31EDbb D271 31D3 E w. Report Relative To Th EsTABlSHhENT Of A State Unive RSITY '■^..- LIBRARY OF THE MASSACHUSETTS AGRICULTURAL COLLEGE wf^ c^ \L: 1^ ??• I M [• \ HOUSE No. 485 REPORT OF THE BoAED OF Education RELATIVE TO THE Establishment of a State Uotveesitt. January, 1915. BOSTON: WRIGHT & POTTER PRINTING CO., STATE PRINTERS, 32 DERNE STREET. 1915. 37 t Cfie Commontoealt!) of ^a0satf)usetts* REPORT OF THE BOARD OF EDUCATION RELA- TIVE TO CHAPTER 105 OF THE RESOLVES OF THE YEAR 1914 ON THE PROPOSED ESTABLISH- MENT OF A STATE UNIVERSITY TO PROVIDE FREE INSTRUCTION TO PERSONS REGULARLY IN ATTENDANCE, AND TO PERSONS WITHIN THE STATE NOT IN ATTENDANCE, AND ON OTHER MEANS OF PROMOTING HIGHER EDU- CATION. Introduction. To the Honorable Senate and House of Representatives. The Board of Education respectfully submits herewith, in accordance with chapter 105 of the Resolves of the year 1914, a report on a plan for the establishment of a State university to provide free instruction to persons in regular attendance, and, through correspondence or otherwise, to persons resident in the State not in personal attendance. There is included, also, in accordance with the resolve, suggestions as to a plan for the self-support of persons in regular attendance at such university. Finally, the Board includes a series of observations and recom- mendations relevant to the establishment of a State university and to other means of promoting higher education. The resolve is as follows: — Resolved, That the board of education be requested to report to the next general court, on or before the second Wednesday in Januar}^, a bill embod3dng a plan for the establishment of a state university, to provide instruction with free tuition and books to : — a. Persons properly entered and in regular attendance at the uni- versity; and as to such persons the board is requested to report plans for their self-support during attendance. 4 STATE UNWERSITY. [Jan. b. Persons within the state, not in personal attendance at the uni- versity, but who may be reached by correspondence or otherwise. The board of education is further requested to submit such recommen- dations and statements relevant to the estabKshment of a state university and to other means of promoting higher education as, in its judgment, should be placed before the general court. In compliance with the above resolve this report contains the following material : — A form of proposed act establishing a State university as in- dicated in the resolve, including provisions for free instruction, within w^hich correspondence and extension courses for persons within the State but not in attendance may be organized. A review of the arguments commonly offered in favor of the establishment of a State universitv in Massachusetts. A review of the arguments commonly offered in opposition to such proposal. Brief discussions of certain proposed substitutes for a State university, as : — (a) State scholarships in existing institutions. (6) Organization of extension and correspondence courses, through the co-operation of existing higher institutions of learn- ing. (c) An organization to promote co-operation between exist- ing institutions and State and municipal departments needing expert assistance. Statistical tables dealing with the number, resources, teaching force and student enrolment of higher institutions of learning in Massachusetts, and of the principal State universities are pre- sented in the appendix. Proposed Act. An Act establishing the University of Massachusetts. Be it enacted, etc., as follows: Section 1. There is hereby established in the common- wealth of Massachusetts, within the metropolitan district of Boston, an institution of learning by the name and style cf the ''Universitv of Massachusetts." 1915.] HOUSE — Xo. 485. 5 Section 2. The government of the- University of Massachu- setts shall be vested in a board of regents, to consist of seven members chosen from the state at large, which board the gov- ernor shall appoint, by and with the advice and consent of the council. The terms of olfice of said regents shall be seven years from the first day of July in the year in which the appointment is made, subject to the provisions of the following section. Section 3. At the first regular meeting of said board of regents the said members shall determine, by lot, so that one member shall serve for one year, one member for two years, one member for three years, one member for four years, one member for five years, one member for six years, and one member for seven years. Section 4. The board of regents and their successors in office shall constitute a body corporate, by the name of "The Regents of the University of Massachusetts", and shall possess all the powers necessary or convenient to accomplish the objects and perform the duties described by law, and shall have the custody of the books, records, buildings and other property of said University of Massachusetts. The board shall elect a president, secretary and treasurer, who shall perform such duties as shall be prescribed by the by-laws of the board. The secre- tary shall keep a faithful record of all the transactions of the board. The treasurer shall perform all the duties of such office, subject to such regulations as the board may adopt, and for the faithful discharge of all his duties shall execute a bond in such sum as the auditor of the commonwealth mav direct. Section 5. The time of the election of the president, secre- tary and treasurer of said board, and the duration of their respective terms of office, and the times for holding the regular annual meeting and such other meetings as may be required, and the manner of notifying the same, shall be determined by the by-laws of the board. A majority of the board shall constitute a quorum for the transaction of business, but a less number may adjourn from time to time. Section 6. The board of regents shall enact laws for the government of the university in all its branches, elect the requisite number of professors, instructors, officers and em- ployees, and fix the salaries and the term of office of each, 6 STATE UNIVERSITY. [Jan. and determine the moral, physical and educational qualifica- tions of applicants for admission to the various courses of in- struction; but no instruction either sectarian in religion or partisan in politics shall ever be allowed in any department of the university, and no sectarian or partisan test shall ever be allowed or exercised in the appointment of regents or in the election of professors, teachers or other officers of the uni- versitv, or in the admission of students thereto, or for anv purpose whatever. The board of regents shall have the power to remove the president or any professor, instructor or officer of the university, when, in their judgment, the interests of the university require it. The board may prescribe rules and regu- lations for the management of the libraries, museums, labora- tories and all other property of the university and of its several departments, and for the care and preservation thereof, with penalties and forfeitures, by way of damages, for their violation, which mav be sued for and collected in the name of the board before any court having jurisdiction of such action. Section 7. On or before October first of each year the regents, through their president, shall submit to the state board of education, for transmission to the governor, a report for the year ending on the preceding thirtieth day of June. This report shall exhibit in detail the progress, conditions and wants of the university, the courses of study which have been offered, the number of professors and students, the amount of receipts and disbursements, together with the net costs and results of all the important investigations and experiments, and such other in- formation as they may deem important or the board of edu- cation may require. This report shall include all estimates which the regents intend to submit to the auditor of the com- monwealth for transmission to the legislature. Section 8. The board of education shall transmit the report described in section seven of this act to the governor not later than December first of each year, and shall accompany such report with such comments, suggestions and recommendations as it may deem important. Section 9. The president of the university shall be the president of the faculty or of the several faculties as they may be hereafter established, and the executive head of the in- 1915.] HOUSE — No. 485. 