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There are 69 land-grant colleges at present: one in each State (except Massachusetts, where there are 2); 1 each in Porto Rico, Hawaii, and Alaska; and 17, exclusively for colored students, in as many Southern States. In all courses in the land-grant colleges for the year 1924-25 there has been a total increase of 25,797 students over the previous year; in staff members, a loss of 3,637; and a gain of 2,894 students in military drill. This bulletin is divided into three sections. Part I covers the following topics: (1) The Purnell Act of 1925, supporting the agricultural experiment station in each institution; (2) Recent Federal legislation on investment of the 1862 land-grant funds; (3) Other [State] changes in legislation; and (4) The Association of Land-Grant Colleges. Part II, Institutions Attended Primarily or Exclusively by White Students, covers the following: (1) Engineering experiment stations; (2) Short courses; (3) Military drill at the University of Wisconsin; (4) Auditing; (5) Expenditures; and (6) Summer schools. Part III, Institutions Exclusively for Colored Students, includes: (1) Fifth Conference on Education in Negro Land-Grant Colleges; (2) Colored students in northern and western land-grant colleges; and (3) Division of the Morrill-Nelson funds between institutions for white and colored students. (Contains 27 tables, 4 figures, and 4 footnotes.) [Best copy available has been provided.]

The publication each 2 years by the Office of Education of a statistical report dealing with the institutions of higher education leads an occasional reader to a misconception of the Federal Government's relation to higher education. There is no national system of higher education in this country. Except for the 69 land-grant colleges and universities, and the Army, Navy, and Marine training schools, the Federal Government exercises no administrative jurisdiction over any of the institutions of higher education. Whether or not an institution is to be regarded as a college for purposes of these statistical compilations depends upon certain arbitrarily chosen facts such as enrollment, accreditation, etc. Several fairly large groups of institutions which provide education at a level above the high school are not included in the compilations. Typical of these groups are private business colleges, private art schools, and schools specializing in training for certain healing cults not approved by the medical profession. In the statistical compilations found in this document, the data were gathered by means of two questionnaires--one on faculty, students, and degrees; and the other on receipts, expenditures, and property. These questionnaires were sent to all of the 1,465 institutions listed in the 1934 Office of Education Educational Directory. Of the questionnaires sent out, usable returns on the personnel blank were received from 1,418 institutions. For the questionnaire on receipts, expenditures, and property, 1,357 usable returns were received. This bulletin is presented in four parts, as follows: (1) Part I: General Findings and Interpretations; (2) Part II: Summary Tables for the United States; (3) Part III: Summaries by State; and (4) Part IV: Statistics Detailed for Individual Institutions. (Contains 43 tables and 6 footnotes.) [Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope, conducted during the last 3 years. After the work of the survey was organized it was apparent that only a limited number of studies could be undertaken with the time and funds available. It was decided, therefore, to cooperate whenever possible with individuals and organizations at work on any of the problems in the education of teachers which were not included for extensive treatment in the survey. In this way the scope of the survey was greatly extended and a number of very important problems were studied intensively which otherwise would have been omitted. This document consists of nine parts: (1) History of the professional education of teachers in the United States; (2) The education of teachers evaluated through measurement of teaching ability; (3) Student welfare and extracurriculum activities; (4) Library facilities of teachers colleges (compared with a selected group of liberal arts colleges); (5) Reading interests of teachers; (6) In-service education of teachers; (7) The preparation of teachers for small rural schools; (8) The training of teachers in Europe; and (9) Summary of cooperative studies in the education of teachers. Individual chapters contain footnotes. (Contains 147 tables, 1 figure, and 2 charts.) [Best copy available has been provided.]

This report is made in accordance with the provisions of the land-grant act of 1862 and the Morrill-Nelson Acts of 1890 and 1907, which charge the Secretary of the Interior with the proper administration of those funds. There are now 69 land-grant colleges in the United States and outlying possessions. Thirty-five of these institutions, located in the Northern States, Alaska, Porto Rico, and Hawaii, are for both white and colored students. Seventeen Southern States maintain two institutions each, one exclusively for white students and one exclusively for colored students. The report naturally divides into three parts: Part I--General information on all land-grant colleges; Part II--Statistics of the 52 land-grant colleges attended primarily or exclusively by white students; and Part III--Statistics of the 17 land-grant colleges exclusively for colored students. The statistics herewith given are taken mainly from the annual reports which the several land grant colleges submitted to the Bureau of Education. (Contains 25 tables.) [Best copy available has been provided.]

