A study of student loans and their relation to higher educational finance

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Monograph

Identifikator:: 1028402236

URN:: urn:nbn:de:zbw-retromon-41825

Document type:: Monograph

Author:: Chassee, Leo Jeannot

Title:: A study of student loans and their relation to higher educational finance

Place of publication:: New York

Publisher:: Harmon Foundation, Inc.

Year of publication:: 1925

Scope:: 1 Online-Ressource (170 Seiten)

Digitisation:: 2018

Collection:: Economics Books

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Document type:: Monograph

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Title:: A study of student loans and their relation to higher educational finance

Collection:: Economics Books

[110] A STUDY OF STUDENT LOANS AND THEIR RELATION TO HIGHER EDUCATIONAL FINANCE DIGEST 1. Changing Basis of Higher Education and its Financial Support Throughout the entire development of higher education we find that the purpose for which it existed and its sources of financial support were closely related. There are three reasons for the existence and liberal support of educational institutions: A. Cultural—which seeks the religious or spiritual welfare and also the advancement of knowledge in unremunerative fields. B. Political—which aims at training for citizenship. The cultural aims of education also bear directly on the training for citizenship. C. Economic—which seeks the increase of the physical wealth, com fort, and happiness of the individual and of humanity through the advancement and dissemination of knowledge. 2. Three Sources of Higher Educational Income A. Endowments and gifts, or the philanthropic sources. B. Appropriations and gifts from city, state, and national govern- ments, including land grants. C. Fees and tuition paid by students, or income from students’ fees for tuition and other educational Services. 3. Income According to its Source Compared with Benefits Derived from Higher Education A. Income from Student fees has not risen proportionately to that of income from other sources but has in reality decreased. B. Educational charges in the various schools or higher educational institutions, both public and private, have not been apportioned with due consideration of the differences in the economic value of the training the Student receives from the various schools or departments. C. The financial policies of institutions must be gradually remodeled in accordance with the changing economic conditions and the new purpose for which higher education exists which will necessitate a change of policy in regard to Student finance. D. The general claim that higher education justifies large state appro priations because of the subsequent value to society of the persons it trains, is equally applicable to any form of training, physical, cultural, or vocational.

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