of instruction given to engineering students, has sponsored five summer schools for engineering teachers, four of which were held at land-grant engineering colleges. About 300 engineering teachers were benefited by these summer schools and their continuation, which is assured by a number of years, should react beneficially to engineering instruction.

In the summer of 1927 summer schools for teachers of engineering mechanics were held at the University of Wisconsin and at Cornell University. Eighty-two teachers attended the sessions and the staff of each school comprised a director, a secretary, three teachers of mechanics, and a group of specialists in various fields. These teachers represented 64 institutions and were distributed as follows: 15 professors, 10 associate professors, 28 assistant professors, 27 instructors, and 2 of other ranks. A professional teacher of education also served continuously on each staff and acted as a general adviser and lecturer. The programs of the two schools included formal lectures, model teaching exercises, demonstration lectures, laboratory exercises, seminars, general group meetings, and committee meetings. Methods of teaching were stressed in all parts of the program. Mechanics was chosen as the first subject, as it is fundamental in all major engineering curricula.

During the summer of 1928 a summer school for teachers of physics was held at the Massachusetts Institute of Technology and one devoted to electrical engineering at the University of Pittsburgh in cooperation with the Westinghouse Electric and Manufacturing Co. As in 1927 the schools were each of three weeks' duration. Forty teachers attended the physics school and 54 the electrical school. The staff of the physics school included 8 teachers of physics, an educational adviser, and 13 special lecturers. The electrical school staff comprised 11 teachers, 2 educational advisers, and 29 special lecturers from industry.

The 1929 session on mechanical engineering was held at Purdue University June 27 to July 18, 1929, and was attended by 88 teachers, who represented 60 institutions located in 36 States of the United States and 2 Provinces of Canada. The staff comprised 23 teachers who came from 13 engineering colleges and 27 lecturers from industry. In addition to these, 13 teachers attended one or more meetings as auditors. A special feature of the program was a 3-day trip to Chicago, where 14 engineers and executives of the Western Electric Co. gave a series of lectures on organization, engineering production, inspection, purchasing, cost control, material handling and storage, personnel practices, and development problems of modern industry. Lectures on general educational practices and principles were given at Purdue University by two educational authorities. To provide a background for engineering instruction

the historical aspects of mechanical engineering were discussed. The purposes and scope of different courses in the curriculum were analyzed through lectures, and these were followed by special talks on the methods of teaching these subjects. A series of lectures on the advanced phases and application of mechanical engineering were delivered by noted authorities.

An important part of all the summer schools is the preparation of committee reports, which are intended to summarize the conclusions reached by those in attendance.

In nearly all cases all of the teachers, including guests and staff members, are housed together. This arrangement affords excellent opportunities for the informal exchange of ideas and the formation of friendship between those in attendance.

The interest of the land-grant institution in improved teaching is evidenced by the fact that 137 teachers were represented as members and on the staff of the four schools as follows:

TABLE 8.-Teachers represented as members and on the staff of five institutions

Salaries of engineering teachers.-In Table 9 are given the maximum, minimum, median, and most frequent salaries for land-grant college engineering teachers of different ranks as derived from institutional reports. These figures are very nearly the same as those compiled by the Society for the Promotion of Engineering Education as reported in Bulletin No. 4 of the Investigation of Engineering Education. Considering the earnings of engineers in practice these salaries are extremely low.

TABLE 9.-Salaries of land-grant college engineering teachers

Individual reports from 1,425 engineering staff members, including those employed both full and part time, show the following distributions:

11.

41.

28

149.

284.

246.

196.

162. 121.

TABLE 10.-Number of staff members employed and salary range

These regular salaries were supplemented in relatively few instances by perquisites. The reports show 24 teachers receiving perquisites of less than $500 in value and 17 of greater value than $500. Nor are institutional earnings for extra work, such as night classes, extension and summer session, very great. In 79 cases they were less than $299; in 113 from $300 to $599; in 36 from $600 to $899; in 18 from $900 to $1,199; and in 20 more than $1,200.

It is frequently assumed that engineering teachers add considerably to their salaries by outside earnings. Reports on this point are very incomplete but are sufficient to indicate that in many cases the amount of these earnings are sometimes exaggerated. Of the 1,425 individuals reporting 890 did not furnish information, but the following summary shows relatively few large additional incomes from employment outside institutional earnings:

122. 219.

70.

49.

