THE PROBLEM OF THE UNIVERSITIES 57
teachers. The 'ordinary professor', must not have any privi-
leges, the student who prefers to be taught by a private teacher
must have no obstacle put in his way. The fees paid by the
students must go to the teachers they choose; there must be no
examinations in which the ' ordinary professor' examines instead
of the private teacher. Thus there will be a healthy competition
between the classes of teachers. The student will find in the
new university much more scope for specialized work. The
time he spends at school will not be confined to listening to
lectures delivered from the chair; he will meet his teachers, and
work with them in these new institutions. It is there that the
teachers, private or public, will judge, day by day, of the pro-
ficiency of their pupils.
The unique character of science makes it impossible to distin-
guish between scientific and professional training. In one
instance, however, the university should take special care in
training students for their future work. The teachers of secon-
dary schools need something more than lectures and seminars
if they are to start their work efficiently after leaving the univer-
sity. The Higher Normal School at Pisa is a good example of
what should be done in other places in this direction; and it
might be useful to institute, side by side with the Faculties of
Philosophy and Belles Lettres, and of Science, some Corsi di
Magistero where would-be teachers could learn how to teach.
But, apart from this exception, the universities have nothing
directly to do with the future work of students; they must see
that these young people receive the best 'liberal' education in
the several fields they choose. The universities give the educa-
tion; the State qualifies for professions. This is done by way of
the State examinations, in which the universities as such have
no voice; they will, of course, provide some of the examiners;
but the State can choose competent people for this purpose
wherever they can be found.
The universities must have the greatest possible independence
in financial matters in order to be able to keep their freedom of
teaching and research. State contributions are, of course, neces-
sary, but this does not justify a complete control over expenses.
All institutions, local governments, and other public or private
bodies interested in the existence of the universities ought to
contribute to their needs without wanting to interfere with them
too much. All proceeds of student fees must go directly, and
not through the State, to the universities; gifts and bequests
ought to become their absolute property.
On the other hand, the universities are to keep their character
of State institutions. The State is recognized as the "person3