The Rôle of the University

The Role of the University - V. W. Bladen "Men are men before they are lawyers or physicians or manufacturers; and if you make them capable and sensible men, they will make themselves capable and sensible lawyers or physicians." This statement of John Stuart Mill, which might have ended with a reference to manufacturers or businessmen, ought to be carefully considered by university administrators and by business leaders. In these days of pressure for education in business administration, it is well to consider whether the university in performing its ancient function of liberal education may not in fact provide a better education for business than can be provided by some of the newfangled courses in Business Administration. I shall argue that modern business needs to recruit educated men and should not worry about what they are educated in. But while business needs educated men it also needs trained men: some of this training is properly the function of the technical institutes (e.g., Ryerson), or of the business itself; but some of it is properly undertaken in the university. This I shall argue should be more "education" than "training" if it is to justify a place in the university alongside the other and older professional faculties. I believe such education should be undertaken with mature students in the Graduate School, or in special "development" courses for experienced executives on the model of the "staff colleges" of the armed services. While arguing in general I am, of course, presenting a justification of the policy of the University of Toronto in maintaining the liberal arts character of its Commerce course and in developing a professional course in Business Administration in the Graduate School. I shall not claim that our Commerce course could not be better (we are always seeking to improve it), but I do argue that it should not become less liberal and more professional. I shall not claim that the graduate course in Business Administration could not be improved: the University recognized this part of its responsibility too late (1938), made much too little provision for its work in the first twelve years after its estab- 484 V. W. BLADEN lishment, and has not yet made adequate provision. But the principles upon which it operates are, I believe, sound; the concern continues to be with education for, rather than training in, business. Men are men before they are businessmen; and even if it did not contribute directly to improved business management, university education would be of infinite value. For what the university seeks (or should seek) to provide is a stimulating environment in which the potentiality for growth of those who come to it can be most fully realized. It must be recognized that an environment of scholarly endeavour and research is not one in which everyone can grow best; indeed it may inhibit growth in some. It is of very great importance, therefore, to devise means of selecting those who are most likely to grow in the university and to ensure for them an opportunity to attend; it is also of great importance that alternative opportunities for growth should be provided for those for whom the university is inappropriate. It is to be deplored if social pressure, and particularly the routine requirement of a university degree for the hetter jobs in business, tends to push too many of the wrong students into the university: they would grow better outside and their presence in the university may well interfere with the well-being of those who can grow there. Let us all recognize, and not least the recruiting officers of business firms, that what we want are mature individuals, wbo have developed not only their intellectual capacity but also their imagination and tbeir sense of values, rather than individuals who happen to have acquired a university degree and who mayor may not have acquired in the process a university education. Let us not stunt the growtb of any individual; but let us not assume that all individuals grow equally and in the same direction. Let us recognize, too, the danger of warping when we strive to stimulate; and let us, the teachers, be thankful that the force of growth in those...