ctivities has been to
establish a nexus between the college and community life.

=Student self-government=

One other feature of undergraduate life cannot be overlooked; viz.,
student self-government. The college student today is two or three
years older than was his predecessor of fifty or sixty years ago.
Moreover, with the great increase in the number of students has come a
parallel increase in complexity of administration and in the duties of
the college professor. Finally, a sounder psychology has taught the
wisdom of placing in the hands of the students the control of many
activities which they can supervise better than the faculty. As a
result of these and of other influences, in many colleges today all
extra-scholastic activities are either supervised by the student
council, the members of which are elected by the students, or by a
joint body of student and faculty members. The effect in almost every
instance has been the diminution of friction between the faculty and
students and the development of better relations between them. In some
colleges the honor system is found, under which even proctoring at
examinations does not exist, as all disciplinary matters, including
the decision in serious offenses like cheating, rest with the student
council. Student self-government is only one evidence of the
democratization that has taken place in the administration of the
college during the past two decades. Even more noticeable than student
self-government is the tendency recently manifested to transfer more
of the control of the government of the college from the board of
trustees to the faculty.

=New opportunities in higher education=

With the extension of commerce and the attempt to bring it under
efficient organization in the nineteenth century, the demand has been
made upon the colleges to train experts in this field. Germany was the
first to engage in it, and just before the war probably led the world.
France and England have remained relatively indifferent. In America,
the so-called "business college" proved entirely too narrow in scope,
and beginning with the Wharton School of Finance and Commerce of the
University of Pennsylvania (1881), the higher institutions have begun
to train for this important field. Some of the colleges of commerce,
like those of Dartmouth and Harvard, demand extensive liberal
preparation; others, like Wharton and the schools connected with the
state universities, coordinate their