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and policy statements when appropriate, and writes the minutes. Between meetings he helps the president keep track of delegated matters. Since these duties fit neatly with those of the proposed presidential aide, one person, with adequate staff assistance, could fill both jobs. Since faculty see themselves as self-employed professionals rather than as employees, enthusiasm in a common enterprise is proportionate to the sense of ownership they have in it by virtue of sharing in the decisions that govern its course. The faculty believes that broad autonomy is necessary to preserve its freedom in teaching and scholarship. The president expects faculty members to remember, in exercising their autonomy, that they share no collective responsibility for the university's income nor are they personally accountable for top-level decisions. He may welcome their appropriate participation in the determination of high policy, but he has a right to expect, in return, that they will leave administrative matters to the administration. How well do faculty members govern themselves? There is little evidence that they are giving any systematic thought to a general theory of the optimum scope and nature of their part in government. They sometimes pay more attention to their rights than to their own internal problems of govern­ment. They, too, need to learn to delegate. Letting the administration take details off their hands would give them more time to inform themselves about education as a whole, an area that would benefit by more faculty attention. Although faculties insist on governing themselves, they grant little pres­tige to a member who actively participates in college or university govern­ment. There are, nevertheless, several things that the president can do to stimulate participation and to enhance the prestige of those who are willing to exercise their privilege. He can, for example, present significant university­wide issues to the senate. He can encourage quality in faculty committee work in various ways: by seeing to it that the membership of each committee represents the thoughtful as well as the action-oriented faculty; by making certain that no faculty member has too many committee assignments; by [ 10