Co-Ordination in New York State

M ONTANA was the pioneer state in uniting widely separated institutions of higher education in one organic university. Unnecessary duplication of work has been eliminated. Vicious lobbying for institutional appropriations has been replaced by presentation of clear and understandable budgets which have been discussed by the presidents, deans, and directors who compose an executive council or chancellor's cabinet, approved by the chancellor and presented to the State Board of Education for study, acceptance, and presentation to the State Board of Examiners. Good will and state consciousness among administrators, faculties, students, alumni, and communities have been substituted for bitter and destructive competition which dominated higher education under the plural control prior to i9i6. The cost of higher education has been reduced more than I3 per cent, and the efficiency has been increased greatly. All that the founders of the Montana system of administering higher education desired has not yet been achieved. There are many objectives still to be attained. The system has, nevertheless, abundantly justified the faith of its founders. Montana's educational experiment has been followed, with minor modifications, by Georgia, North Carolina, and Oregon. Several other states are seeking information relative to the Montana system.2 Manifestly, the Montana pioneers made a definite contribution to educational efficiency and economy when they thought through the educational philosophy incorporated in Chapter 92 of the Session Laws of I913. Today, the system has the cordial and enthusiastic support of all informed and intelligent people of the state. [Vol. IV, No. 31

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