connected with curricular development and definition of home economics objectives. The distribution of enrollments in various home economics curricula in 1927-28 presented by Table 27 for 43 institutions is of special interest in this connection. TABLE 27.-Enrollments in home economics by curricula in 43 land-grant institutions, 1927-28 The data concerning enrollments raise three questions: Shall home economics be developed as a special, highly technical type of education appealing to a relatively limited group of women? Shall it be developed as a medium that will provide a general college education for women more effectively than other curricula? Or shall differentiated home economics curricula be developed which will distinguish clearly between objectives appropriate to technical purposes and those designed for general education? Upon the answer of home economics and the institutions to these questions will depend in large part the distribution of the enrollment of women between home economics and other elements of the educational program. The size of the student body in home economics in various landrant colleges in 1927-28 is significant. In 41 land-grant institutions reporting for the year 1927-28, enrollments in each of 15 institutions were fewer than 100; in 17 others they varied from 100 to 300; in 8 others from 300 to 600, and in 1 institution, the enrollment was more than 1,000. The largest enrollment is in Iowa State College, where 1,026 women have chosen home economics as their major field of study. Kansas State Agricul tural College reports the next largest enrollment, 516. The University of Illinois reports 404; Purdue University, 432; Michigan State College, 401; the University of Minnesota, 434; Oregon Agricultural College, 476; the University of Wisconsin, 308. Another measure of the drawing power of home economics afforded by enrollment figures is the number of students enrolled in home economics as a minor study. Available data in regard to this type of service are very incomplete, but 7 institutions that have a system of majors and minors report for 1927-28 no students minoring in home economics, while 11 others show but 123 students with home. economics as a minor. Two institutions, Alabama Polytechnic Institute and the University of Vermont, account for 60 per cent of the home economics minors reported. The apparent conclusion that there is very little interest in home economics as a minor study would hardly be justified upon the basis of the incomplete data furnished, but the evidence is sufficiently startling to suggest that the matter be given institutional study. It may be that further inquiry would reveal that the offerings of home economics need reexamination from the standpoint of the contribution they might make as a point of secondary emphasis for students who are majoring in other fields. The impression thus produced that home economics is making little appeal to non-home economics majors is modified by the record of the number of students electing one or more courses in home economics. Cornell University reports 1,062 students other than those majoring or minoring in home economics in this group; Utah Agricultural College, 947; University of California, 564; Kansas State Agricultural College, 482; State College of Washington, 309; University of Nebraska, 207; Louisiana State University, 200; University of California at Los Angeles, 144; University of Missouri, 139; University of Minnesota, 125; and the University of New Hampshire, 110. Men Enrolled in Home Economics Although home economics offerings are not generally taken advantage of by men, the increase in the enrollment of men is significant. Seventeen institutions report 555 men enrolled for one or more courses during the year 1926-27. Thirteen institutions report a total enrollment of 636 men for the year 1927-28. Oregon Agricultural College leads with 272. Cornell University reports 227 men enrolled for home economics courses, 123 of whom are registrants in the hotel management curriculum. North Dakota Agricultural College reports 62 men enrolled; Iowa State College and the University of Illinois each, 22. As home economics develops specialized areas of instruction in the social fields, especially in those that are concerned with health and business, and as its science work is more completely integrated upon a college level with home and family activities there seems little reason why the number of men who elect home economics courses should not increase materiaily. The relationships of home economics to the interests and activities of men are quite different from the relationships of engineering and certain other predominately masculine specializations to the interests of women. A very wide field of business and professional activities in which men engage, touches directly and intimately and is dependent upon the family as a social and economic unit. As these matters are handled increasingly by home economics in accordance with high educational standards, men who contemplate life activities that are closely related to the management and maintenance of the human and material welfare of the family will find it advantageous and even necessary to familiarize themselves with special phases of home economics work. Scholarship and Loan Funds Undoubtedly attendance at higher educational institutions is considerably stimulated and increased by special aids afforded through scholarships, fellowships, and loan funds. The question naturally arises, therefore, as to whether home economics enrollments are due to a greater or lesser degree than is the case in other elements of the colleges and universities to special aids of this kind. Inasmuch as women find fewer opportunities than men to earn their own way in college and since institutions quite usually impose more restrictive regulations upon the living conditions and activities of women than upon men students, institutional emphasis upon such assistance to women students would seem entirely logical and desirable. Details in regard to scholarships and fellowships will be found in another section of the survey report, but it is appropriate to call attention in this place to data furnished independently of those used in the special study of institutional aids of this kind. The