for this type of training is frequently not sufficiently stressed in the curriculum of the student interested in agriculture. Similarly, it is a matter of common observation that large numbers of American farmers are not so aware as they should be of the significance of their economic relationships to other industrial groups in the Nation, and likewise to the manner in which their economic interests are affected by international relations and policies; problems growing out of these economic relationships and policies have long threatened not merely the prosperity but the very existence of American agriculture. Further, the replacement of the traditional individualistic attitude of all past generations of American farmers with new and unselfish social attitudes actively favorable to cooperative effort appears to be so crucially important that it should under no conditions be omitted from education for agricultural service.

A similar tendency in the past to omit important offerings may be observed in the field of home economics. Great emphasis has been placed upon certain physical aspects of home and family life, such as foods, clothing, and household equipment, whereas the study of the human qualities and relationships and the spiritual influences and values that have great significance in determining the place of the home as a social institution have been practically excluded from the curriculums.

Engineering curriculums in the land-grant institutions seem generally to have been organized more nearly upon the basis of the subsequent needs of the students than have been the curriculums in agriculture and home economics. Even here, however, emphasis upon the technical aspects of the professional work has tended to exclude training that would enable the students to work well with others and come into positions of influence and leadership in later life. This omission has been recognized and efforts are being made, at least in some institutions, to make provisions for this type of training.

Generally those responsible for instruction in agriculture, engineering, and home economics in land-grant institutions

have underestimated the importance of a more ample background of general education than is furnished by the high school alone. The tendency in recent years has been to make the instruction in agriculture, engineering, and home economics specialized and to attempt to develop a definitely professional basis for these fields of service. This movement, however, should be accompanied by an extension of the period of general education to at least 2 years above the high school for degree students, which is the level at which the professional work is generally begun in agriculture, engineering, and home economics. In the Middle West and the Far West, at least, the rapid development of the junior college promises to raise practical considerations that will accelerate this development.

Enrollments, Degrees, Size of
Staffs, and Expenditures

Student enrollments, degrees granted, size of faculties, and expenditures are not complete measures of the contribution of an institution or a group of institutions. They are, however, frequently used as indexes of influence. The total enrollment in degree-granting institutions in the United States in 1935-36 was 1,088,177; 17 percent of the students enrolled were in land-grant institutions. In that year 21 percent of the 79,571 graduate students were enrolled in land-grant institutions. The land-grant institutions awarded 21 percent of the 143,125 baccalaureate and first professional degrees, 23 percent of the 18,243 master's degrees, and 31 percent of the 2,770 doctorates that were granted in the United States in 1935-36.25

Table 2 presents comparative data on the size of staffs in the land-grant institutions in 1933-34 and 1936-37. All classifications within the institutions have been included. It will be noted that between 1933-34 and 1936-37 there was a marked growth in the entire staffs of the land-grant institutions and in all but one of the classifications.

25 Data obtained from the U. S. Office of Education.

TABLE 2.-Total number of staff members of 69 land-grant institutions, by branch of service, 1933-34 and 1936-37

1 Data from U. S. Office of Education Bulletin, 1935, No. 2, Biennial Survey of Education: 1932-1934 (Washington: U. S. Government Printing Office, 1937), ch. IV, pp. 464-5.

Data from Walter J. Greenleaf, Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1937, pp. 6-7. Notice that members of the staff may serve in more than one of the branches of service These totals exclude duplicates.

In 1935-36 of the total number of faculty members offering resident instruction in all higher institutions, 19 percent were in land-grant colleges.26 In this same year 25 percent of the total current expenditures for higher education were expenditures by the land-grant institutions.27

Land-Grant Legislation and
Higher Education for Negroes

1928

In the Second Morrill Act, a provision is included that requires that ". . . no money shall be paid . . ." to any State with separate white and Negro land-grant institutions unless the legislature of such State shall ". . . propose and report to the Secretary of the Interior a just and equitable division of the fund . . . between one college for white students and one institution for colored students . . . which shall be divided into two parts and paid accordingly. This provision also covers the grants made in the Nelson Amendment and the Bankhead-Jones Act, but is not found in any of the acts relating to the experiment stations and the extension work. The land-grant colleges for Negroes have not developed so rapidly as those for white persons in the 17 States in which separate institutions are maintained for the races. A brief consideration of the situation regarding education for Negroes will give some idea of the extent

26 Ibid.

27 Ibid.

28 Sec. 1.

127403-39

to which the provision noted above has influenced the development of resident instruction for Negroes.

