and
procedure that can be conceived. The problem, as I have said, is
twofold, and so long as disagreement exists as to the object of
collegiate musical work, there can be no uniformity in administration.

In a university the problem is or should be somewhat more simple, just
as there is a more general accord concerning the precise object of
university training. In place of the confusion of views in regard to
ideals and systems and methods which exist in the present-day college,
we find in the university a calmness of conviction touching essentials
that results from the comparative simplicity of its functions and
aims. A conspicuous tendency in our universities is toward
specialization; their spirit and methods are largely derived from the
professional and graduate schools which give them their tone and
prestige. They look toward research and the advancement of learning as
their particular _raison d'etre_, and also toward the practical
application of knowledge to actual life and the disciplining of
special faculties for definite vocational ends.[97] Since our
universities, unlike those of Europe, consist of a union of graduate
and undergraduate departments, any single problem, like that of music,
is simplified by the opportunity afforded by the direct passage from
undergraduate to graduate work, and the greater encouragement to
specialization in the earlier courses. A graduate school which admits
music will naturally do so on a vocational basis, and the question is
not of the aim to be sought, but the much easier one of the means of
its attainment, since there is no more of a puzzle in teaching an
embryo composer or music teacher than there is in teaching an
incipient physician or engineer.

It seems to me that the opportunity before the university has been
stated in a very clear and suggestive manner by Professor Albert A.
Stanley of the University of Michigan: "If in the future the line of
demarcation between the college and the university shall cease to be
as sinuous and shadowy as at present, the university will offer
well-defined courses in research, in creative work, possibly in
interpretation--by which I do not mean criticism, but rather that
which is criticized. [Professor Stanley evidently refers to musical
performance.] The college courses will then be so broadened that the
preparatory work will of necessity be relegated to the secondary
schools. This will impose on the colleges and universities still
anoth