather than the lecturer. Depends upon the character of the work. That undertaken by me has given added experience of benefit to me in university work. In my opinion the running of an outside practice on the part of any member of the in- structional force necessarily detracts from his efficiency to the university. No case has yet come to my attention in which this is not true. University professors ought to be well paid for their services and then they ought not to be permitted to conduct a regular outside consulting practice, whether it be "in service for the state" or for private parties. I am well aware of the arguments adduced in favor of such practices, but they are quite fallacious. Both the teaching and the research suffer in all cases when the professor is engrossed with a regular outside practice for gain. Consider it essential in order to make work practical. My outside work is largely the basis of my lectures and seminary work. The experience I have had in lectures before teachers, parents, and citizens throughout the country has been of immeasurable benefit to me in my university work. I could not keep certain of my classes up-to-date without this experience. I do not do enough outside work to help or hinder. A little more contact with the outside world would be an advantage to me. Helps very materially. Moderately helpful. Doubtless university work would be strengthened if I could omit a large share of outside activities. In general I do not approve of outside employment by [members of my department]. A small amount is helpful. It may easily be carried too far. I do not think that it helps. It will hinder if it takes too much time and energy. It naturally interferes with the time one can give to research or to individual students. I believe that a reasonable amount of time spent on outside work directly connected with the subjects you are teaching is beneficial in keeping you in close touch with a field of which you might only have a reading knowledge. This is however only true if you thereby do not neglect your work as a teacher and investigator. Such outside work should be somewhat at least of an investigational character and should not degenerate into routine work for money making purposes alone. The university authorities evidently intend that any person [receiving present salary] should go outside to add to his income. It makes me a better lecturer and teacher. Outside employment hinders. Outside investigation is of course, a great help. Helps very greatly, provided adequate provision for it is made and the teacher does not attempt to do full time work at the university. 322 Exhibit .'} ' UNIVERSITY COMMENT ON ALLEN EXHIBIT 3, SECTION 8, ENTITLED, "EARNINGS FROM OTHER THAN UNIVERSITY WORK REPORTED BY FACULTY MEMBERS" Range and frequency j>f outside earniiifis The first part of this instaUment contains some suggestive data. Table 1, column 1 shows that only 16 of 390 members of the faculty earn more than 8750 from "outside em- ployment," and it is stated that 200 of these have no outside earnings. The members, of the staff, few in number, who have considerable outside earnings, are o!)viouslv in fields in which there is call for expert work. It follows that the stall of the University, as a whole, derives substantially all its livelihood from university salaries paid for teaching, research, and related administrative duties. The salary scale of the University, then, must be fixed on this basis. Leave of absence data Any one with slight, even the most general knowledge of the size of the stall in each college of the university, can see at a glance that the table on number of days of leave of absence must be worthless, since the data contained in it are not comparable. Every one knows that the faculty of the college of agriculture is much smaller than that of letters" and science, and yet the former college is charged with a much larger amount of absence. Evidently absences are not on the same basis in the two colleges. The explanation is simple and Dr. Allen ought to have stated it. Substantially all of the letters and science faculty take their vacation in the regularly scheduled periods of uni- versity vacation and, therefore, are not absent on this account during the regular session. Many of the agricultural faculty continue their work during the time of the regular vacations and take their vacations, which they have earned, at such time as is most convenient for the college (between September and .June). Many such vacations of the agricultural faculty are, therefore, reported to the regents and bulk large in Dr. Allen's report of absences. But plainly such absences are in no way comparable with occasional grants of leave for occasional reasons and the two types of absence should not be reported together. This exjjlanation for the apparently great amount of absence in the college of agriculture could have been had in a moment from Dean Russell, had Dr. Allen chosen to get it and so make his report of absences mean something. Furthermore, the reports of leaves of absence made to the regents, specify the causes, and had Dr. Allen chosen he could have found many such items as the following under, the heading "Days:" 8 extension, 9 station and extension, 18^ college, 2 high school inspection, 5 con- vention of French professors, 4 inspection trip with students, 3 to attend Maintenance of Way Association, 5 to attend meeting of National Academy of Science, as well as 1 business, 5 private work, 1 to attend funeral of aunt, etc. He could also have learned from the dean of the College of Engineering that there was good reason why the percentage of absences in his college is higher than in the College of Letters and Science; this reason beijig that engineering schools (to get and retain good men) have to allow their men some leeway in the' matter of professional employment. If Dr. Allen had secured these and kindred data, which he could have done in an hour or less, he could have presented a table or two which would really set forth the facts which lie before him in the records and require only a slight amount of interpretation. Instead of this he has given a table that does not give any idea of the real situation as to absences. Dr. Allen states regarding his tal)le: "Of this total 52% was for personal business, illness (406) and vacation; 19% for extension, etc." It is obvious that most of this 52% must be in the vacations of the staff of the College of Agriculture, and much of this was in the earlier years when a larger number of that faculty took their vacations during the college year. Dr. Allen's own statement shows that in 1913-14 vacation caused about 13% of the absences, and personal reasons (including illness) about 18%. The total is 31%, which may be contrasted with 52' j. which Dr. Allen tinde as the average for three years. There is no ground for supjiosing that personal reasons bulk larger in any of the earlier years. In 19i;5-14. according to Dr. .Mien's figures, absences for personal reasons (including illness) amounted to little more than an average of one-half day during the year for each member of the teaching force, and this is surely not an extrava- gant or excessive amount. Dr. Allen could have brought out all of these facts and many others by tables suitably planned, but he gives a table which leaves matters in an unintelligible state. In summing up his table he accounts in the sentence quoted above for 71 '^ of the absences. He does not even hint at the causes of the remaining 29';. So when Dr. Allen sums up the causes of absence for 1913-1 1 he gives only a lit lie more than half of the absences. This is a cus- tomary method with him and one which wholly prevents checking the accuracy or inaccuracy of his statements without making a complete investigation of the subject. It is not worth while to do this. Dr. .Mien's own statement is enough. If a faculty of about 450 persons has only 265 days of absence granted in a year for all "personal reasons (including illness)", neither the faculty nor the administrative oilicers need defence on that score. 