7 structional force in all its departments; as such he shall have authority, subject to the board of regents, to nominate all instructors to the board of regents, to make such recommenda- tions as he may deem advisable for the proper conduct and development of the university, and to give general direction to the instruction and scientific investigations of the university. The immediate government of the university shall be entrusted to the faculty, but the regents shall have the power to regulate and approve courses of instruction, to confer such degrees and grant such diplomas as are customarily conferred in universities, and to confer upon the faculty through by-laws the power to suspend or expel students for misconduct or other sufficient cause described by such by-laws. Section 10. The object of the University of Massachusetts shall be to provide, for the inhabitants of the commonwealth and such others as the board of regents may from time to time admit in accordance with provisions to be established in their by-laws, means and opportunities for obtaining general and professional education supplemental and additional to that which is now provided for the inhabitants of the commonwealth by schools and colleges supported in whole or in part by revenues derived from taxation. Provision shall be made by the regents for the organization and support of correspondence and other extension courses, as they may deem necessary. Section 11. The university shall be open to female as well as male students, under such regulations as the board of re- gents may deem proper. Section 12. No student who shall have been a resident of the commonwealth for one year next preceding his admission shall be required to pay any fees for tuition in the university, except in professional departments. The regents may prescribe rates of tuition for students in professional departments, and fees for the use of apparatus and equipment. The regents may also establish suitable tuition rates for students who are not residents of Massachusetts. The regents shall establish, in. con- nection with the university, an employment bureau for the purpose of enabling graduates of the university to find suitable positions, and to assist students, during the period of their attendance, in finding needed remunerative employment. 8 STATE UNIVERSITY. [Jan. Section 13. The board of regents provided for in this act shall be appointed within ninety days after this act becomes law. Section 14. The sum of five hundred thousand dollars is hereby appropriated from moneys in the treasury of the com- monwealth and not otherwise appropriated, which money may, with the approval of the Board of Education, be expended for the following purposes, to wit : — First. — The payment of the salaries of the president and other officers of administration and instruction, and such other expenses as may be necessary until further appropriations for these purposes shall have been made. Second. — The purchase of a site or grounds for said Uni- versity of Massachusetts, said location to consist of not less than three hundred acres located at a distance of not more than thirty miles from the state house of the commomvealth. Third. — To advertise for and obtain plans and specifications for university buildings, under such rules and regulations as the board may impose. Fourth. — For the payment of the necessary expenses of the said board in connection with the purchase of a site and the erection of a university building thereon. Section 15. For the purpose of carrying out the provisions of this act, the board of regents may, in the name and on be- half of the commonwealth, from time to time, take or acquire by purchase or otherwise such lands, buildings and rights in land as in its opinion may be necessary to accomplish the pur- poses of this act. In the event of the taking of any lands, build- ings or rights in land by said board of regents, the board shall file in the proper registry of deeds a description thereof, suffi- ciently accurate for identification, with a statement signed by the board, or by a majority thereof, that the same are taken under the provisions of this act, in the name and behalf of the commonwealth; and the said act and time of filing shall be deemed to be the act and time of the taking of such lands, buildings or rights in land and shall be sufficient notice to all persons that the same have so been taken. The title to the lands, buildings and rights in land so taken shall vest in the commonwealth and its assigns forever. The commonwealth 1915.] HOUSE — No. 485. 9 shall pay all damages sustained by any person by reason of any taking under authority of this act. Said board shall estimate the damages for such taking and submit the estimate to the governor and council for approval, and may, with the approval of the governor and council, agree with any such person upon the damages to be paid for such taking. If said damages can- not so be agreed upon, such person may, within two years after the taking, file in the clerk's office of the superior court for the county or counties wherein said lands shall be taken a petition for the determination of the damages, and thereupon the court shall appoint a commission consisting of three disinterested per- sons to whom the petition shall be referred, and who shall de- termine the damages and report thereon to ,the court. Said board shall, upon approval of the governor and council of its estimates of damages, or upon the filing of any determination made by a commission as aforesaid, offer, in behalf of the commonwealth, to pay the person sustaining the damages the' amount so estimated or determined; and if such person shall, in accordance Vvdth such notice and within one year after being so notified, deliver a satisfactory release of the damages to the board, the board shall certifv to the treasurer of the common- wealth the amount to be paid to such person, and the treasurer shall pay the same. Said board or any person whose property is taken under the right of eminent domain, if dissatisfied with any determination of damages made by any commission, may, within one year after the tim.e when such determination is filed in court, file in said court a claim for a trial by jury to deter- mine the damages, and thereupon the damages shall be deter- mined by a jury in said court in the same manner as if the petition had come before a jury for its determination of damages in the first instance. The commissioners shall receive such compensation as may be determined by the court. If, upon hearing by the commissioners or upon trial, damages are in- creased beyond the amount which the commonwealth offered to pay therefor prior to the appointment of the commission or to the trial, as the case may be, the person sustaining damage by reason of the taking shall recover costs; otherwise the per- son shall pay costs, and costs shall be taxed as in civil cases. Section 16. Commencing with the fiscal year nineteen hun- 10 STATE UNIVERSITY. [Jan. dred and fifteen there shall be levied and collected annually a state tax of one tenth of one mill on each dollar on the assessed valuation of the towns and cities of the commonwealth, which amount, when so levied and collected, shall be appropriated for the use of the University of JNIassachusetts, to remain in the treasury of the commonwealth subject to the order of the board of regents. Section 17. The regents shall receive the actual amount of their expenses in traveling to and from, and in attendance upon, all meetings of the board, or incurred in the performance of any duty in pursuance of the direction of the board, the accounts of such expenses to be duly audited in the same manner as other expenditures on behalf of the commonwealth. Section 18. This act shall take effect on, and be enforced from and after, its passage. Analysis of Provisions of Proposed Act. Section 1. — (a) The logical name of the proposed university would be " University of Massachusetts." (b) A State university should be so located as, on the one hand, most effectively to serve the largest possible number of residents in the Commonwealth, and, on the other, to enable the State to purchase adequate land for its use for a moderate price. It should, therefore, be so located — (1) As to be at or near a center of railway transportation. (2) As to be accessible to a large number of day students living at home. (3) As to pro\4de, in the neighborhood, facilities for private board and room for students not living at home. (4) As to be not too remote from other institutions of higher learning. (5) As to be reasonably accessible to commercial and in- dustrial establishments where students may obtain remunerative employment. (G) As to allow for the purchase of land at a reasonable price. (c) The so-called, "metropolitan district of Boston (including 40 towns and cities, ranging from Swampscott and Wakefield on the north, Lexington and Waltham on the west, ^Yellesley and 1915.] HOUSE — Xo. 485. ■ 11 Dover on the southwest, to Cohasset and Canton on the south) is beheved to constitute the proper area within which the university should be located. In another section it is provided that the university shall be located within thirty miles of the State House. Within the general limits herein set forth, the regents should have unrestricted authority to buy the necessary land and locate the university as they see fit. A provision might be introduced, if thought necessary, that the location and the price of the land should have the approval of the Governor and Council. Sections 2, 3 and Jj.. — (a) It is customary now, in State universities, to style the governing board "The Board of Regents." (5) The Board of Regents should obviously constitute a body corporate, with large powers. (c) It is the general belief of persons who have studied the organization of State institutions that a small, compact board will render better service than a large board. Hence, provision is made for a board of seven regents. {d) Experience generally favors the plan of having regents appointed by the Governor. Their terms of office should be so arranged that one vacancy shall occur each year. A long term of