# LCMS Convention Proceedings_St. Louis Missouri_1947_S198
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

196 SEMINARIES AND COLLEGES

serve the College. This should not be contemplated, how-
ever, as a permanent feature of the plan. Reduction in
initial expenditure: $300,000.

ce. The $350,000 cost of a Student Center may be deducted if
we assume that the Centennial Thankoffering will be com-
pleted, since that fund includes provision for the item
mentioned.

d. The item of $250,000 for faculty housing represents a con-
cession to current practice. It may well be that Synod
would wish to discontinue its present policy in this regard
and to institute compensatory salary arrangements when
it considers that the sum mentioned could cover sixty-dollar
rental allowances for 17 faculty members for more than
20 years. By that time additional investments would be
required for maintenance and remodeling in any synodically
owned houses.

Considering the modifications indicated, it appears that the
total estimate of the ultimate cost should be approximately one
million dollars more than the immediate expenditure required.

In addition to the capital investments listed, full-scale opera-
tion of the College would ultimately involve operating costs of
about $125,000 annually.

While there would, of course, be extremely close integration
of the Senior College program and the program of the Seminary,
the two plants would operate as separate schools of one educational
facility. Similar arrangements exist between Capital University
and Seminary at Columbus, Ohio; the schools at Rock Island,
Dllinois; Waterloo, Ontario; and at other locations. The pattern
of administration indicated is followed at many large American
universities.

Thus, there would be one president and executive officer for
the Seminary and Senior College. Immediately under the executive
office (Board of Control) and the president would be the offices
of executive deans heading the Seminary and the Senior College.
These offices would be concerned with the administrative functions
of the respective schools, as independent educational units of
the larger complex and would compare with the corresponding
positions and functions of deans as heads of the various schools
and colleges at universities. The disparity in the educational
levels and terminability of courses at different times need not be
viewed as unusually complex either educationally or administra-
tively. Similar problems are involved at most universities in the
process of unifying and co-ordinating undergraduate, graduate,
and professional schools.