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Stiles' successor, Timothy Dwight the elder, entered the faculty into the equation in the early nineteenth century, and this body grew in power enormous ly with the passage of time until they became the dominant element in Yale's governance. However, faculty power faded between one and two generations ago, as the University grew in terms of sheer numbe r of students and added schools and departme nts to the point where central admi nistra- tion was required in larger doses. The faculty's autonomy in curricular matters was not severely challenged, and indeed grew to some degree. The difference was that non-academic issues began to confront the University in increasing pro- fusion. The role of the students inc reased as that of the faculty dimin ished. Through the nineteenth century, it is fair to say, studen t concern was for the most part limi ted to the non-academic aspects of their lives. As the college matured, so did the undergrad uate body, and by the nineteen-twenties some undergraduates were arguing the pros and cons of various education- al plans or tracts the college curriculum might es- tablish with the same fervor once reserved for attacks upo n compulsory chapel. Since then, student voices have seldom failed to make themselves heard on mat- ters touching their lives and (only a bit less so) their education. Some change has come about in the de- gree to w hich they are heard, heeded, and indeed courted. But it remains true that the role of the stu- dent is considered primarily as observer, as a passive participant; Yale is Only now beginning to admit students to the E xecutive and Course of Study Com- mittees. Today, the administration need go to no such lengths to elicit student opinion, and in fact criticism is made more than occasionally of the manner in which Yale determines where "student opinio n" lies. The Corporation is legally the ultimate authority for every action taken by Yale- nothing is final or official until it receives their stamp of appr oval. Their func- tion is for the most part a passive one-they review, rather than initiate policy; they "check that the Uni- versity officers have done their homework," as one adm inistrator says. The case has been that they delay new programs more often than they deny them out- right-the time-period over which they debated the As deputy president and budget-balancer, Charles H. Taylor, Jr. has one of the most taxing administrative jobs at Yale. merits of coeducation is the most strik ing example here. That the Corporation is taken seriously by the administration is evident, however, by the zeal with which offic ial Yale opposed the candidacy of W illiam F. Buckley, Jr. for a seat as an alumni trustee in last Spring's election (althoug h through February of this year his successful opponent, Cyrus Vance, was un- able to attend meetings of the Corporation, as a result of his duties in Paris). Men such as John V. Lindsay, Wil liam McChesney Martin, and J. Irwin Miller have more important things to do, it might be noted, than serving as "r ubber stamps." (Lindsay, of course, occa- sionally has more important things to do than even serving as an active Universi ty trustee; his secretary occasionally has had to call Yale to report the mayor was "busy" and woul dn't be able to atte nd the Cor- porat ion's meeting). There are times w hen the Corporation is by the course of events thrust intO an active role, and makes the most impor tant decision made by any group or individual at Yale- four times this century and 17 times in the history of the institution, the Corpora- tion has elected a chief executive. It is in disc harging this task that the Corporation has its greatest impact upon the direction of the enterprise. The institutes and similar endeavors being initiated unde r Kingman Brewster, Jr. would not have materialized in A. Whi t- 75