ofiice is highly desirable, as it takes a person two or three years to familiarize himself with the demands of the position. {e) The powers and duties of the Board of Regents should be broadly defined, so as to give them large authority in realizing the ends for which the university exists. Specific methods of operation on the part of the Board should be defined in by- laws of their own making. (/) A restrictive provision as to sectarian or political activi- ties is desirable. Sections 7 and 8. — (a) It is customary for State boards to make annual reports to the Governor and to the Legislature. (6) It is desirable that the report of the Board of Regents should be prepared on the basis of a college or school year, commencing July 1 and terminating June 30. It is also de- sirable that this should be the fiscal vear of the universitv. This arrangement gives the regents ample time in which to prepare their report for submission to the Board of Education, 12 STATE UNIVERSITY. ^ [Jan. and provides, also, that the Board of Education shall have time carefully to examine the report before transmitting it to the Governor and to the Legislature. (c) The proposal that the Board of Education shall receive the report of the Board of Regents and transmit it to the Legislature, with such comments, suggestions and recommenda- tions as it sees fit, is an innovation. The Board of Education is the only agency in the Commonwealth charged with certain responsibilities for co-ordinating various forms of education carried on by the aid of public rcA^enues, It is highly desirable, therefore, that the Board of Education should officiallv be placed in a position to communicate with the Legislature regard- ing the recommendations, estimates, etc., of the Board of Regents. It is not intended that the- Board of Education shall in any way alter the report of the Board of Regents. It will only add its own comment and recommendations thereto, for the information of the Governor and Legislature. In this way, it is believed, greater efficiency will result on the part of the university, and it will be more practicable to require the uni- versity adequately to reinforce the various forms of publicly supported education in the Commonwealth. Section 9. — It is desirable that the organic law for the uni- versity shall recognize and establish certain responsibilities on the part of the president and faculty. This can be so done as greatly to lessen, in the future, the possibilities of factional and partisan influences both within the universitv facultv and in the relation of the governing body to the university. Section 10. — (a) It is desirable that the regents shall be given large authority, ultimately, in determining the specific objects, and the organization of means and methods towards their realization, of the university. No attempt is therefore made specifically to indicate departments, studies or professional schools which should be established. It is indirectly provided, however, that the State university shall not duplicate work now being done in institutions sup- ported in whole or in part by public taxation. This includes the work of the ordinary public elementary and high schools. State normal schools, the Massachusetts Agricultural College, technical institutions that are now or mav hereafter be aided 1915.] HOUSE — No. 485. 13 by revenue derived from taxation, correctional institutions, textile schools, the nautical school, etc. (b) It is expedient, however, that the regents be directed to establish correspondence and other forms of extension teach- ing, in view of present demands in Massachusetts. Section 11. — This section is self-explanatory. Section 12. — This section is also self-explanatory. It is evi- dent that until an institution of the kind here proposed shall have been organized, definite plans for assisting students to- wards self support cannot be worked out. Section 14- — In order to give effect to the act there should be provided sufficient money to enable the Board of Regents to purchase a suitable site and to proceed at once with the erection thereon of one university building. It is suggested that from 1500,000 to $750,000 would be sufficient for this purpose. From $250,000 to $300,000 might be expended for land, and the remainder for the first building. Section 16. — It is highly desirable that an institution of the sort here contemplated should, in addition to special appropria- tions made from time to time, be in receipt of a steady income which can be calculated with some assurance in advance. In no other way is it practicable to insure continuity of policy and economic procedure. Following the precedents of many other States, it is suggested that a tax of one tenth of one mill on assessed valuation should be levied annually for this pur- pose. In 1913 the assessed valuation of Massachusetts was about $4,997,000,000. A tax of one tenth of one mill would, therefore, yield approximately $499,000, which m.ay be assumed to be the minimum revenue upon which an institution of the kind here contemplated, which is not permitted to charge tui- tion fees and which, it is assumed, should be maintained in accordance with standards of efficiency not inferior to those found in other institutions of higher education in Massachu- setts, could be financed. 14 STATE UNR^ERSITY. [Jan. Review of Some of the Reasons commonly urged in Favor OF THE Establishment of a State University in Massa- chusetts. 1. The Example of Other States. Many States of the Union maintain universities at public expense. Universities, distinctively under public control and largely supported by public funds, are found in at least 36 States.^ These institutions include usually not only colleges of liberal arts (or of arts, letters and sciences, as they are commonly called), but also provide professional instruction by means of colleges of agriculture, engineering, law, education, medicine, dentistry and of other callings. Tuition is free in most of these institutions, while in a few there are tuition charges, varying from SIO to S60 per year. The State university, when rightly organized and efficiently conducted, is in many States now regarded as the capstone of the public school system of the State. It can exercise a strong and helpful influence on all phases of popular education. It provides professional training for supervisors and administrators, and for persons intending to teach in the public high schools of the State. By admission requirements and constructive in- spection and supervision, a State university can exert a strong and beneficent influence on the methods of instruction, the or- ganization and equipment of the public secondary schools, and even establish standards for the work of these schools. In certain notable instances the State university organizes, promotes and conducts a large amount of extension work of both general and professional nature. University extension courses consist of lectures, instruction by correspondence and class exercises at certain centers. The college of agriculture and other professional schools maintain and conduct institutes and short courses of a practical nature. In some Commonwealths the State university maintains organized co-operative relations with State and municipal ad- ministrative officers, boards and commissions. Members of the university faculty engage in solving practical problems which call for research, experimental testing, standardizing, and also 1 See Appendix, page 40. 1915.] HOUSE — No. 485. 15 investigation of work accomplished in other States, and the results are available for both State and local public adminis- trative agencies. Expert advice is furnished various boards and commissions. In such States as Wisconsin, Minnesota, California, Illinois and Michigan, the influence of the State university on the edu- cational, social and industrial activities of these States has been especially marked. On the other hand it must not be forgotten that in each of these States upwards of one million five hundred thousand dollars is expended annually for the maintenance of the State univer- sity. 2. The Need of Opportunities for Free Collegiate Education in Massachusetts. Tuition fees in Massachusetts colleges now range from $50 per year in Clark College, and $60 in Holy Cross College, to $150 per year in Harvard, $200 per year at Radcliffe, and $250 per year at Massachusetts Institute of Technology. At each of these institutions a certain number of scholarships are avail- able, but these appear to be inadequate to supply the demand for such assistance made by persons who are residents of Massa- chusetts. , Principals of high schools assert that each year, among the abler pupils, a considerable number of high school graduates, able and disposed to profit from a general college education, are unable to procure from their parents the funds with which to secure a higher education. Some of these young persons, of more than ordinary energy and physical strength, do indeed make their way through college on money earned through out- side work. Such students can often earn enough to pay for board and lodging, but, by common testimony, attempts to earn in addition money enough to pay tuition charges are beset mth great difficulties, and are likely to result in physical breakdown./ Massachusetts has an unusually large proportion