It is the responsibility of the Bureau of Education to supervise the Federal funds which the land-grant colleges receive from the first Morrill Act of 1862, and from the Morrill-Nelson provisions of 1890 and 1907. The presidents of these institutions are required to make in detail a special annual report concerning the enrollments, teaching staff, general income, and various other items of information. This annual report has been prepared from audits of these reports. Each State maintains at least one land-grant college, as well as Alaska and Puerto Rico. The report is presented in three parts. A general discussion describes staff and student enrollment, enrollments in various curricula, first degrees, Alaska Agricultural College and School of Mines, surveys of land-grant colleges, and comparative statistics of land-grant colleges. Part II, Institutions attended primarily or exclusively by white students, and Part III, Institutions exclusively for colored students, provide a directory of land-grant colleges as well as details regarding new buildings, staff members, enrollment, degrees, income, property, and funding. Part III additionally reports on the conference on education in the Negro land-grant colleges, held at Tuskegee Normal and Industrial Institute, Tuskegee, Alabama, on January 15 and 16, 1923. (Contains 25 tables and 2 figures.) [Best copy available has been provided.]

In accordance with the provisions of the land-grant act of 1862, the Morrill Act of 1890, and the Nelson amendment of 1907, the land-grant colleges and universities of the United States make annual reports to the Secretary of the Interior on the condition and progress of the institutions. Each year the Bureau of Education analyzes these reports. The purpose of this annual study is to set forth, in detail, information on staff, students, income, expenditures, improvements, and other factors which tend to show the progress that the land-grant institutions are making. Contained herein is the report for 1926-1927 in three parts: Part I. General; Part II. Land-grant colleges attended by white students; and Part III. Negro land-grant colleges. (Contains 28 tables.)

By the Federal Land Grant Act of July 2, 1862, each State received a grant of land for the purpose of endowing at least one college of agriculture and mechanic arts. The second Morrill Act of 1890 provided for an annual appropriation to each State which was increased by the Nelson amendment of 1907. Since 1911 each State has received $50,000 annually from the United States Treasury for salaries and for facilities of instruction in certain specified subjects in the land-grant colleges and universities. Annual reports on these funds and on the condition of the colleges are required by law to be made to the Secretary of the Interior and the Secretary of Agriculture. These reports are edited, consolidated, and interpreted for the benefit of those interested in the progress of the land-grant institutions. This report includes three parts: (I) General: Survey of land-grant colleges and universities, Association of land-grant colleges and universities, and New Federal legislation; (II) Land-grant colleges attended by white students; and (III) Negro land-grant colleges. An index is provided. (Contains 25 tables.) [The best copy of this document available has been provided.]

More than 1,000 institutions of higher learning in the United States are now offering work of college grade to some 900,000 students. These institutions include regular 4-year colleges and universities, independent professional schools specializing in law, medicine, dentistry, theology, engineering, etc., 2-year junior colleges, colleges for training teachers, and colleges especially for Negro youth. Many inquiries are sent to the Bureau of Education from prospective students who wish to know of the possibilities of self-help in this or that institution. Such information from an unbiased and authoritative source is clearly necessary to enable young men and women and their parents to decide intelligently the momentus question of college attendance. This bulletin contains advice on the transition from high school to college, the financial cost of university, how to obtain student loans, different job prospects for students, as well as how to earn one's way through school. Also included is a directory by States for institutions of higher learning. (Contains 3 footnotes and 5 tables.) [Best copy available has been provided.]

The study of the "Economic Status of College Alumni" carried out on a uniform basis in 31 universities in 20 States is reported in this bulletin. These institutions are considered representative of universities for the country as a whole. Nearly 50,000 graduates, both men and women; contributed to the study by returning usable questionnaires. Each of the 31 institutions finished the study of its own alumni, and because uniform procedures were used it was possible to consolidate the findings into a single study. The plan used in this study was very simple. Each question, as stated in the questionnaire, was repeated at the head of the corresponding section of the study. The summary of the replies then follows, with any explanation necessary to make clear the meaning of the summary table. The detailed, consolidated table or tables from which the summary is drawn are found in the appendix. Along with the detailed consolidated tables, there is also given in the appendix the complete instructions used by the institutions in interpreting the questionnaires and in compiling their own reports. It is hoped that with the detailed tables and with these instructions, it will be possible for additional institutions to compile data concerning their own alumni and compare them with the 31 institutions cooperating in this study. The following topics are covered in this bulletin: (1) Ages of alumni; (2) Migration and residence; (3) Marital status; (4) Home communities; (5) Living conditions; (6) Occupations of fathers; (7) Undergraduate majors; (8) Unemployment and majors; (9) Self-help in college; (10) Graduate study; (11) Graduate majors; (12) Extension work; (13) Degree earned; (14) Scholastic honors; (15) First jobs; (16) Unemployment; (17) Relief; (18) Employment status; (19) Owners and employers; (20) Salaries; (21) Investment income; (22) Earned investments; (23) Occupations; (24) Salaries by occupation; and (25) Negro alumni. An appendix presents: (1) Consolidated tables for 30 universities; (2) Covering letter to college alumni; (3) Questionnaire to college alumni for gathering material for alumni study; and (4) Manual of Procedure for conducting the alumni study. An index and a selected bibliography are also included. Individual sections contain footnotes. (Contains 72 tables and 9 charts.) [Best copy available has been provided.]

