a great deal about the student whom they expect to train in commerce and business courses.

Table 15 gives the distribution of commerce and business students in land-grant institutions by size of the communities from which they came.

TABLE 15.-Distribution of commerce and business students in land-grant institutions by size of communities, 1928-29

Seventeen institutions reported 1,303 students from communities with population of 2,500 or fewer. The same 17 institutions report 2,785 from communities with population of 2,500 or more. Fifteen other institutions replied simply that they did not know or that they had no records. From the data gathered it appears that students in commerce and business come from the larger communities.

Land-grant institutions should make analyses of the economic status of their students in commerce and business. While data about the occupational groups to which their fathers belong are important, more detailed investigation is needed. It would be interesting to know whether the student preparing for business comes from the wealthier or less wealthy classes. Land-grant institutions apparently do not know and have not attempted to obtain the answers to questions of this type.

Likewise land-grant institutions should make analyses of the characteristics and interests of commerce and business students. They should discover occupational interests and aptitudes. They should study the intelligence of their students. They should know something of personality traits. If they are to train students successfully they must know what traits are required by various types of business enterprises, and analyze their students for the purpose of discovering these traits and preparing them for certain fields of business.

Analyses of commerce and business students should reveal the types of students on lower, intermediate, and upper levels. Landgrant institutions should know what each student wants, and by knowledge of his characteristics, his economic status, and other information adjust its curricular offerings to his needs. Careful study of commerce and business students would undoubtedly reveal that certain students expect to remain one year and probably should not be encouraged to remain any longer. Certain other students expect to remain two years and probably should not be encouraged to remain

any longer. Certain other students expect to remain three years and probably should not be encouraged to remain any longer. Finally, the remaining students expect to remain either four or five years and probably should be encouraged to remain for these periods of time.

Moreover analyses of commerce and business students would reveal other facts of interest. Land-grant institutions almost universally claim to train students to become executives. Have they made any attempts to discover what qualities are required of executives? If they have, such information is not revealed by the questionnaire which they filled out. They should not only know their raw materials in such a way as to turn out the best types of finished products, but they should also know them in such a way as to supply the needs of modern business on intermediate as well as upon higher levels.

Land-grant institutions failed to keep records of other types of information concerning commerce and business students. Table 16 gives data for the years 1925-26, 1926-27, and 1927-28 concerning the number of drop-outs, the number of nongraduates who transferred to other institutions, and the number of graduates who continued their education in other institutions. It also gives information concerning the number of seniors who attended other institutions in 1927-28. As may be seen from the table a very limited number of institutions replied to this particular part of the questionnaire. If the majority of land-grant institutions keep records concerning the number of commerce and business students who drop out, the number of students who transfer to other institutions, and the number of graduates who continue their education in other institutions, they have not utilized them. A few institutions apparently know something about their students in connection with these three items. It is certainly important to study drop-outs and the causes thereof. It would be worth while to know how many of these students who drop out transfer to other institutions and why they drop out. It would also be worth while to know the number of graduates continuing their education in other institutions. Land-grant institutions as a whole do not recognize the value of these records and have made no attempt to inform themselves in this particular respect. They merely checked these points in the questionnaire with the statement "No records."

TABLE 16.-Records of commerce and business students for a 3-year period

One other item in Table 16 deserves brief attention. Eighteen land-grant institutions in 1927-28 have studied their seniors and know how many of them attended other institutions. Data on this point are worthy of consideration. Undoubtedly land-grant institutions are attracting more and more students from junior colleges and other types of institutions. They tend to come to the landgrant institutions in their junior and senior years. Records of the number of juniors and seniors both should be kept and land-grant institutions should know the extent to which they are meeting needs unmet by other institutions.

Several land-grant institutions report student-loan funds for students in commerce and business. Generally, however, these loan funds are not especially provided for commerce and business students, but may be secured only by these students in the same fashion as all other students. The most noteworthy loan fund is that of the American Bankers' Association Foundation for Education in Economics. Seven land-grant institutions report from one to two of these loan scholarships. They carry a stipend of $250 each. They are made as annual awards upon the basis of merit and are usually limited to juniors and seniors. They are loans rather than gifts. The student is expected to repay them with interest of 5 per cent. Land-grant institutions have apparently not made any very great provisions for loan funds or undergraduate scholarships and fellowships for commerce and business students. If the loan fund offered by the American Bankers' Association Foundation for Education in Economics be excepted and if two or three institutions offering several undergraduate scholarships and fellowships were also excepted,

the number of institutions providing undergraduate scholarships and fellowships and loan funds would not be very large. Undoubtedly many commerce and business students come from occupational groups where it is necessary to secure some means for partially financing their education. If more funds were available, more students might register for commerce and business courses and more students might complete these courses after they have once registered.

Chapter IV. Administrative Organization and Staff

Logically land-grant institutions should have discovered the needs of higher business education and made analyses of commerce and business students before they set up administrative organizations or mechanisms to handle the students or raw materials which would come to them. These things they have not done. It has been shown how they have failed to discover the needs of higher business education and how they have failed to analyze their raw materials. This chapter concerns itself with the administrative organization they have set up to handle commerce and business students and covers the following three main problems: (1) The management of faculty personnel, (2) equipment, and (3) finance.

In any discussion of administrative efficiency it must always be remembered that organization is a means to an end. Men organize because organization aids to accomplish ends that are desired. It represents conservation of time and effort. It brings together the forces and structures necessary to accomplish certain objectives.

There is no single correct form of organization. Here no attempt is made to argue for an ideal organization. The administrative mechanisms of the land-grant colleges and universities are analyzed and studied as to their effectiveness. Any land-grant institution that has set up an organization that functions has set up an effective organization.

There are three ways in which land-grant institutions have initiated and administered their courses in commerce and business. First, the courses have been initiated and offered by existing departments without setting up any new departments or divisions. Second, they have been initiated and offered by new departments or divisions of economics and business. Third, they have been initiated and offered by schools or colleges coequal in every respect with other schools and colleges and having separate deans. Practically all the land-grant institutions at present have either departments of economics and commerce or schools and colleges of commerce and business.

There are 21 land-grant institutions that, have organized commerce and business into departments or divisions. These departments are