of young people who desire a higher education. The high schools of the State have an average membership of over 70,000. The annual number of graduates is in excess of 12,000, and of these many 16 STATE UNIVERSITY. [Jan. are desirous of obtaining some general education beyond the high school. / Furthermore, one or more years of general college education now constitute in many cases a necessary preliminary to pro- fessional education, especially for the callings of medicine, law and theology. In time, similar requirements will also be made as to preparation for entrance on the study of the engineering profession. / It is therefore maintained that the time has arrived when Massachusetts should, on the ground of sound public policy, provide free facilities for college study for young men and women who cannot afford such education at existing tuition rates. Massachusetts has an exceptionally large artisan popu- lation, consisting of skilled workers earning fair wages who are in some cases unable to provide education for their children beyond high school because of the demands made on them in supporting their other children and in providing for old age/ It is probable that a system of State scholarships could be provided to serve these purposes. A proposal to this end is presented later in this report. It is important to note in this connection that Massachusetts now provides on a generous scale facilities for certain kinds of professional education. A free agricultural college accommo- dates about 700 students. The State maintains three textile schools, in two of which (New Bedford and Fall River) tuition rates are small. A free nautical school for the training of sea- men is maintained bv the State. In return for State aid to the Massachusetts Institute of Technology and the Worcester Poly- technic Institute, a total of 120 scholarships — 80 in the IMas- sachusetts Institute of Technology and 40 in the Worcester Polytechnic Institute — are offered to residents of the State each year. In the State normal schools of Massachusetts courses from two to four years in length are available for those who seek training for elementary teaching. These schools are now attended by about 2,600 young men and women, nearly all of whom are residents of Massachusetts. 1915.] HOUSE — No. 485. 17 3. Need of Further Development of Extension Courses. It is held that in recent years a growing need has appeared for the further development of facilities for extension instruction in Massachusetts. The colleges of the metropolitan district around Boston now are co-operating in offering valuable ex- tension courses to residents of that area. The Massachusetts Agricultural College also conducts a number of extension courses in agriculture throughout the State. But it is contended that otherwise there is a lack of means for securing education through such agencies as lectures, institutes and correspon- dence courses open to the public. The higher institutions of learning in Massachusetts are now, it is contended, employing all their available resources in maintaining, with the exceptions noted above, the courses which they offer within their own walls. A State university could indeed offer a large amount of ex- tension and correspondence instruction at a number of centers throughout the State, but the expense of good courses would be large in any event. It should also be remembered that there is as yet no evidence that extension or correspondence courses can be devised which will prove effective as means for under- graduate instruction of students of the usual college age. These courses have proven of value chiefly for mature men and women. 4' The Need of Organized Co-operation of Higher Institutions of Learning with State and Municipal Departments. It is contended that there is great need for the development in Massachusetts of organized procedure and of agencies whereby State and municipal officers and boards can readily obtain tech- nical information as to special phases of the work in which they are engaged, and also avail themselves of the expert advisory services of technical and scientific specialists. The Massachu- setts Institute of Technology, Massachusetts Agricultural Col- lege and the State textile schools now provide such services in a measure, but there appears to be a general belief that the tenders, on the one hand, as well as the uses made, on the 18 STATE UNIVERSITY. [Jan. other, of such service are apt to be desultory, ill-co-ordinated, and as a result comparatively ineffective. In view of the experiences of other States, it is maintained that the most effective means of securing such organized co- operation is a State university, the graduate and professional departments of which can provide expert service, advice and information for State and municipal authorities. The ex- perience of other States, however, shows conclusively that only very large State universities, possessing strong professional and graduate departments, are capable of rendering the service here contemplated in any satisfactory degree. 5. The National Character of Many Massachusetts Colleges. It is contended that while Massachusetts possesses a larger number and variety of institutions of higher education than any other State in the Union in proportion to population, nevertheless, many of these (notably Williams, Amherst, Welles- ley, Smith, Mount Holyoke, the Massachusetts Institute of Technology and Harvard University) should be regarded as essentially national rather than local, both as regards the geo- graphical distribution of their students and graduates, and also the fields in which their influence is exerted. When due allow- ance has been made for these facts, it is contended that the institutions of higher learning in this Commonwealth do not render as extensive service to Massachusetts in providing means of higher education and in influence exerted as is commonly believed. / ^ 6. The Needs of the Public Schools. While Massachusetts maintains 10 normal schools which train teachers for its elementary schools, besides special teachers of drawing, household arts, manual training and commercial sub- jects, it possesses no State institution for training either sec- ondary school teachers or school supervisors and administrators. The result is that the State now controls no one of the agencies through which its educational leaders are trained. The en- dowed colleges largely determine, through their admission re- quirements, the standards of the secondary schools, and, through their control of collegiate education, the preparation of teachers for such schools. Furthermore, by reason of the number and varietv of these institutions, they contribute little 1915.] HOUSE — No. 485. 19 to the establishment of uniform standards for secondary schools. It is held that Massachusetts needs a higher institution of learning which will be a center of helpful influence on the public schools of the State, and which will provide professional training, in undergraduate and graduate courses, for secondary school teachers and for school supervisors and administrators. The Board of Education believes that if professional training for secondary school teachers and school administrators were required for certification to teach in any State high school or for administrative positions, and if definite plans of co-opera- tion between the Board and existing institutions of learning were provided, the colleges now in existence would render all service that might be necessary. Review of Reasons commonly urged against the Estab- lishment OF A State University in Massachusetts. 1. The Large Cost of Such an Institution. An analysis of the figures contained in the Appendix will show that the establishment of a State university involves an initial outlay of, at least, $1,000 for each unit of accommoda- tion (the average for thirty-nine State universities being in the neighborhood of $1,174 per unit of student body). An average expenditure of over $300 per student is required annually for maintenance under conditions where the cost of maintenance is less than would be required in Massachusetts. To establish a university in Massachusetts capable of accommodating 1,000 students would require, exclusive of dormitories, the investment of at least $1,000,000 for buildings and equipment, while dor- mitory accommodations for 500 students would cost an addi- tional $500,000. To maintain such a university, without including allowance for depreciation of property, would cost at least $300,000 per year. This takes no account of graduate or professional departments, which would be required if the institution were required to offer extensive courses, train teachers for the public schools and have expert service avail- able for State and municipal departments. It may safely be assumed that a university capable of meeting the needs com- monly alleged to exist for such an institution would cost upward of $500,000 a year for maintenance alone. 20 STATE UNIVERSITY. [Jan. In its present financial condition it seems undesirable that the Commonwealth should undertake so large an enterprise as is in- volved in establishing and maintaining a State university. This conclusion is emphasized by the fact that a considerable number of State institutions devoted to correctional, charitable or edu- cational purposes are in need of larger resources, if they are adequately to meet the demands being made upon them. Among these are the several State normal schools, the school for feeble-minded and the prisons. 