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

Usage license:: Get license information via the feedback formular.

Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Chapter III. Allocation of higher educational costs

Collection:: Economics Books

46 A Study of Student Loans and Points of View 34 Examining the present tendencies of thought on this subject, we find that they fall into three categories. At one extreme we find those people who think that society should furnish higher education. By this is meant that when there are not sufficient funds available from Philanthropie sources, the state or community should become responsible. At the other extreme we find those who believe that the direct recipient, that is. the Student attending the university or College, should pay the full cost of education, and who hope that means can be found to maintain the present type of enrollment under such a regime. Between these two extremes we find the large majority who believe that society as a whöle and the direct recipient should bear jointly the financial support of higher education. This group, of course, is further divided as to what per cent. of the total cost each should bear. Let us examine each of these views in turn. Society Should Bear the Cost Those who advocate that society should bear the cost take their stand on the ground that education is not only beneficial but necessary for the well-being and progress of society. This is a socialistic or institutional- istic point of view toward education—a commodity to be distributed to the public and paid for by it. This doctrine had its roots in lower education and not in higher education. The essence of it is that by giving all individuals an opportunity to be educated, society is benefited propor- tionately. This was true at one time and may still be claimed of lower and secondary education, but higher education has assumed new purposes. Those who are of this opinion have not progressed beyond the trend of thought that was prevalent when universities and Colleges were first estab- lished. The early institutions of higher learning were privately endowed universities and Colleges. They trained ministers and other Professional men to meet a social need. These people went out and worked for very small fees and. their efforts were in large measure missionary, whether they were in the ministry, in teaching, law, or medicine. Education did not have the same economic value then as it has today. 34 Based on Interviews and correspondence with: Mr. T. C. Carlson, Bursar, University of Arkansas. Mr. J. C. Christensen, Ass’t Secretary, University of Michigan. Mr. Horace S. Ford, Bursar, Mass. Institute of Technology. Mr. A. J. Lobb, Controller, University of Minnesota.. Mr. M. E. McCaffrey, Secretary, Bd. of Regents, Univ. of Wisconsin. Mr. W. J. Mathers, Ass’t Cashier, University of Chicago. Mr. Lloyd Morey, Comptroller, University of Illinois. Mr. J. D. Phillips, Bus. Mgr., University of Wisconsin. Mr. N. C. Plimpton, Auditor, University of Chicago. Mr. George F. Sheers, Auditor, Carnegie Institute of Technology. Mr. Shirley W. Smith, Secretary, University of Michigan. Dr. S. S. Wilson, Secretary, Western Reserve University. Dr. C. F. Thwing, President Emeritus, Western Reserve University.

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