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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Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Chapter III. Allocation of higher educational costs

Collection:: Economics Books

54 A Study of Student Loans and nation of political knowledge. The other three fourths AECD which should be supported by society and the Student should be devoted to the dissemination of learning, excepting a small portion YTD, which should go toward the advancement of learning. We admit here that an arbitrary Start is being made, but only such an arbitrary start as can be readjusted. If, as our information on the subject increases and experiments warrant, too large a portion of the intellectual endeavor is being given to any one of the purposes, the lines FH or RK or both can be shifted. This also applies tö the other lines: AD can be moved at its A end towards F or towards E and ED can be moved at its E end towards A or towards B. As it is found necessary to give more attention to the different purposes, a new proportion of the field of intellectual endeavor can be assigned to them, and as it is found more advisable to give more attention to advance ment of learning or dissemination of learning, the line XY may be shifted, and, as such shifts are made, the three major sources of income should be tapped proportionately. Reasons for Such Allocations The question which arises here is why these proportions are taken as a basis. The reasons are, first, that the proportions are not meant to be fixed, but adjustable, and so can be adapted to changing circumstances and the type of the institution and thus form a permanent basis for policy and action. Second, these proportions as represented are believed to be fair approximations of ideal conditions and in fact approach existing conditions in some institutions. Advancement of learning has been given mainly to philanthropy, since, if left to the individual, little progress could be made because of the increased cost of the development of information due to actual cost of apparatus and salaries, and also, because as our society becomes more complex, there are more fields that require intel lectual attention and inquiry. In a more intricate society, methods of inquiry become more costly and therefore more money must be spent to obtain accurate knowledge. 25 The share of society has been assigned mostly to the dissemination of learning since society cannot always be relied upon to promote the advancement of learning where social and economic factors are pitted against each other in rivalry and such rivalry 25 W. C. Mitchell in “Quantitative Analysis in Economic Theory” American Economic Review, March 1925, p. 2, in speaking of the increased cost of the acqui'sition of economic, knowl edge (and it should be true of any other fields, especially those with a political purpose) says in part: “* * * prospects are improving. One of the chief obstacles in the way of quanti tative analysis in economics has been the heavy bürden of routine labor involved. A quali tative worker requires hardly any equipment beyond a few books and hardly any helper except a typist. A quantitative worker needs often a Statistical laboratory, a corps of Computers, and sometimes a staff of field workers. Few economists command. such resources. But of late the endowment of economic research has begun on a scale which reduced this handicap upon quantitative research and promises to reduce it further in the future.”

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