TABLE 11.-Number of cases and amount of earnings outside of institution

Outside engineering practice by teachers.-Only three land-grant colleges do not permit their engineering teachers to do outside engineering practice during the academic year; all of the other institutions either encourage or do not restrict such outside practice, provided it does not interfere with the institutional duties of the teacher. In practically every institution it is expected that engineering teachers will keep their superior officers fully informed of such practice. In several institutions outside engineering practice may be carried on only upon the approval of the dean of engineering, who

is held responsible by the president of the institution for the type and quantity of such outside practice. No institutions place restrictions upon engineering practice by staff members during vacations.

Only in rare cases are teachers permitted to use institutional laboratory equipment in connection with their private practice. Usually problems which require equipment become projects of the engineering experiment station of the college, and all fees for such services go to the institution. In only three colleges are engineering teachers given extra compensation for tests of materials or machinery sent to the laboratories for such tests. All of the institutions charge fees for such tests, but in nearly all cases these fees are either appropriated to the department carrying on the tests or to the engineering college.

In nearly all cases teachers are forbidden to use the name of the institution in reports in connection with their private practice. The use of institutional stationery is also discouraged for other than official correspondence.

Tenure and factors influencing promotion of teachers.—Thirtyone institutions reported indefinite tenure for deans, professors, and associate professors. Assistant professors and instructors are usually employed for terms of one to three years. Assistants and fellows are appointed for one year.

In considering promotions, 38 institutions state that they place first the teacher's ability to arouse and to interest his students, 44 institutions place teaching ability first; 36 knowledge of the subject; 28 loyalty; 23 ability to cooperate and mental balance; 25 attitude toward the student. Nineteen institutions place promise of growth in the first place and 24 in the second place; 14 place fairness in grading in the first place and 29 in the second place. Personal traits are considered of major importance by 14, of secondary importance by 31, and of minor consequence by 2. Research ability is given first place by only 2 institutions, second place by 28, and 15 consider this of little or no importance. Personal leadership is given first place by 9, second place by 33, and 4 regard this as a minor qualification. Length of tenure is not given by any institution as of major importance, 25 consider this important, and 20 feel that it is of litttle or no importance. Authorship is given second place by 23 and an equal number consider this factor of no importance. Executive ability is placed first by 3 institutions, second by 23, and of no importance by 19.

From the foregoing it is evident that ability to interest students, teaching ability, knowledge of subject matter, and loyalty are the major factors which are considered in connection with the advancement of teachers.

Chapter VI.-Support and Organizations

Budgets of expenditures.-The annual budgets of the expenditures of land-grant engineering colleges for a 5-year period are given in Table 12. These figures show that about $11,000,000 were expended for engineering education at land-grant institutions during the year 1927-28.

TABLE 12.-Annual budget of expenditures for engineering in land-grant institutions, 1924-1928

This expenditure has increased $3,045,414 during the 5-year period, or 39 per cent. The budget allowance for salaries and wages has increased during the same period $1,148,951, or 19 per cent. It should also be noted that the total expenditures of the land-grant institutions for salaries and wages were $70,709,216 for the year ending June 30, 1927. The expenditures for engineering salaries and wages for the same year were $7,274,571, or slightly more than 10 per cent. For materials and supplies in the year 1927-28 the engineering colleges received $650,908 out of a total of $34,937,742, or less than 2 per cent. The capital outlay for engineering for the same year including replacements and new equipment was $541,494 out of a total of $4,990,478, or nearly 11 per cent. Land, buildings, and other permanent improvements represented $849,546 out of a total of $14,076,455, or about 6 per cent. During the same year the engineering enrollment of these institutions was 29,528, plus 1,216 in architecture, out of a total of 149,606 students, or nearly 21 per cent. Since slightly more than half of the teaching load of engineering students falls upon the colleges of engineering, the budget allowance for engineering is low. The engineering student enrollment in the land-grant colleges during the period from 1923 to 1928 has increased from 24,792 to 29,528, or 19 per cent, and the budget allowance was increased by about the same amount.

Gifts for engineering.—During the 5-year period 1923-1928 the land-grant institutions received from industry a total of only $1,410,305. Of this amount only $140,880 was contributed for resident teaching, $28,682 for engineering extension activities, and about one and one-third million dollars for engineering research. Actually, the gifts from industry for resident teaching are somewhat in excess of the $140,880 already indicated, as considerable equipment is being