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Part 1 - The Institute Libraries - Institute for Advanced Study

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What could be expected, if a modern American university<br />

were thus established? <strong>The</strong> ablest scholars and scient-<br />

ists would be zttrscted to its faculty; the most earnest<br />

students uould be attracted to its l~boratories and semi-<br />

s . ft would be small, as Gilman's Johns Hopkins was<br />

small; but its propulsive power would be momentous out of<br />

all proportion to its size. It uould, like a Lens, focus<br />

rags that now scatter. <strong>The</strong> bckefeller <strong>Institute</strong> <strong>for</strong><br />

Medical kserch is linited in scope; its hospital con-<br />

tains only sixty-five beds. But its uncompromising stan-<br />

dards of activity and publication have gfven it influence<br />

in herica snd Europe throughout the entire field of mdf-<br />

cal educetion and research. A university or a school of<br />

higher learning at the level I have indicated would do as<br />

much fox other disciplines and might thus in time assist<br />

the general reorganization of secondary and higher educa-<br />

tion,<br />

*A &nard professor writes me as follows: '1 think it: fs<br />

tremendously irportant at the present time to oppose the<br />

tendencies of administrative usurpation of certain academic<br />

functions which can only be properly per<strong>for</strong>med by scholars.<br />

It hzs often seemed to me tkt we might profitably go back,<br />

at least in part, to the systecr.vhich has long and successfully<br />

functioned in Gerrrany -- namly, to have the purely<br />

house-keeping and financial work of educational fnstitutions<br />

carried cut by business ten and clerks, with deans<br />

and rectors appointed from the older men of the faculty <strong>for</strong><br />

periods of one ox two years, relieving them <strong>for</strong> the time<br />

from their purely tezching duties and having, r b concern<br />

themselves during their achinistrztions vith the guidence<br />

05 educational policy in consultation vith a comaittee of<br />

t5eir colleagues. '3<br />

With these words Flexner finished the chapter on American<br />

universities. <strong>The</strong> proposal does not seem to be a logical conclusion<br />

to what he had just written. <strong>The</strong> Idea of a Modern Dniversfty already<br />

had outlined the chracteristies a£ the %odern universityn suggested<br />

abwe, and they stood as a yardstick against vhich the revelatfons of<br />

practices in American universitfes were graphically measured. Horeover,<br />

to cite the Rockefeller <strong>Institute</strong> <strong>for</strong> Hedfcal Research as an example<br />

'.<br />

he had deplored because it usuall J removed men of genfus and fine<br />

-<br />

seemed <strong>for</strong>ced, <strong>for</strong> ft really represented the research institute vhfch

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