From Jacques Barzun’s Administering and the Law.
“…in institutional life and in the public mind, it is considered trivial and below one’s dignity to bother with details. It shocked some of my colleagues when as dean I gave my mind to revising some forms used by the graduate admissions office. Next I took up some one hundred twenty models of letters used in reply to inquiries and reduced them to about twenty, making the choice easier and more uniform. I also reduced them to intelligible English. With help from reluctant academic colleagues, I prepared a faculty handbook, a student guide, and an administrative guide, which provided quick means of finding out how to get, without friction or floundering, what anyone was entitled to, from a sabbatical leave to a larger wastebasket. These scholarly works not only reassured faculty and students about the fairness and efficiency of the central administration, they contributed to both — by holding the supporting staff and the faculty to their duties and by stating the norm that would justify complaints.
“While I was doing this supposedly dreary work, I was not making pronouncements in defense of the liberal arts or hammering out a new definition of the educated man. Some would say that I was not playing my proper role of educational leader. But I knew that I had eighteen thousand qualified colleagues across the country defending the liberal arts and giving eighteen thousand new definitions of education. So I could take time off to do a little practical work in education itself.”