323 University Survey Report One correction may be made. Dr. Allen says that the university states that "when leave of absence is given without qualifications, it is in accordance with usage, leave of absence without pay. The statement of the university, presented to the Board of Public Affairs reads "with pay." The reasons are obvious. Absences granted for attending school or college meetings, etc., are always granted with pay, and no university whose salaries are fixed on an annual basis would be likely to cut salary for a brief absence in a year, for "per- sonal reasons (including illness)" when the work of the professor was provided for without cost to the institution. "Impairment of Service" Some of Dr. Allen's remarks on this topic are most sensible: "Absence from university work or neglect of university work has by no means always resulted from outside work." "Impairment of service cannot be established by any general study showing the amounts earned. On the contrary amounts earned may prove enhancement of service rather than impairment. Later are quoted several faculty members who believe that earnings on the outside enhance efriciency of instruction even more than any enhance income." "Failure to try to earn, or failure to have abilities which secure invitation for outside employment may mean more serious impairment of service to the university than earnings large or small. Service rendered to the university must be tested by what happens to the university rather than by what is done outside." These paragraphs are followed, however, by statements alleging that the university does not know whether it is being injured or not: "Thus we come again to the need emphasized by the facts in section after section of the survey, [Allen] report for a kind of information heretofore lacking regarding what goes on in classroom and what is done for students by instructors inside and outside of classroom." "If the service to the university can be proved satisfactory it is obviously profitless for the university to ask questions regarding outside employment. If service is unsatisfactory, obviously the thing for the university to give attention to is the service and not the outside employment or other outside reasons for teaching inefficiency. Whether service is satis- factory or not can be found out only by watching the service." What does Dr. Allen mean by his unsupported allegation "emphasized by the facts in section after section of the survey [Allen] report for a kind of information heretofore lacking," etc.? The answer, already furnished to readers of his exhibits and the university comments, is that Dr. Allen wants the matter recorded in black-and-white, on the basis of specific "countable" data. The deans will tell him how the work is taken care of; the departmental chairmen will explain in detail how it is taken care of; he will be told how these officers know that the work is adequately handled. But the only evidence that Dr. Allen can see is that which can be sent down to his office for him to tabulate. Nothing else has any existence. Recommendations of Dr. Allen No better bit of evidence regarding Dr. Allen's insight into university aims, ideals, and problems can be found than the recommendations of this exhibit. The recommendations are prefaced with "It is suggested," but this profession of diffidence does not affect the significance of the recommendations. The members of the instructional staff are to be treated as hired men subject to a time- check system. The exact amount of service is to be specified in the contract (recommendations Nos. 1 and 2a). Docking of pay is contemplated (recommendation No. 5). But no provision for "over-time" rem,uneration, single or double, is suggested. The University of Wisconsin, like every first-rate university in the land, regards its staff as professional men and women engaged in work in which they are profoundly interested, and in which they spend their strength (for remuneration, as Dr. Allen notes in his final.... report, which is too low for the better members of the staff). Other universities are glad, from time to time, to secure our best professors, and do secure them under the existing regime; under such conditions as those suggested by Dr. Allen, we should speedily lose our best men and women, and no high-minded or even merely suc- cessful professor in another institution would dream of coming to Wisconsin. The consequence of following these recommendations of Dr. Allen would be that the per- sonnel of the instructional force would rapidly become mediocre or worse. (Signed) E. A. BIRGE, G. C. SELLERY. 324 EXHIBIT 4 Section 1 THE GRADUATE SCHOOL Graduate work and work by graduate students. "The graduate school is the apex of the University. While in the sense that the number of students in this school [1913-14 regular students: 449; summer session: 852] is small compared with those in the undergraduate colleges [1913-14 regular students: 4,686; summer session 1,465], and is therefore much less important; in the sense that the graduate school produces teachers and investigators who are in the future to teach undergraduate students in this and other higher institutions of learning and who are to advance knowledge, the school is of the first importance." The foregoing is one of four paragraphs regarding the Graduate School from the university's latest description of its work, July '1914, bulletin No. 666. The quoted paragraph is on page 48 with the side heading "Production of Scholars." The bulletin was issuea by the regents and was prepared by the president of the university. The survey's report upon graduate work and work of graduate students should be read against a background of the purpose of the school thus ofTicially stated. The fact base for the report includes the following: (1) analysis of graduate school election sheets; (2) plan sheets for in absentia graduate work; (3) doctors' theses analyzed for accuracy of references, quotations, computations and for other aspects of workmanship; (4) individual scholarship records; (5) 8 examinations held in June 1914, for masters' and doctors' degrees; (6) analysis of term papers, assignments, theses; (7) report of conferences with dean; (8) correspondence, etc. Graduate School membership. Election sheets in the dean's office showed a total enrollment for the year 1913-14 of 449, (333 men, 116 women), or 389 in the first semester, and after adding new enrollments and subtracting withdrawals, 373 in the second semester. Who are graduate students? Of 389 in the first semester, 163 (or 42%) were either regular faculty members taking graduate work, or graduate students enlisted temporarily as faculty members and doing the work of assistants or teachers; 226 (58%) were other students having no faculty connection. Of 373 in the second semester, 162 (43%,) had faculty connection and 211 (57