1. Many sections of the South make inadequate provisions for secondary schools for Negroes. The percentage ratio of 1933–34 enrollments of Negroes in secondary grades to the number of Negroes of high-school age in 17 Southern States and the District of Columbia was only 19. The corresponding figure for white youth was 55. For every 100 Negro pupils estimated as entering the first grade in 1933-34, there were 14 in the first year of high school and 5 in the fourth year. By contrast, for every 100 white pupils entering the first grade in 1933–34, there were 49 in the first year of high school and 26 in the fourth year.30 In the National Survey of Secondary Education 31 a special investigation was made of all counties where Negroes represented 12.5 percent or more of the population in 15 Southern States. A total of 230 counties was found, in 13 of these States, which provided no high school facilities for Negroes in 1930, and an additional 195 counties, in 14 of the States, had no 4-year high schools for Negroes. In each of these 425 counties Negroes constituted at least 12.5 percent of the total population and had not fewer than 60 Negroes of high school age.

2. There is also a lack of higher institutions for Negroes. In the 17 Southern States in 1938 there were 184 publicly controlled higher institutions for white persons and 33 for Negroes,32 but of the population in 1930 between the ages of 18 and 21, inclusive, 25 percent were Negroes.3

33

The lack of provision for educational opportunities for Negroes, as noted above, has been reflected in two character

29 Doxey A. Wilkerson, Special Problems of Negro Education, The Advisory Committee on Education, Staff Study No. 12 (Washington: U. S. Government Printing Office, 1939), ch. II, Table 18. Population data for 1930 are used.

30 Ibid., ch. I, Table 10.

31 Ambrose Caliver, Secondary Education for Negroes, U. S. Office of Education Bulletin, 1932, No. 17, National Survey of Secondary Education, Monograph No. 7 (Washington: U. S. Government Printing Office, 1933), pp. 28-9.

32 Tabulated from U. S. Office of Education Bulletin 1938, No. 1, Educational Directory: 1938 (Washington: U. S. Government Printing Office, 1938). Two white and two Negro institutions classified as both public and private have been excluded from the figures in the text above.

23 Fifteenth Census of the United States: 1930, Population, vol. II, Table 28, pp. 674 f.

istics of the land-grant colleges for Negroes. In the first place, a great deal of the instruction offered in the land-grant institutions for Negroes, especially in agriculture, home economics, and mechanic arts, is not at the collegiate level. This is particularly true in the mechanic arts. In the second place, approximately three-fifths of the students in the landgrant colleges for Negroes are doing their major work in the arts and sciences, or in education in preparation for work as teachers in the elementary and secondary schools.

In each of the 17 States maintaining separate schools for the races there is a separate land-grant college for the Negroes. Of these, 15 are classified as "universities, colleges, and professional schools" and the remaining 2 are designated as junior colleges.34 These 17 land-grant institutions in 1937-38 enrolled 70 percent of the aggregate enrollment of the total of 32 publicly supported colleges for Negroes in the 17 Southern States.35

Negroes constituted 23 percent of the total population of the 17 States in 1930, but their land-grant colleges in 1935-36 received only 6 percent of the funds apportioned to the States for the support of land-grant colleges. The amount they did receive was largely accounted for by the requirements of the Second Morrill Act and the legislation supplementing it-the Nelson Amendment and Section 22 of the Bankhead-Jones Act. These acts are unique among Federal laws providing for grants to States in their inclusion of a safeguard for Negro schools. An analysis of the allocation of funds available under these three acts for instruction in the land-grant colleges shows that the amounts the colleges for Negroes received in 1935-36 exceeded in 15 States and closely approximated in the other 2 the percentage the Negroes were of the total population of the several States in 1930. Only 4 of the States with separate schools for the races-Kentucky, Mississippi, South Carolina, and Virginiamade any allocation in 1935-36 to the land-grant colleges for Negroes under the First Morrill Act. (See Table 3.) The allocations to the Negroes under the Cooperative

34 See list of land-grant colleges and universities given in Appendix B.

35 Derived from data given in Martin D. Jenkins, "Enrollment in Negro Colleges and Universities, 1937-38," The Journal of Negro Education, VII (1938), pp. 118-23.