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UNIVERSITY OF NORTH CAROLINA

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phrased it in interpreting the view from which there was no dissent,
"in a few more months we can likely hammer out a program and
decision that will be fair, wise, and acceptable to the most thoughtful
in all three institutions and the State." Such a consummation is devoutly
to be wished and is worth waiting Ave months for, especially in view
of the fact that even the most drastic decision possible would in fairness
and intelligence take two years for adjustment. A decision in January
does not gain time in this case over a decision in June and may save
in understanding and general acceptance not only months but years.
Besides, a two year limit for working out this adjustment after the
decision is made, would in the terminal time limit coincide with the
four-year limit Axed by the board on another fundamental problem of
consolidation. In this matter of taking time we save time. One of the
wisest college and university presidents of our generation, out of the
ripeness of his experience and first-hand observation of consolidation
in many states, stated to me recently that North Carolina was making
more actual progress in an intelligent and fair consolidation than most
of the states were making which began many years before, and that in
some consolidation processes antagonisms, jealousies, and bitterness
wrecked the health of men and impaired the quality of higher educa-
tion. The damage to consolidation and higher education, he pointed
out, comes from political rather than educational considerations, alumni
fears, administrative jealousies, local economic and other special in-
terests, and the impatience of the board of trustees and the legislature.
He congratulated North Carolina on the fact that the legislators, the
trustees, the alumni, and the communities were apparently coöperating
in taking time to prepare the ground for a great coördinated and
consolidated university. In time we will all together build a university
of the people, coördinated in function and consolidated in values of
excellence in the long-run service of all the needs of our youth and of
our times.

In addition to all these considerations we have much to think out
in this consideration of the fundamental curriculum of the first two
years. We have even more to think out in the consideration of the
curriculum of the second two years and the graduate years. Should
there be any duplication in schools, divisions, and curricula in the
upper college and graduate years? Since graduate work is the most
highly specialized and costly it should be most highly concentrated.