Bulletin Spring 1988

in the autumn of 1965, and there are now eight residential colleges with another new one in the making. As a state-funded institution, UCSC rarely rejects any Californian applicants who have fulfilled their admission requirements. As a result, the undergraduate student population in its colleges is larger than other universities we have visited. The range is between 700 and 1,200. The number is still rising, hence the need for a College Nine. UCSC is perhaps the only campus that does not have the classical architecture and serene quadrangles that characterize many older collegiate universities. However, we were tol d in Yale that several buildings on the campus were built to look older, either by importing materials from Europe or by processing materials to simulate an aging look. On the other hand, the UCSC campus has the charms of the Californian style — open and free. Being situated north of the Monterey Bay, it spreads out many acres of hilly land which is covered up in most parts by beautiful redwood forest. Most freshmen live in the colleges, but others do so as well. Advantages of a Collegiate University One question lingering in our mind was: what are the advantages of a collegiate university? In Cambridge, the University Bulletin stated as follows: ‘...the College system gives great opportunities for experiencing the wider benefits of university life. Colleges admit undergraduates to study all subjects, so there is no danger that (one) will meet only those studying (one's) own subjects. The smallness of the Colleges means that (one) will not feel just one of the faceless thousands at the University, but on the contrary a member of a lively varied community of understandable s i z e . . . .' This is what they described in Durham: ‘...The keystone of the College system in Durham is that students become members of the University only by virtue of their being accepted as a member of a College or Society. College accommodation relieves a student of the worry of finding somewhere to live. The aim is to provide an environment in which academic work can be carried out with the minimum of d i s t r a c t i o n . . . . ' In New Haven, the Programs of Study (1986- 1987) of the Yale College (1) touched on both the advantages and disadvantages of a university: ‘...The most conspicuous advantage of a university is that it presents students with a great breadth of learning and gives them access to scholars who are engaged not only in communicating knowledge but also in discovering it. ， ‘But the potential disadvantages of large university are that its size and diversity may discourage communication, and teachers and students may become less of a challenge to each other. In such an event, the discovery of new knowledge suffers as much as teaching and learning,' 'In order to avoid such disadvantages, Yale established residential colleges …' The Residential Colleges at Yale University published in 1977 also discussed the need for a collegiate system in more details: ‘...(The Old Yale system) was a family, the members of which — faculty as well as students — were intensely conscious of the bond which held them together. From the earliest days, the faculty (primarily the tutors) regarded themselves as responsible for the intellectual welfare of the students. The latter, following the natural tendencies of youth, emphasized the social rather than the intellectual aspects of the bond and developed that sentiment of solidarity which came to be called ‘Yale Spirit’.... ， 'As the classes continued to grow in size . . . and as the increasing freedom of choice of studies brought freshmen together with juniors, sophomores with seniors, the integrity of the class as a unit broke down. Students in their large lecture courses were far removed from the faculty; almost totally lacking was the supervision which had been exercised by the tutors of the early Yale. There was a growing danger that the faculty, losing its sense of responsibility for the student, might come to regard its function as merely promoting the increase of knowledge in special fields rather than furthering the total education of Yale undergraduates . . . . ' At Durham, with the Vice-Chancellor, Professor F.G.T. Holliday At Santa Cruz, a prospectus of one of the eight colleges, the Adlai E. Stevenson College, had these to say: ‘...Santa Cruz opened in 1965 with a particular role in the UC system — to make education a personal and unifying experience for students and faculty alike . . . to overcome some of the gaps in higher education: separations between students and faculty, between teaching and research, and among the disciplines themselves. A solution was seen in the creation of several small, residential colleges, each with its own fellows, students, programs, and buildings . . . . Thus, the inherent advantages of a small-college setting were combined with the strengths in scholarship and research of a major university.‘ 'What was proposed at Santa Cruz might be best understood as a kind of academic federalism. The monolithic university has less capacity for change, less responsiveness to human needs, than a congeries of groups of human scale united by common ties and common purposes. The colleges . . . were meant to be intellectual states within a federal university; each with its own traditions and history, eccentricities and c o mm i t m e n t s . . . . ' 10