2. The Needs of the Public School System. Massachusetts appropriates from State revenues for the support of the public schools a smaller proportion of money than is dven bv anv other State in the Union. As a result of this policy, rich communities — that is, communities with a large taxable valuation in proportion to the number of children educated — are easily able to support good schools, while, on the other hand, poor communities — that is, communities, large or small, which possess a small valuation in proportion to the number of children to be educated — even with a very large tax rate can maintain only poor schools. In 1913, for example, in certain typical communities in Massachusetts, the. taxable valuation per pupil in the membership of the schools was as follows: — Taxable Valuation Brookline, Cohasset, Lancaster, IMilton, . Wellesley, Falmouth, Hopedale, Boston, . Groton, Lenox, . Newton, Swampscott, Springfield, Beverly, Lowell, . Worcester, per Pupil in Average Membership §29,653 03 25,040 17 21,851 77 21,194 32 18,285 89 16,724 94 15,153 87 14,274 88 14,131 01 13,518 92 11,892 72 11,179 44 10,645 11 10,574 73 7,550 46 7,276 67 Webster, Reading, Marlborough MiKord, Cliicopee, Everett, Natick, . Woburn, LTxbridge, Westfield, Grafton, Abington, Saugus, . Northbridge, Blackstone, of Public Schools. 7,179 96 5,771 34 5,539 45 4,866 50 4,560 51 4,592 54 4,566 48 4,346 53 4,038 62 3,992 60 3,835 40 3,613 56 3,423 49 3,394 49 2,386 63 1915.] HOUSE — Xo. 485. 21 A comparison and analysis of these figures make it clear that communities \\'ith large taxable valuation per pupil are easily able to raise money sufficient to support good schools, which, as experience shows, cost from S30 to S40 per unit of member- ship in the elementary school, and from $75 to SlOO per unit of membership in the high school. Massachusetts now distributes from the income of the ^Nlas- sachusetts School Fund, State aid among towns with a valua- tion of less than $2,500,000. The total income of this fund, however, is small (less than 8240,000 per year), and it is dis- tributed among 199 towns. Xo provision for State aid is made for any towns or cities with a valuation above $2,500,000, though in many of these there is a large proportion of foreign population, with many children in need of public school facili- ties and with a small relative valuation to provide such school- ing. The result is that many communities, including some cities, are now struggling to maintain efficient schools, but in so doing are imposing on themselves excessive taxation. In a special report to the legislature the Board this year points out the urgent need of financial assistance from State funds in many communities in order to partially equalize the burden of school support. Sound policy requires that the Commonwealth discharge its undoubted obligations to aid public education in relatively poor communities before assuming the very large expense that would necessarily be required to establish and maintain an efficient and adequate State university. 3. The Presence in the State of a Large Number of Endowed Institutions of Higher Learning. i Massachusetts, it is contended, has more extensive and better facilities for higher education in proportion to its population than any other State in the Union. While several of the exist- ing private and endowed institutions of higher learning are national rather than State- wide in their scope and influence, nevertheless, with one exception, a large proportion of their students are from Massachusetts. The colleges and universities of Massachusetts are capable of materially extending their ac- commodations. Data given in the Appendix show that 16 of 22 STATE UNIVERSITY. [Jan. the colleges and universities in Massachusetts represent a plant valuation aggregating $27,603,505, and possess an endowment of $50,854,451. It is furthermore contended that these institu- tions are capable of developing facilities for extension courses, correspondence work and contributory expert service if aided and supported by State and municipal authorities. The Board believes that am_ple accommodation could be provided for any increase in number of students resulting from the operation of a plan of State scholarships. There is every reason to believe that a closer degree of co-operation between these institutions and the State can be developed along lines indicated below. 4. The Presence in Massachusetts of State Institutions of Learn- ing giving Free Higher Education. It must be remembered that Massachusetts is not nov/ with- out State-aided and State-controlled facilities for higher educa- tion which provide excellent opportunities for the advanced education of young persons unable to pay college tuition fees. / r There are 10 State normal schools, with courses from two to four years in length and accommodating 2,600 students, in which are offered to residents of Massachusetts, w^ithout tuition charge, education and training in preparation for teachers' callings. A State Agricultural College accommodating upwards of 700 students, which, while designed primarily to train for the agri- cultural callings, also offers abundant facilities for instruction in the arts and sciences. Students from Massachusetts in at- tendance at this college are not required to pay tuition fees. Three textile schools are maintained, respectively, at Lowell, New Bedford and Fall River, in which tuition fees are charged ranging from $150 in Lowell to $50 for nonresidents of New Bedford, in New Bedford. Residents of Fall River and New Bedford are not charged any tuition. These schools offer a technical and scientific training for the professions associated with the textile industry. Besides the foregoing, jNIassachu- setts supports a free nautical school, preparing for seamanship. The State also maintains 80 free scholarships in the Massa- chusetts Institute of Technology and 40 free scholarships in the Worcester Polytechnic Institute. 1915.] HOUSE — No. 485. . 23 5. The Educational Needs of the Commonwealth can be met in Other Ways than by the Establishment of a State University. / It is the opinion of many students of the subject that the large resources for higher education represented in colleges and universities situated in this State can be utilized to a greater extent than is now the case, in providing free education for youths, in the training of teachers for secondary schools, training supervisors and school administrators, in advancing the standards of secondary education, in organizing and conducting university extension and correspondence courses, and in co- operating with State and municipal departments for the purpose of conducting investigations and giving information, advice and other expert assistance. The advocates of a larger use of existing institutions hold that, instead of partially duplicating at great expense to the Commonwealth, the present educational plant, including land, buildings, equipment and teaching force of the higher institu- tions now existing in Massachusetts, the interests of the State will be better served by organizing ways and means for securing necessary improvements and additional facilities through co- operation with the colleges, universities and technical schools already established. The following are some of the possible proposals looking to this end : — (i) Provisions by State Scholarships for Free Higher Education for Residents of Massachusetts. — The State should create and maintain a scholarship fund, the proceeds of which would be applied to pay the tuition of worthy young. men and women, residents of Massachusetts, who are in attendance on Massa- chusetts colleges. Ample provision could be made for the aid of such students by a yearly appropriation much less in amount than would be required to maintain a State university. A student holding ^ State scholarship should be free to select the institution he wished to attend and to take such courses as he desires. Students residing in different parts of the State could attend the nearest institution, and, at the same time, live at home, — a matter of no small moment to students of limited means. 