While the president is given large executive powers, the very widest latitude in the interior management of the State university is given to the deans and the faculties of the several colleges and the relations of administrative offi cers and instructors are notably harmonious. The organization of the typical State univer sity may be understood by noting the actual conditions at the University of Illinois. The board of trustees consists of 12 members, three of whom, the governor, the president of the State board of agriculture and the State super intendent of public instruction, are ex-officio members. The nine other members are elected by the people and serve for terms of six years each, three being elected every second year. The board appoints the president who is the general executive officer. The chief adminis trative officers below the president are the vice president, the deans of the colleges, the registrar, the comptroller, the dean of men, the dean of women, the adviser to foreign students, the high-school visitor, the execu tive secretary, the director of the infor mation office, the supervising architect, the uni versity health officer, the director of physical training for men, the director of physical train ing for women, the professor and commandant in charge of military training, the university librarian and the curators of museums. The university is divided into the following colleges and schools: the College of Liberal Arts and Sciences; the College of Commerce and Busi ness Administration, the College of Engineer ing, the College of Agriculture, the College of Law, the Graduate School, the Library School, the School of Music, the School of Education, the School of Railway Engineering and Ad ministration, the One-Year Medical College, the Summer Session, the College of Medicine, the College of Dentistry and the School of Phar macy.
It will be noted that the typical State uni versity practically undertakes with the excep tion of theology to carry out the maxim of the famous founder of Cornell University, "I would found an institution where any person can find instruction in any study." The ideals of the State universities as a group were clearly de fined by the National Association of State Uni versities in a report of its committee on stand ards, adopted in 1908: " We may define a standard American university to be an institution: (1) which requires for admission the com pletion of the curriculum of a standard American high school with a four years' course . . .; (2) which offers in the college of literature and science two years of general or liberal work, completing or supplementing the work of the high school; (3) which offers a further course of two years, so arranged that the student may begin work of university character leading to the bachelor's degree at the end and reaching forward to the continuation of this work in the graduate school or the professional school; (4) which offers professional courses ased n the comletion of two yars of ofe work, law or (5) which offers in the graduate school an adequate course lead ing to the degree of doctor of philosophy. .
" To be a standard university an institution shall be equipped to give instruction leading to the degree of doctor of philosophy in at least five departments, according to the standards prescribed in this report and shall have at least one university professional or technical school (which shall require). . . the two years' collegiate training for admission." Range of Instruction.— The permanent contributions of State universities to the cause of higher education is abundantly assured because the common sentiment of the people who sup port them encourages the universities to enter practically every field of scientific research and intellectual activity. Ancient and modern lan guages and literatures, rhetoric and oratory, history and philosophy, economics and sociology and ethics, education and psychology, music and painting, mathematics, the earth and air and water and sky and life sciences, medicine and pharmacy and dentistry and law, every phase of agriculture and horticulture, the raising of wheat and corn as well as of horses and sheep, dairying and homemaking, architecture, civil engineering, electrical engineering, mechanical engineering, municipal and sanitary engineering, railway engineering, mining engineering, library science, business administration, physical train ing, and every other interest which stirs the intellect and challenges thorough study are grouped in separate colleges, schools or depart ments, with the necessary libraries and labora tories and farms and shops for the most prac tical and effective work. Military training un der the immediate charge of United States army officers has long been a feature of the practical and productive work of the State universities. The drill and the study of military tactics usually continue for the first two years of the course. The students, or cadets as they are sometimes designated, wear uniforms, drill with army rifles, engage in sham battles and other manoeuvres, and are ordinarily led in dress parade by their own military band. This mili tary training has long been regarded of great value to the physical well-being of the men and has been proved to be immensely worth while to the nation. The officers and men who had their initial military training in university battalions gave a good account of themselves in the war with Spain and the gallant and in telligent service of the many thousands who joined .the colors in the Great War with Germany testified to the wisdom of the prac tice and Fives assurance that even larger at tention will be given to such training in the future. On the whole it can be said that the students welcome the drills and the accompany ing taste of military discipline and it is certain that they are universally glad of the experi ence as they look back upon it. The State uni versities have a unique opportunity to lead the nation in a permanent program for adequate preparedness in the future.