TABLE 2.-Answers to questionnaires sent to negro land-grant colleges

Special mention should be made of two questionnaires--the questionnaires to be filled in by graduates and ex-students and the individual staff inquiry. A questionnaire was prepared to be filled in by the graduates and ex-students of the land-grant institutions who matriculated in 12 selected years, arranged in four groups of three years each. A record for each matriculant in these years was prepared by the institutions themselves. In addition, a questionnaire for filling in by the individual student was sent out by each institution for direct return to the Office of Education. Thirty-seven thousand three hundred and forty-two graduates and ex-students cooperated by filling in the questionnaire. A special questionnaire to be filled out by each member of the staff was also sent to the institution. The chairman of the local committee or other designated authority was asked to collect and check the returns from the staff members of the institution to insure a reasonable degree of accuracy of reply. Twelve thousand and thirty-two individual records of staff members of the land-grant colleges were thus secured.

Approximately 500,000 pages of questionnaire returns were collected during the course of the survey. Of this number, 400,000 were furnished by the graduate and ex-student questionnaires and the individual staff inquiry returns; these questionnaires were handled by means of tabulating machinery. The task of maintaining control of this vast body of information in systematic form as to make it easily available in any relationships desired, was solved in the following manner. Large tabulation sheets for each questionnaire were prepared. These sheets brought together a record for all institutions of every fact, opinion, and practice upon which information was furnished in so far as the information was such as could be tabulated. The information upon approximately 80,000 pages of questionnaire was thus reduced to approximately 3,000 tabulation sheets and all points covered classified according to the questionnaire fields. When questionnaires called for comment or considerable writing upon any point, the pages for each such point were extracted and assembled. In order to provide a further and ready means of locating material upon any specific point, a detailed index of the entire group of questionnaires was prepared.

As the questionnaires were received the returns were transferred from the questionnaire returns to the tabulation sheets. This work of transfer was carried on by specialists in the Office of Education and by specialists employed for the purpose. It was not assigned to clerks. The purpose of using high-grade assistants for the more or less mechanical operations involved was in order that discrepancies might be discovered and a degree of editing of returns might be carried on at the same time that the recording of the returns was

done. When errors, discrepancies, and omissions were discovered by the specialists during this process, the pages in question were returned to the institution with a request for correction or explanation. The greater completeness of returns and the greater accuracy in returns thus obtained appear to have justified this method of procedure. Specialists who prepared the tentative reports carried the review and editing of returns still further and contributed materially to the accuracy of the record.

Owing to the overlapping of interests of the various fields and in order to provide internal checks, a deliberate policy was pursued of requesting the same information upon important points in different form in different questionnaires. For instance, provision for check was secured by asking for totals under certain classifications in one questionnaire and detailed analysis of certain components of the total in several other questionnaires. By combining the analyses and checking with totals, discrepancies could be discovered and requests made that they be rectified.

When returns had been received and tabulated, totals, averages, means, etc., were run for the various columns of the tabulation sheets for such points as it was clearly evident would be desired by the specialists who prepared the tentative report. Specialists were then employed and brought to Washington to draft tentative reports upon their subject-matter fields. They had available to them for this work the questionnaire returns themselves, the tabulation sheets, the assembled sheets upon points which could not be tabulated, printed reports, and exhibits.

Directions for authors of tentative reports were prepared by the director of the survey in order to insure unity of approach and attitude. The first step in the preparation of the tentative draft of the report upon each field of interest was the preparation of an outline which would indicate in detail the treatment and the scope. This outline was based upon initial examination of available material. The writing of the report itself did not begin until the director of the survey had discussed the outline with the specialists and formally approved the proposed treatment. The outline in each case then constituted the official plan for the specialist's work and was filed with the director of the survey. All subsequent changes in scope or in method of treatment were submitted to the director of the survey and if approved were incorporated in a revised outline. It was thus possible to prevent a considerable extent of duplication of effort by the specialists engaged upon the work and to maintain a certain unity of treatment throughout the various reports. At the same time sufficient flexibility was permitted to insure necessary freedom in treating matters peculiar to specific fields.

Upon completion of the tentative report in a specific field it was submitted for review, comment, and criticism to each member of the advisory committee in that field. These comments and criticisms were then considered by the specialist or specialists responsible for the tentative report and by the director of the survey. Each section of the tentative report, therefore, represented substantially the combined judgment of the specialists, the advisory committee, and the director of the survey. The reports were then submitted to the members of the National Advisory Committee for comment and criticism and these were embodied in so far as the judgment of the office's staff permitted. The entire group of tentative reports was then reviewed by the director of the survey and in consultation with members of the staff, reorganizations, reconciliations, and connective matter prepared.