24 • STATE UNIVERSITY. [Jan. Because of the importance of a possible system of State scholarships the Board includes in this report a form of bill designed to exemplify the principles wliich the Board believes should be followed in the creation and administration of a scholarship fund. {2) The Training of Teachers in Secondary Schools, of School Administrators and Supervisors. — Courses on education are now recognized as a legitimate part of the instruction in leading col- leges and universities. There has been steady improvement in the scope and quality of such courses in the last few years. Courses in education are now found in these institutions: — Harvard University. Radcliffe College. Clark University. Clark College. Holy Cross College. Boston University. Massachusetts Agricultural College. Mount Holyoke College. Simmons CoUege. Smith College. Tufts College. Wellesley College. ^ These courses are designed to furnish training for secondary school teachers and for school administrators and supervisors. The demand for professional training for secondary school teachers and for school superintendents has increased since the Commonwealth has made such training a requirement for cer- tification to teach in a State-aided high school, or to act as superintendent of schools in a union. In the event of the extension of the certification requirement to all the cities and towns in the State, the resulting increase in demand for pro- fessional training would place still larger obligations on colleges to develop their work in education to meet the demand — obli- gations which many colleges are very willing to meet. If the Board of Education, in co-operation with superintend- ents of schools in towms and cities, could make available for college students opportunities for practical teaching in high schools and for observation of the work of superintendence of schools, the value of the existing courses in education training would be greatly enhanced, with resulting advantages to the schools of the Commonwealth. (5) Promotion of Standards of Secondary Education. — The colleges of Massachusetts are vitally affected by the quality 1915.] HOUSE — Xo. 485. 25 and character of the courses and the instruction in pubHc sec- ondary schools, inasmuch as a large proportion of their students come from these schools. Efficient preparation for college is desired by college authorities, as facilitating the work in their classrooms; hw^ce, there is an increasing disposition on the part of college faculties to confer with secondary school authorities as to requirements for admission to college, on the one hand, and as to high school courses, on the other, so as to secure conditions which shall be most advantageous to both college and high school. Modifications recently made in college requirements for ad- mission have resulted in giving high schools increased liberty so to plan their programs as make best possible adjustments to the needs and capacities of all their pupils. There is every reason to believe that the colleges in Massachusetts are dis- posed to co-operate with high schools in all endeavors to im- prove the standards of the latter as well as the admission re- quirements of the former. (4) The Establishment and Maintenance of University Exten- sion Teaching and of Correspondence Courses. — The Commis- sion on Extension Courses which was organized in 1910, under the auspices of eight institutions of higher learning situated in or near Boston, has demonstrated that effective teaching through lecture courses can be given at a nominal fee to per- sons who are not able to attend a college in residence. The degree of associate in arts (A. A.), given on the comple- tion of a certain number of courses under this commission is regarded as representing work fully equivalent to that required for bachelor's degree when such work is done by mature stu- dents. With some encouragement from the State, it should be pos- sible to develop similar extension instruction at other important centers throughout the commonwealth. If courses were given in larger cities a small part only of the population would be so situated as to be unable to avail itself of these opportunities for study under the guidance of competent instructors. Organized correspondence courses are now given by none of the colleges in Massachusetts, but doubtless such courses could be established and maintained if some directing agency were 26 STATE UNIVERSITY. [Jan. formed, either through piibhc action or through such co-opera- tion of colleges, as was shown in the establishment of the Commission on Extension Teaching. It has also been suggested that evening college courses re- sembling those conducted by the College of the . City of New York might well be established in Boston, at which free in- struction in studies leading to a bachelor's degree could be conducted in part with the aid of professors from surrounding colleges. Extension work, correspondence courses and evening college courses might well be placed in charge of some administrative bureau or office, the expenses of which might be met by the treasury of the Commonwealth. Such an agency could arrange in conferences with colleges for courses, secure instructors, de- cide on student fees and on compensation of lecturers. It is believed that college authorities would be willing and ready to aid in such enterprises. Form of Proposed State Scholarship Act (to exemplify Principles approved by the Board). An Act to create and maintain a State Scholarship Fund. Be it enacted, etc., as jolloivs: Section 1. The Scholarship Fund of the Commonwealth of Massachusetts is hereby created. Such fund shall consist: — (a) Of moneys appropriated thereto by the general court. (6) Of all money and property received by the common- wealth, by gift, grant, devise or bequest, for the purpose of providing funds for the support of such scholarships, and of all income and revenue derived from such gifts, grants, devises or bequests. The income or revenue derived from such gifts, grants, devises or bequests, or from any trusts as above de- scribed, shall be applied in maintaining scholarships in addition to those maintained by appropriations made by the general court. Section 2. ■ The State Scholarship Fund shall be kept dis- tinct and separate from the other state funds by the treasurer and receiver-general, and payments shall be made therefrom to 1915.] HOUSE — No. 485. 27 the persons entitled thereto in the same manner as from other state funds, except as otherwise provided for in this act. Section 3. There shall annually be appropriated from the treasury of the commonwealth, beginning with the first day of January, nineteen hundred and sixteen, the sum of one hundred thousand dollars, to be expended under the direction of the board of education, for the maintenance of the State Scholar- ship Fund, as provided in this act. Section 4. The scholarships available from the State Scholarship Fund shall be granted to residents or minor children of residents of Massachusetts, in accordance with such rules and regulations as the board of education shall, subject to the provisions of this act, make relative to the award and use of such scholarships, the right and duties of the holders thereof and the obligations of the colleges which may be attended by the holders thereof. Section 5. Candidates for scholarships shall make appli- cation to the commissioner of education, in the manner and on the forms prescribed by the board of education, on or before the first day of July in each year. Section 6. In awarding scholarships preference shall be given to those candidates who, being in need of the financial assistance afforded by the scholarship, show greatest promise of profiting from the college courses to be taken. Section 7. The scholarship that may be granted to any applicant shall not exceed in amount the annual tuition charges at the college said candidate attends. A scholarship shall not in general be granted to any person for a longer period than four years, but w^hen circunastances seem to justify such action, the board of education may extend this period by an additional year. Section 8. Scholarships shall be valid in payment of tuition charges in any college or university chartered under the laws of the commonwealth of Massachusetts, and granted the right to bestow degrees, provided that the Board of Education ap- proves the tuition rates in such college as in its estimation reasonable. Scholarships shall be granted only to students pursuing undergraduate courses in said institution, and no scholarship shall be granted to include payments of tuition 28 STATE UNIVERSITY. [Jan. on account of professional instruction in law, medicine, den- tistry, veterinary medicine, theology or engineering, except so far as such instruction is within a regularly prescribed course of study for undergraduates. Not more than ten per cent of the students of any institution, who are also residents of Massa- chusetts, shall be entitled to receive scholarship aid. Section 9. The courses of instruction in the institutions at- tended and the records of holders of scholarships shall be subject to the inspection of the board of education. Section 10. Any scholarship may be revoked when, in the opinion of the board of education, the holder thereof, by conduct or failure in work, shows himself unlikely to profit by the grant. Section 11. All payments for scholarships shall be made on order of the board of education. Such payments may, at the discretion of the board, be made semi-annually. Section 12. This act shall take effect on and after the first day of July, 1915. Analysis of Provisions of Proposed Act to create and maintain a State Scholarship Fund. Section 1 . — The scholarship fund must depend in the main upon annual grants from the Legislature; on the other hand, it is entirely probable that from time to time gifts of money will be made for the purpose of increasing the number of scholarships given; hence the act provides for the receiving of such gifts by the Commonwealth. Section 2. — In accordance with the policy of the State, amounts belonging to the State Scholarship Fund are to be in the keeping of the Treasurer and Receiver-General. Section 3. — On the Board of Education, as the body charged with defining the policy of the Commonwealth, should rest the responsibility for the administration of the scholarship fund. It should be noted that scholarships now^ granted to students at the Massachusetts Institute of Technology and at the Worces- ter Polvtechnic Institute are awarded by the Board of Educa- tion. Section 4. — Obviously, any moneys provided from taxation should be expended for the benefit of residents of Massachu- 1915.] HOUSE — No. 485. 