Different labor groups and agencies have made intensive studies periodically of the movement of salaries and wages in the trades and industries. To a lesser extent the income of certain professional groups, including physicians, dentists, and engineers, have been studied, but few analyses have been published concerning the compensation received by college professors and other faculty members in the institutions of higher education in the United States. To supply this need, this study was made to determine the present status of college salaries paid to members of various faculty ranks, to compare the situation in different types of colleges, and to show for the land-grant institutions only, salary trends over a period of years before and during the depression. Sufficient summaries are made to show salary scales in publicly and privately controlled colleges and universities, both large and small, but no individual institution may be identified. This study presents an analysis of the salaries that full-time faculty members receive in the colleges and universities in the United States. For convenience and in order to show certain trends, the study is divided into two parts. Part I includes an analysis of the salaries of 25,530 full-time faculty members in 252 colleges and universities for the college year 1935-36. Part II includes comparable salary data for 51 land-grant colleges and universities over a period of years-1928-29, 1929-30, 1930-31, and 1934-35. (Contains 16 tables and 3 footnotes.) [Best copy available has been provided.]

The purpose of this study is to provide in readily accessible, compact form information concerning the junior colleges as they now exist; to record some of the important changes that have taken place in the status of these institutions since their creation; and to furnish data on each of the junior colleges that will be helpful to students who are selecting a 2-year college and who may or may not plan further work in higher education. For convenience, the study is arranged in two parts. General considerations and observations about the junior colleges are collected and discussed under part I, in an effort to prepare a background for the more detailed analysis in part II. In this section material is gathered together to answer such questions as: What is a junior college? What are publicly controlled junior colleges? What are privately controlled junior colleges? What former junior colleges have closed, merged, or have increased their offerings? What other institutions might be included in a junior-college study? What universities have created junior-college divisions with a dean in charge? To assist in answering some of these questions, data have been borrowed from part II. In part II, information is detailed for individual institutions and summarized by States, sections, and types of institutions. The data were obtained through a brief survey made during the fall of 1934 by the Office of Education, and concern in part establishment, control, student enrollments, graduates, and expenses for each junior college. A list of selected bibliography is included. Individual sections contain footnotes. (Contains 5 tables and 1 chart.) [Best copy available has been provided.]

The first Morrill Act signed by President Lincoln on July 2, 1862, provided for the establishment in each State of a college of agriculture and the mechanic arts. By this act each State received an amount of public land (or land scrip) equal to 30,000 acres for each Senator and Representative in Congress to which it was then entitled. The proceeds from the sale of the land constitute a permanent fund or endowment. The second Morrill Act of 1890 and the Nelson amendment of 1907 provide for annual appropriations which now amount to $50,000 for each State and Territory for the benefit of these institutions, now commonly known as land-grant colleges. Of the 69 land-grant colleges and universities which are in operation, 52 are attended primarily or exclusively by white students and 17 are attended exclusively by Negroes. A summary for all 69 land-grant institutions as well as information on Enrollments, Degrees awarded, Financial reporting, Endowment, student loans and debt service, Receipts, and Total receipts are provided in tables. (Contains 12 tables.) [Best copy available has been provided.]

The land-grant colleges and universities of the United States, established by the provisions of the land-grant act of 1862, receive from this and other land-grant acts, as well as from the second Morrill Act of 1890 and the Nelson amendment of 1907, Federal funds for instruction, administration, and permanent improvements in the institutions. This bulletin reports on the condition and progress of each college, including statistical information on receipts and expenditures, libraries, number of students and professors, improvements, experiments made under the direction of any experiment stations attached to said colleges, and other valuable industrial and economic statistics. Part I, presents general information: (1) Review of statistics; (2) Federal aid; (3) Agricultural experiment stations; (4) State support; (5) Miscellaneous income; (6) Association of land-grant colleges; and (7) Survey of land-grant colleges (projected). Part II, Institutions attended by white students, includes: (1) Curricula and enrollments in the areas of agriculture engineering, home economics, liberal arts, commerce and business, professional education, and miscellaneous courses of study; (2) Salary trends; (3) Income and receipts; and (4) Expenditures. Part III, Negro land-grant colleges, provides general information about the 17 colleges and a summary of the sixth conference on education in Negro land-grant colleges, held May 10-12, 1926 in Washington, D.C. (Contains 27 tables, 3 figures, and 3 footnotes.) [Best copy available has been provided.]