CONTENTS. PAGE Beginning with 1898, detailed information of teaching institutions formerly included in this report has been transferred to the College and High School Department reports. Secretary's report: Regents bul PAGE r67 r68 170 r71 r73 r79 r79 Regents Bulletin No. 59 116th ANNUAL REPORT 1902 ADMINISTRATIVE DEPARTMENT SECRETARY'S REPORT To the Regents of the University of the State of New York I have the honor to submit the following report for the year ending Sep. 30, 1902:1 Scope. The work of the Administrative Department includes charters, finances, legislation, printing and publications, and all other work not assigned to any other department. All University departments are under exclusive control of the Regents, who have "all powers of trustees thereof, including authority to appoint all needed officers and employees; to fix their titles, duties, salaries and terms of service." The secretary is responsible for the proper administration of all University departments. The entire work of each department except the Administrative, which covers the whole field, is given in detail in a separate report. The report of the Administrative Department contains only a brief summary of matter which appears in reports of other departments. 'Statistics and tables are closed Sep. 30, 1902, but general information is given when practicable up to January 1903, the date of printing. The object of the University as defined by law is to encourage and promote education in advance of the common elementary branches. The field of the University includes not only the work of secondary schools, colleges, universities, professional, technical and other special schools, but also educational work connected with libraries, museums, study clubs, extension courses and similar agencies. The departments of the University are Administrative, College, High School, Home Education, State Library and State Museum. Education in New York. At the Paris Exposition of 1900 European educators expressed the opinion that the educational exhibit of the United States was not only admirable in sections and detail, but would, if viewed as a whole, show a surprising unity in American education, with a more complete correlation of parts than they had ever before pictured. This unity not only appears to a careful student of the American system, but is one of the evident objects toward which yearly legislation more or less consciously tends. One hundred years ago there was no real educational system in the United States. Today the whole land is studded with common schools, public high schools, academies, colleges, universities, professional and technical schools. These educational institutions form a great system that possesses as high a degree of unity as is consistent with its varying needs. To New York the Dutch brought their democratic ideas and set up at once free elementary schools common to all, while the English in Massachusetts recognized class distinctions and fcllowed the English educational policy. Great Britain did not encourage free elementary schools. When the Dutch government was overthrown such schools languished. There has been some controversy between New York and Massachusetts touching this matter, but as President Draper has said, all New York has lacked in its endeavors to show that common schools came by way of The Narrows at Sandy Hook rather than over Cape Cod was a Massachusetts man to tell the story. We may safely conclude that New York under Dutch rule and not Massa |