29 setts, and the Board of Education is the proper body to make the award of such scholarships, and to estabhsh rules and regu- lations regarding the grants of scholarships and the adminis- tration of the fund. Section 5. — This section follows the precedent set with re- gard to the application for scholarships in Massachusetts Insti- tute of Technology and Worcester Polytechnic Institute by re- quiring such applications to be presented on or before the first of July of each year. Applications filed by this time can be carefully considered and a decision reached with regard to awards, and successful applicants can be given sufficient notice before the opening of the colleges in the fall. Section 6. — It seems desirable, in the awarding of scholar- ships, that recognition should be made of these qualifications of candidates, viz., scholarship, general ability and financial circumstances. Section 7. — This section provides that a scholarship shall meet the expenses of tuition which, in Massachusetts colleges, range from $250 to $60 per year. Inasmuch as it is not in- tended that the scholarship plan should, in any way, limit the choice of the student as to the higher institution to be at- tended, it has seemed desirable that the tuition charge should be met, whether such charge is large or small. Inasmuch as the usual undergraduate course continues for four years, it seems desirable that a scholarship should be held by a student for this time. When, owing to unusual circumstances, another year is required to complete the college course, the Board of Education is permitted, if it so desires, to continue the scholar- ship an additional year. Section 8. — The provision limiting the number of holders of scholarships in any institution to 10 per cent, of the number who are residents of Massachusetts is intended to prevent the undue use of State scholarships in any one institution. Section 9. — The authority given in this section to the Board of Education to inspect the courses of instruction and records of holders of scholarships is in accordance with the policy of the State in authorizing and requiring supervision wherever State money is expended. Section 10. — This section, providing for the revocation of 30 STATE UNIVERSITY. [Jan. scholarships where cause appears, constitutes a safeguard against the holding of scholarships by persons not likely to profit thereby. In providing for the distribution of scholarships, it does not seem well to limit the number to be given from any county or senatorial district. Pkoposed Plan for the Creation of a Non-teaching. Institution, to be known as the University of ]VL\s- sachusetts. It is also suggested by the Board that as an alternative to a State university as an institution offering regular courses of in- struction the Commonwealth might create and maintain a Uni- versity of Massachusetts as a non-teacliing organization, which should consist of a Board of Trustees authorized to conduct university extension courses and correspondence courses, to ad- minister a system of State scholarships, to promote the training of secondary school teachers and of school administrators and supervisors, to provide for organized co-operation between higher institutions of learning in Massachusetts on the one hand and the State and municipal departments on the other, and to secure proper articulation of high school and college by organizing and putting into effect plans whereby the above results may be secured through co-operation with existing colleges and univer- sities. The Board of Trustees of this university should be appointed by the Governor. A stated proportion of such trustees might well be selected from nominations made by colleges and univer- sities in Massachusetts. The expenses of such a board would be mainly administrative, and should be met by appropria- tions from the treasury of the Commonwealth. The university should, at least at the outset, maintain no faculty. It should be provided with buildings and equipment necessary for the proper conduct of its administrative work. If circumstances warranted, it might in time be authorized to organize and maintain a permanent staff of lecturers for sub- jects or courses not otherwise available. It is believed by some persons that the institutions of higher 1915.] HOUSE — No. 485. 31 education in Massachusetts would willingly co-operate with such a university, and it has been stated that there would be readiness to support, without expense to the State, a certain number of extension courses. Proposed Agency to secure Co-operation between the Higher Institutions of Learning in Massachusetts AND State and Municipal Departments. In the event that the foregoing plan should not be regarded as feasible it is suggested that the Legislature should consider the advisability of creating an organization charged with the power and responsibility of facilitating co-operation between State and municipal authorities and the various institutions of higher learning in the Commonwealth. The functions of this organization would be threefold : — (1) To accumulate information bearing upon various ques- tions connected with the public administration. This infor- mation would include reports and publications dealing with technical questions requiring expert aid and advice.. These publications would, in some instances, be kept on file in the offices of the organization, and in others it would maintain a card reference list whereby any commission or officer could gain ready information regarding publications possessed by the higher institutions of learning in the State which bear upon the questions at issue. In time doubtless the official in charge of these departments would become competent to direct in- quirers to the best sources of information. (2) To keep on file a list of experts in various fields of study competent to aid, by advice or assistance, commissions charged with different departments of the work of the State. Such a list would include the names of experts in sanitary engineering, mechanical engineering, public health, prison administration, taxation and many other fields. In the event of State or local board or commission desiring the services of an expert, the organization would conduct negotiations with the higher insti- tutions in whose employ the expert would be, and make ar- rangements for securing the needed service for the State or municipality. 32 STATE UNIVERSITY. [Jan. (3) To arrange that specialists in higher institutions should conduct research work on problems growing out of the work of departments and commissions. Problems are constantly arising relating to the uses of materials and to matters of construction in the technical field, and also in the field of economics and sociology which require special experimentation and investigation before the policy of the State in administra- tion or legislation can be intelligently defined. It could arrange for such research work, and, after conference with the higher institutions, select the persons most competent to carry on needed studies. In addition, the organization might arrange with properly equipped higher institutions for the training of students to enter fields of public service. Beginnings have already been made in this field in training the health officers, under the joint auspices of the Massachusetts Institute of Technology and Harvard Uni- versity. In so far as the activities of such an organization as that here suggested would be educational in character, they should come under the supervision of the Board of Education. Conclusions. The Board of Education, in response to a resolve, submitted to the Legislature of 1912 a report (House Document No. 1647) relative to providing higher and supplementary educa- tion additional to that now offered in the State. In that re- port the Board submitted the conclusions given in part below. It is respectfully suggested that these conclusions are still valid, and they are again submitted as embodying the views of the Board, including its recommendations. 1. The facilities for higher education of a collegiate or profes- sional nature in Massachusetts compare favorably with those of other progressive States as regards numbers of institutions, varieties of educational opportunity offered, financial support, teaching force, and attendance and quality of instruction. 2. Provisions for higher education have increased more rapidly during the last thirty years than the population of the State, and have kept pace with the increase of such opportunities in other States. 1915.] HOUSE — No. 485. 33 3. The institutions of higher education in Massachusetts are progressively adapting themselves to the economic and social needs of the Commonwealth. 