第82章 CHAPTER I(1)

Business principles take effect in academic affairs most simply, obviously and avowably in the way of a businesslike administration of the scholastic routine; where they lead immediately to a bureaucratic organization and a system of scholastic accountancy. In one form or another, some such administrative machinery is a necessity in any large school that is to be managed on a centralized plan; as the American schools commonly are, and as, more particularly, they aim to be. This necessity is all the more urgent in a school that takes over the discipline of a large body of pupils that have not reached years of discretion, as is also commonly the case with those American schools that claim rank as universities; and the necessity is all the more evident to men whose ideal of efficiency is the centralized control exercised through a system of accountancy in the modern large business concerns. The larger American schools are primarily undergraduate establishments, -- with negligible exceptions; and under these current American conditions, of excessive numbers, such a centralized and bureaucratic administration appears to be indispensable for the adequate control of immature and reluctant students; at the same time, such an organization conduces to an excessive size. The immediate and visible effect of such a large and centralized administrative machinery is, on the whole, detrimental to scholarship, even in the undergraduate work; though it need not be so in all respects and unequivocally, so far as regards that routine training that is embodied in the undergraduate curriculum. But it is at least a necessary evil in any school that is of so considerable a size as to preclude substantially all close or cordial personal relations between the teachers and each of these immature pupils under their charge, as, again, is commonly the case with these American undergraduate establishments. Such a system of authoritative control, standardization, gradation, accountancy, classification, credits and penalties, will necessarily be drawn on stricter lines the more the school takes on the character of a house of correction or a penal settlement; in which the irresponsible inmates are to be held to a round of distasteful tasks and restrained from (conventionally) excessive irregularities of conduct. At the same time this recourse to such coercive control and standardization of tasks has unavoidably given the schools something of the character of a penal settlement.

As intimated above, the ideal of efficiency by force of which a large-scale centralized organization commends itself in these premises is that pattern of shrewd management whereby a large business concern makes money. The underlying business-like presumption accordingly appears to be that learning is a merchantable commodity, to be Produced on a piece-rate plan, rated, bought and sold by standard units, measured, counted and reduced to staple equivalence by impersonal, mechanical tests. In all its bearings the work is hereby reduced to a mechanistic, statistical consistency, with numerical standards and units;which conduces to perfunctory and mediocre wOrk throughout, and acts to deter both students and teachers from a free pursuit of knowledge, as contrasted with the pursuit of academic credits. So far as this mechanistic system goes freely into effect it leads to a substitution of salesmanlike proficiency -- a balancing of bargains in staple credits -- in the place of scientific capacity and addiction to study.

The salesmanlike abilities and the men of affairs that so are drawn into the academic personnel are, presumably, somewhat under grade in their kind; since the pecuniary inducement offered by the schools is rather low as compared with the remuneration for office work of a similar character in the common run of business occupations, and since businesslike employees of this kind may fairly be presumed to go unreservedly to the highest bidder. Yet these more unscholarly members of the staff will necessarily be assigned the more responsible and discretionary positions in the academic organization; since under such a scheme of standardization, accountancy and control, the school becomes primarily a bureaucratic organization, and the first and unremitting duties of the staff are those of official management and accountancy. The further qualifications requisite in the members of the academic staff will be such as make for vendibility, -- volubility, tactful effrontery, conspicuous conformity to the popular taste in all matters of opinion, usage and conventions.