SURVEY STAFF

Director, Arthur J. Klein, Chief of the Division of Higher Education, U. S. Office of Education.

Assistant to Director, John H. McNeely, U. S. Office of Education.

Abel, James F.-Specialist in Foreign Education, U. S. Office of Education.
Alderman, L. R.-Chief, Service Division, U. S. Office of Education.
Badger, Henry G.-Statistical Assistant, U. S. Office of Education.
Bane, Lita-Professor of Home Economics, University of Wisconsin.

Banks, W. R.-President, Prairie View State Normal and Industrial College,
Prairie View, Tex.

Barre, Henry W.-Director of Research, Clemson Agricultural College. Becker, Jane S.-County Home Demonstration Agent, New York State College of Home Economics, Cornell University.

Betten, Cornelius-Director of Resident Instruction, New York State College of Agriculture, Cornell University.

Blitz, Anne D.-Dean of Women, University of Minnesota.

Blose, David T.-Statistical Assistant, U. S. Office of Education.

Brown, Charles H.-Librarian, Iowa State College.

Burns, Katherine V.-Assistant Professor of Home Economics, University of Illinois.

Buchanan, R. E.-Dean of Graduate College, Iowa State College.

Call, Leland E.-Director of Agricultural Experiment Station, Kansas State Agricultural College.

Cavanaugh, Robert E.-Director of Extension, Indiɛna University.

Clark, J. S.-President, Southern University, Baton Rouge, La.

Coffey, Walter C.-Dean and Director, Department of Agriculture, University of Minnesota.

Coffman, Lotus D.-President, University of Minnesota.

Cooper, Thomas P.-Dean and Director, College of Agriculture and Agricultural Experiment Station, University of Kentucky.

Creswell, Mary E.-Director, Division of Home Economics, Georgia State College of Agriculture.

Crigler, Nina B.-Formerly Head of Department of Home Economics, University of Arizona.

Davis, John W.-President, West Virginia State College.

Duncan, Luther N.-Director of Extension Service, Alabama Polytechnic Institute.

Fain, John R.-Professor of Agronomy, Georgia State College of Agriculture. Foster, Emery M.-Statistical Assistant, U. S. Office of Education.

Frazier, Ben W.-Specialist in Teacher Training, U. S. Office of Education. Funchess, Marion J.-Dean, College of Agriculture, Alabama Polytechnic Institute.

Gandy, John M.-President, Virginia Normal and Industrial Institute, Ettrick, Va.

Gibson, A. W.-Instructor, New York State College of Agriculture, Cornell University.

Gillis, Ezra L.-Registrar, University of Kentucky.

Greenleaf, Walter J.-Associate Specialist in Higher Education, U. S. Office of Education.

Grossley, Richard S.-President, State College for Colored Students, Dover, Del.

Haggerty, Melvin E.-Dean, College of Education, University of Minnesota, Minneapolis.

Hamlin, Herbert M.-Associate Professor of Vocational Education, Iowa State
College.

Harris, Jessie W.-Professor of Home Economics, University of Tennessee.
Hubert, Benjamin F.-President, Georgia State Industrial College.

Hutcheson, John R.-Director of Extension Service, Virginia Polytechnic
Institute.

Jardine, James T.-Director of Agricultural Experiment Station, Oregon Agricultural College.

John, Walton C.-Associate Specialist in graduate and professional Education, U. S. Office of Education.

Johnson, Edw. C.-Dean and Director of the Agricultural College and Experiment Station, State College of Washington.

Justin, Margaret M.-Dean of Division of Home Economics, Kansas State Agricultural College.

Kalbach, Lewis A.-Chief Clerk, U. S. Office of Education.

Krueger, Jean-Head of Department of Home Economics, Michigan State College.

Kyle, Edwin C.-Dean, School of Agriculture, Agricultural and Mechanical College of Texas.

Leveque, Nathalie-U. S. Office of Education.

Lory, Charles A.-President, Colorado Agricultural College.

McDowell, M. S.-Director of Extension, School of Agriculture, Pennsylvania State College.

Machmer, William L.-Dean of the College and Professor of Mathematics, Massachusetts Agricultural College.

Malott, John O.-Specialist in Commercial Education, U. S. Office of Education. Maris, Paul V.-Director of Extension, Oregon Agricultural College.

Massey, Felix M.-Dean of Men, University of Tennessee.

Matherly, Walter J.-Dean, College of Commerce and Journalism, University of Florida.

McCracken, C. C.-Professor, Department of School Administration. Ohio State University.

Meyer, A. J.-Director of Agricultural Extension Service, University of Missouri. Middlebrook, William T.-Comptroller, University of Minnesota.

Milam, Ava B.-Dean, School of Home Economies, Oregon Agricultural College.