number of scholarships granted to home economics students is very small; in 24 institutions reporting scholarships, only 84 other than State scholarships were granted to home economics students in 1927-28. One-third of these were given at the University of Minnesota. Those granted varied in value from $10 to $900. Where the amounts are definitely specified, 19 are less than $100; 39 between $100 and $150; 3, $150 to $200; 9, $200 to $250; 3, $250 to $300; 1, $350 to $400; 3, $400 to $500; and 1, more than $500. Nine institutions report no scholarships available; four, that scholarships are available, but not specifically for home economics. Two institutions do not report; two others report only State scholarships; while five among those first named show special home economics scholarships available. These figures do not give an accurate picture Part VI, Student Relations and Welfare. of scholarships available for the reason that several institutions report "several scholarships," and similar indefinite items. Among 22 institutions, 103 loan funds available for the use of home economics students are reported. For 19, or about 20 per cent of all loans, no interest is charged; for the other 80 per cent interest, which begins after graduation, varies from 4 to 6 per cent; 4 per cent being the most common rate. Recent discussion of the social effect of student loan funds has not been entirely favorable. It is argued that such loans start out young graduates under a burden of debt which tends to delay marriage and the establishment of families. To complete an education, especially for the professions, requires an apparently ever-increasing number of years, thus raising the age at which earning is started. Singleness easily becomes a habit during the years of education and early period of small earnings. In brief the burden of repaying an educational loan may become a material factor in the tendency to late marriage and small families among the educated classes. The arguments advanced apply with special force to loan funds for women. Marriage and the establishment of homes is the normal and desirable thing for the majority of college women. In spite of all discussion about young women pursuing careers or continuing gainful employment after marriage, the fact remains that in the great majority of cases, the biological function of child bearing precludes such occupations or delays them until later years. Anything which would diminish to any great extent the number of young women with special home economics training who marry, should be considered seriously. The young woman who has borrowed very much money for her college education often faces a situation in which she must delay marriage and a home because of her unwillingness to put the responsibility of repayment upon her husband. Factual evidence is lacking and probably always will be, to prove this assertion or to ascertain how general the situation is. It is an aspect of loan funds, however, that deserves consideration. Degrees According to reports from 42 institutions, the bachelor's degree for work in home economics was granted by 7 land-grant colleges prior to the year 1900; 8 additional institutions granted degrees between 1900 and 1910; 21 between 1910 and 1920. Six others have granted degrees since 1920. A study of degrees offered by 26 institutions from which total figures are available for the years between 1920 and 1928, shows a steady increase in number from 695 in 1920, to 1,080 in 1928. Nine hundred and thirty-nine degrees are reported for 1923-24, an in crease of 244, or 35 per cent above 1920-21. One thousand and two degrees were granted to home economics graduates in 1926-27, an increase of 63, or 6.7 per cent. In 1927-28, 1,080 degrees were conferred on persons who had specialized in this field, an average increase of 78, or 7 per cent over the previous year. The entire group of land-grant institutions reporting on this point (43) granted 1,534 first degrees in 1927-28 to students in home economics curricula. Forty-eight per cent of all degrees were granted to students completing the work in teacher training. Thirtyfive institutions report 763 bachelor's degrees given for this work in 1927-28. In 13 institutions, the degree was granted by the division of home economics; in 10, by the college of agriculture; and in 6, by the college of education; and in 2, by the college of liberal arts and science. In 4 instances, the name of the major division granting the degree is not specified. Second in number of graduates for 1927-28 are those completing courses in general home economics. Thirty-six institutions report 462 graduates. In 15 institutions, the degree was conferred by the division of home economics; in 13, by the college of agriculture; in 2, by the college of education; and in 3, by the college of liberal arts and sciences. Three institutions do not specify the name of the major division granting a bachelor's degree for work in general home economics. The bachelor's degree in home economics with specialization in foods and nutrition was conferred upon 78 persons by 20 institutions in 1927-28. In nine cases the degree was conferred by the division of home economics; in five, by the college of agriculture; in one, by the college of education; and in 3, by the college of liberal arts and science. Two institutions do not specify the name of the division granting the degree. Seventy-six bachelor's degrees were conferred in 1928 by 16 institutions upon students who had specialized in institutional management. In seven, the degree was granted by the division of home economics; in three, by the college of agriculture; and in one, by the college of education; and one, by the college of liberal arts and science. Three institutions do not specify the name of the major division granting these degrees. One institution, Iowa State College, reports 1 graduate completing work in the curriculum "family life" in 1928. Although six institutions report curricula in applied art, only two, Iowa State College and Michigan State College, report graduates in 1928 with specialization in this field-the former four, the latter, two. Eight institutions show 16 graduates with specialization in extension teaching. Numbers of other graduates according to their field |