Geschichte der großen amerikanischen Vermögen: Geschichte der großen amerikanischen Vermögen

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

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Multivolume work

Identifikator:: 1895264332

Document type:: Multivolume work

Author:: Myers, Gustavus

Title:: Geschichte der großen amerikanischen Vermögen

Place of publication:: Berlin

Publisher:: Fischer

Year of publication:: 1916 -

Collection:: Economics Books

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Volume

Identifikator:: 1895266750

URN:: urn:nbn:de:zbw-retromon-242184

Document type:: Volume

Author:: Myers, Gustavus http://d-nb.info/gnd/10190651X

Title:: Geschichte der großen amerikanischen Vermögen

Volume count:: Bd. 1

Place of publication:: Berlin

Publisher:: Fischer

Year of publication:: 1916

Scope:: XL, 412 Seiten

Digitisation:: 2022

Collection:: Economics Books

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Document type:: Multivolume work

Structure type:: Chapter

Title:: Zweiter Teil: Die grossen Landvermögen

Collection:: Economics Books

50 A Study of Student Loans and Arriving At the Ratio In attempting to find this ratio for the allocation of costs, it is important to refrain from making too minute divisions. Classifying the aims or motives of higher education into three major divisions should enable us to arrive at the part of the total cost the Student should bear and then to develop a policy of Student financing that will help him to meet these needs. The Present Situation The present Situation in the allocation of costs may be represented as in Diagram I. It may be seen that the individual is furnishing slightly more than one-fourth of the total cost of maintaining higher education, or approximately $100,000,000. Society, on the other hand, is furnishing less than one-third of the total cost, about $135,000,000; and philanthropy contributes nearly one-half of the total amount, or approximately $200,- 000,000. In Diagram I, which represents the total field of higher educational finance, it may be further observed that the three main purposes or aims for which higher education exists are represented as equal, each receiv- ing one-third of the total financial support which goes to this branch of learning. This is but a rough estimate and would, no doubt, be modified considerably if it were possible to secure accurate data on the matter. However, such estimates are of Service as a basis for further thought and study. The line XY divides the field of higher educational finance into two parts, one of which is given to the dissemination of learning and the other to the advancement of learning, as the diagram indicates. This consti- tutes the fourth plane from the standpoint of the diagram. The first, is the total field of higher educational finance; the second, the same divided into its sources of support; the third, the field again divided into the purposes or aims toward which the expenditures are made; and the fourth, divides the field again into two parts, one of which is for the dis semination of learning and the other for the advancement of learning. It may be observed that no account is taken at present of the differ- ence in relationship as between purpose and support of higher education. Purposes or aims have no influence on cost (in most institutions) and there is no distinction made as to how much should be expended in the dissemination of learning and how much on the advancement of learning. Money is being spent for both, but without any definite plan based on an intelligent estimation of what share of the available funds each should receive and to what fields of learning these funds should be applied. In

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