4. In view of the extent and variety of existing facilities for higher education, and of the possibilities of putting the resources of the colleges and universities more fully at the command of the people, and because of the urgent demands on the State treasury for the financial support of elementary, secondary and vocational training, the establishment of State institutions in addition to and duplicating existing institutions of higher learning is unwarranted. In its further findings in the report referred to, the Board recommended the provision of additional State scholarships for students needing financial assistance, and also the creation of an agency to promote extension teaching and the further co- operation of existing institutions of learning with public adminis- trative agencies Respectfully submitted, FREDERICK P. FISH, Chairman, SARAH LOUISE ARNOLD, JEREMIAH E. BURKE, ELLA LYMAN CABOT, SIMEON B. CHASE, THOMAS B FITZPATRICK, FREDERICK W. HAMILTON, PAUL H. HANUS, CLINTON Q. RICHMOND, Members of the Board, DAVID SNEDDEN, Commissioner of Education. 34 STATE UNIVERSITY. [Jan. 1915. SUPPLEMENTAL STATEMENT FROM DR. FREDERICK W. HAMILTON. I sign the foregoing report with the reservation, which I desire to express clearly, that while I accept the body of the report without dissent I accept the conclusions drawn from the facts and arguments presented on grounds of expediency alone. The discussion turns on the question how best to secure (a) free collegiate instruction of high character for the youth of the Commonwealth, (b) training at the expense of the Common- wealth for secondary school teachers comparable with that now offered for grade school teachers, (c) the widest possible exten-^ sion of educational opportunity to the people in their homes, (d) the general improvement of education in the Common- wealth and its freedom from hampering traditions and external influences, and (e) the provision of expert scientific service for the Commonwealth from persons permanently in its employ. In my opinion these results can best be secured through a State university, and I am unable to see how they can be secured, except very imperfectly, in any other way. But the demands upon the treasury of the Commonwealth are so heavy and the financial needs of primary education, affecting the interests of all the citizens of the Commonwealth and of the Commonwealth itself through its citizens, are so great and so urgent that I am forced to the conclusion that the wisdom of large additional expenditure for higher educa- tion at the pubHc cost at this time is open to very grave doubt. On this ground alone I sign the report as a whole. FREDERICK W. HAMILTON. APPENDIX. 36 STATE UNIVERSITY. [Jan. Appendix STATISTICS OF MASSACHUSETTS COL- Statistics of Massachusetts Colleges. ^ [Based upon Statistics in Report of United States Commissioner of Education, 1913.] Date of Opening. 1 Number of Instruc- tors. 2 NuMBEK OF Students. Name of College. 2 Men. 3 Women. 4 • Total. 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Amherst College, Massachusetts Agricult Boston University, Massachusetts Institut( Simmons College, Harvard University', Radclifie College, Smith College, . Wheaton College, Mount Holyoke CoUeg Tufts College, Wellesley College, Clark College, Clark University, Williams College, College of the Holy Cr Worcester Polytechnic .ural College, . 3 of Technology , e, . . . OSS, . Institute, 1821 1867 1873 1865 1902 1636 1879 1875 1834 1837 1354 1875 1902 1889 1793 1843 1868 44 56 125 179 97 467 122 109 24 90 235 126 25 25 49 32 ^55 426 551 873 1,597 4,253 963 156 81 521 564 555 5 635 14 944 582 1,529 225 755 95 1,424 27 426 556 1,508 1,611 944 4,253 582 1,529 225 755 1,058 1,424 156 108 521 564 555 Total, . • - - - - 16,775 1 These tables are compiled from statistics furnished to the Bureau of Education at Washington by colleges and universities (report of the Commissioner of Education, 1913, Volume 2, pp. 210- 270). Columns 9 to 15, inclusive, include such forms of income as seem to be chiefly devoted to maintenance, of instruction, excluding room rent, receipts for board, and receipts for increase of plant and endowment. In a few cases, however, Column 15 probably includes receipts for other purposes than maintenance (for example, the Massachusetts Institute of Technology, Harvard, California, Illinois, Michigan, Minnesota and Wisconsin). In the case of these institutions, there- 1915.] HOUSE — No. 485. 37 Appe ND IX . LEGES AND OF STATE UNIVERSITIES. Statistics of Massachusetts Colleges. [Based upon Statistics in Report of United States Commissioner of Education, 1913. Income Chiefly for Maintemance OF Instruct roN from — Total. Tuition. Private Endow- ment. Public Endow- ment. State or City. United States Govern- ment. Benefac- tions. All Other Sources. 6 7 8 9 10 11 12 13 $41,074 $144,363 _ _ _ -$18,544 $203,986 1 6,618 - $10,613 .§256,000 S63,.333 - .171,314 410,878 2 106,68.8 110,221 - - - - - 216,909 3 371,370 92,684 - ■ 100,000 16,667 1,350 552,926 1,134,997 4 91,492 73,334 — — — 13,902 7,538 186,176 787,941 1,278,833 — — - 351,639 117.584 2,535,997 6 93,390 40,000 - - - 45,760 - 179,1.50 7 221,802 111,895 - - - 975 13,099 .352,771 8 21,312 31,000 - - - - 1,0S2 53,394 9 113,250 44,744 - — — - 24,893 182.887 10 158,457 54,207 — — — 33,146 14,265 260,075 11 246,962 46,347 - - - - - 293,309 12 7,745 60,000 - - - - - 67,745 13 1,041 96,000 - - - - - 97,041 14 100,067 67,787 — - — 43,463 14,428 225,745 15 35,000 - — - — 500 1,200 36,700 16 73,472 28,000 - 50,000 — - - 151,472 17 - - - - - - - .$6,589,232 fore, the item given as "income per student" appears to be somewhat larger than is actually the case. It is to be regretted that available statistics do not indicate, with a satisfactory degree of precision, either actual expenditures for maintenance of instruction or receipts to be devoted specifically thereto. 2 Bo.ston College and other degree-granting institutions in Massachusetts are not included, because data from them ware not reported by the Bureau of Education. 38 STATE UNR^ERSITY. [Jan. Statistics of Massachusetts Colleges — Concluded. Name of College. Value of Equipment. 14 Value of Grounds. 15 Value of Buildings excluding Dormitories. 16 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Amherst College, ...... Massachusetts Agricultural College, Boston University, ..... Massachusetts Institute of Technology, Simmons College, Harvard University, Radcliffe College, Smith College, \^'heaton College, Mount Holyoke College, .... Tufts College, ...... Wellesley College, Clark College, Clark University, Williams College, College of the Holy Cross, .... Worcester Polytechnic Institute, . Total, §188,000 356,490 168,286 526,912 123,461 52,500 257,072 80,000 121,401 130,000 320,000 -2 250,000 122,900 300,000 S84,000 80,792 1,326,860 425,413 3,500,000 338,000 273,000 10,000 365,317 _2 200,000 72,675 §780,000 609,970 1,155,500 1,023,471 503,857 6,428,366 270,000 886,209 210,000 957,173 1,154,970 1,391,000 _2 334,500 1,322,610 418,000 512,800 - - - Approximate. See footnote p. 36. 2 Included under Clark University. 1915.] HOUSE — No. 485. 39 Statistics of Massachusetts Colleges — Concluded. Total. Value of Endowment. Income Chiefly for ^Maintenance of Instruction per Student. ^ Value of Investment per Student. Value of Endowment per Student. Tuition Fee. 17 18 19 20 21 22 Sl,052,000 82,609,376 8478 82,469 86,125 8140 1 1,047,252 361,000 739 1,883 649 - 2 1,323,786 1,195,247 143 877 792 150 3 2,877,243 2,969,648 704 1,786 1,843 250 4 1,052,731 1,800,548 197 1,115 1,907 100 9,928,366 27,444,940 596 2,334 6,453 150 6 660,500 1,000,000 307 1,134 1,718 200 7 1,416,281 1,512,469 230 926 989 150 8 280,000 900,000 237 124 4,000 150 9 1,078,574 1,386,190 242 1,428 1,836 150 10 1,284,970 2,435,014 245 1,214 2,301 125 11 2,076,317 1,317,816 205 1,458 925 175 12 -2 1,500,000 434 - 9,615 50 13 784,500 2,400,000 898 3,388 3 22,222 100 14 1,518,185 1,428,833 433 2,914 2,742 150 15 418,000 — 65 741 _ 60 16 812,800 593,570 273 1,464 1,069 150 17 827,603,505 850,854,451 8392 i 81,646* 83,031* - 3 Including Clark College. * Average. 40 STATE UNIVERSITY. [Jan. Statistics of State Universities. ^ [Based upon Statistics in Report of United States Commissioner of Education, 1913.] Number of STL- DENTS. Number . Date of of Name of State Univeesity. Opening. Instruc- tors. Men. Women. Total 1 2 3 4 5 , 1 Alabama 1831 79 581 71 652 2 Arizona, 1891 44 170 84 254 3 Arkansas, 1872 142 600 242 842 4 Caliiornia, 1869 527 3,396 1,987 5,383 5 Colorado, 1877 lis 785 426 1,211 6 Florida, 1884 31 314 _ 314 . 7 Georgia, 1801 68 692 6 698 8 Idaho, 1892 65 267 208 475 9 Illinois, 1868 538 3,824 863 4,687 ^ 10 Indiana, ...... 1824 280 1,123 647 1,770 11 Iowa, 1855 179 1,388 758 2,146 12 Kansas, 1866 179 1,468 794 2,262 13 Kentucky, 1865 98 813 217 1,030 14 Louisiana, 1860 84 649 112 761 15 Maine, 1868 88 697 94 791 . 16 Michigan, . ... 1841 362 4,250 849 5,099 17 Minnesota, . . . . . 1869 449 3,181 1,683 4,864 18 Mississippi, . . . 1848 30 372 35 407 • 19 Missouri, 1847 242 1,846 698 2,544 20 Montana 1895 31 124 98 222 21 Nebra'^ka, ...... 1871 251 2,149 1,167 3,316 22 Nevada, 1886 41 167 151 318 23 New Mexico, 1891 18 52 47 99 24 North Carolina 1795 59 807 3 810 -25 North Dakota, 1884 78 381 249 630 26 Ohio, 1872 322 2,614 794 3,408 27 Oklahoma, 1892 98 543 342 885 28 Orefron, 1876 108 671 415 1,086 ' 29 >South Carolina 1805 36 486 28 514 30 South Dakota, 1882 56 292 132 424 •31 Tennessee, 1794 164 840 116 956 32 Texas, 1883 136 1,626 740 2,386 33 Utah, 1850 73 548 467 1,015 . 34 Vermont, 1800 103 461 98 559 > 35 Virginia, 1825 73 843 — 843 36 Washin