of the desires of students regarding the plan but with what results it was impossible to discover. One institution reports that business firms have taken the initiative in expressing a desire to try out the cooperative part-time plan. Five institutions claim to have made a survey among business firms and associations as to their desire to participate in a cooperative part-time training plan. One institution said: "We are studying the problem now." Another said: "We will investigate the plan this year."

Here no brief is held for requiring business experience for graduation. Neither is any brief held for cooperative part-time training. It is felt, however, that the plan merits the most careful investigation. Undoubtedly, the best way to teach is to teach by doing or performing. The idea back of such a plan is sound. Many details must be worked out before the plan will be successful. A surprising thing is that land-grant institutions have shown so little interest and have attempted so little research in this particular field of business education.

Due to the fact that the numerical ratio of the various business employments is changing rapidly and the fact that the nature of business positions is constantly and rapidly changing, studies pertaining to opportunities and requirements of business positions should be made periodically, preferably so as to coordinate the studies with the reports of the United States census.

In addition to the studies of present and probable needs of higher education for business just listed, there is need for comprehensive studies of the individuals who apply for the business courses. The interests, aptitudes, capabilities, and attitudes of those who apply for the courses definitely condition the training program. Studies of the interests, aptitudes, capabilities, and attitudes of persons of below average, average, and above average success in the various occupational levels of business positions should be made for the purposes of obtaining materials for vocational guidance in this field.

In the making of studies pertaining to present and probable future needs of higher education for business, there should be sufficient cooperation among the land-grant institutions to devise and use uniform questionnaires and report forms and procedures. It is obvious that in addition to a minimum report form, many States will wish to collect supplementary data regarding specific items. In this connection, the bureaus and committees of business research might well emphasize research for the improvement of their own educational programs rather than for the improvement of business to the exclusion of the best interests of their educational programs.

As has been indicated earlier it is not enough for land-grant institutions to discover the needs of business for recruits trained for specific occupations. Although this is their primary task, they must also discover the needs for general economic and business services

wherever these services will improve man's means of securing a livelihood. There are three types of these services: First, services to the institutions themselves; second, services to public agencies; third, services to private agencies.

In setting up mechanisms for training in commerce and business, land-grant institutions should have discovered what general economic and business services were needed. Undoubtedly the land-grant institutions themselves need assistance from staff members who are experienced in accounting, finance, organization, and administration. Likewise public agencies need the assistance of such staff members. Opportunities should exist for general economic and business services to the political units of State, county, and city. In addition private agencies and private business interests demand assistance. Landgrant institutions apparently have devoted little time to a study of these needs prior to the establishment of offerings in commerce and business.

Chapter III. Student Body

Land-grant colleges and universities have not only failed to discover the present and probable future needs of higher business education, but they have also failed to make analyses of commerce and business students-the raw materials of higher business education. It is not sufficient to find out what business wants from college graduates in terms of specific knowledge required to perform certain business tasks, although this is decidedly important. Analyses of students who apply for the training in commerce and business offered by land-grant institutions must also be made. The set-up of mechanisms for handling raw human materials and the devising of offerings for processing these raw materials should not take place until the raw materials themselves have been analyzed and their composition determined. Finished products depend upon raw materials. What comes out is determined by what goes in. Scientific study of the students to be handled by the division of commerce and business can not be ignored if land-grant institutions are to proceed upon a scientific basis.

Several items in the questionnaire were designed to provide data concerning commerce and business students. One question called for the total number of students graduating from land-grant institutions with degrees. Table 11 gives this information. It will be observed from this table that the data provided are somewhat inadequate. Many land-grant institutions do not offer curricula leading specifically to degrees in commerce. Students simply major in commerce and business and take the usual degree of bachelor of science or bachelor of arts.

TABLE 11.-Total number of commerce and business students graduating from land-grant institutions with degrees

Some land-grant institutions not only offer courses leading to advanced degrees but also make an appreciable showing as to the number of graduates. Three institutions report 17 taking the master of science in 1925-26, four institutions 16 students taking this degree in 1926-27, and four institutions 9 students taking the degree in 1927-28. Five institutions in 1926-27 report 29 students taking this degree and eight institutions in 1927-28 report 33 students. One institution reports 1 student taking the degree of doctor of philosophy in 1925-26 and 4 students taking the degree of doctor of philosophy in 1927-28. Of the 17 institutions offering the bachelor of science in commerce 12 are State universities.

Another way in which to analyze the raw materials of higher business education is to study the students in terms of the curriculum leading to the first degree for which they registered. Table 12 gives the facts as revealed by the commerce and business questionnaire. According to this table the largest number of students register for the curriculum in general business. The second largest number of students register for accounting. This table merits careful study although the information afforded is very fragmentary. Only one institution reported a curriculum in journalism. Two institutions report a curriculum in personnel management. One institution accounts for 133 of the 136 students pursuing this curriculum.

TABLE 12.-Registration of students in land-grant institutions by undergraduate curricula for regular academic year 1927-28

In compiling the data for Table 12 it became evident that the land-grant institutions do not have exact records of student registration according to curricula. Curricula should either appeal to students or should not appeal to them. Land-grant institutions should have the facts about student registration for each curriculum. Complete data would be valuable in providing information concerning the types of curricula chosen by the students.

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Table 13 shows the distribution of commerce and business students in land-grant institutions by residence in 1928-29. It will be seen that the great majority of students reside within the State. Only 24 institutions reported on this subject. In these institutions 38 students from foreign countries were reported. In addition to the 24 reporting, 12 institutions answer with the following comments: "No data," "Data unavailable," "Unknown." Again it is apparent that all the land-grant commerce and business divisions do not have accurate records about their own student bodies.

TABLE 13.-Distribution of commerce and business students in land-grant institutions by residence, 1928-29

Table 14 gives the distribution of students in commerce and business by occupational groups to which their fathers belong.

TABLE 14.-Distribution of commerce and business students in land-grant institutions by occupational groups to which fathers belong, 1928-29

This table affords interesting information. The largest number of commerce and business students reported by 16 institutions came from the trade and mercantile group. The next largest came from agriculture. Nineteen other institutions report with the usual comments, "Unknown," "No record," "Data unavailable." Of course there are exceptions, but most of the institutions apparently have not studied commerce and business students with reference to the occupational groups to which their fathers belong, and do not know