As shown by the tabulation, there are 68 teachers in agriculture in 15 of the colleges. Only two of them hold graduate degrees. There are 54 others who hold bachelor's degrees, while 14 of them hold no degrees. Since preparation for the teaching of agriculture requires scientific training of the highest order, it is evident that instructors without any degrees or holding only a bachelor's degree are not in a position to give instruction of a collegiate grade in this subjectmatter field. The result is that few of the institutions are able to provide a thorough training in the science of agriculture. A solution of the situation depends largely on the encouragement of the present teachers to secure additional training by doing graduate work in northern white land-grant colleges. In the employment of new staff members in agriculture, the institution should select only teachers with graduate degrees and advanced training. Such a policy should be persistently pursued until each of the negro land-grant colleges has secured a highly trained agricultural faculty. Qualifications of the teaching staff in mechanic arts are also below the standards required for the modern college. Of the 26 teachers in 9 institutions, 3 have graduate degrees, 21 have bachelor's degrees, and 5 hold no degrees. No doubt the lack of training of the faculty in the field of mechanic arts is responsible for the failure of many of the colleges to offer college curricula. The fact that much of the work is devoted to secondary courses in trades and industries and that the instructors are compelled to teach both college and secondary classes has made it difficult to find well-qualified teachers interested in directing two divergent educational programs. If the mechanic arts curricula is to be conducted on a college level in the negro land-grant institutions, it is necessary that teachers with technical training and graduate degrees be placed on the staff. An opportunity exists for improving the members of the present faculty by encouraging them to secure advanced degrees. The training of the home economics teaching staffs in 16 negro land-grant colleges offering curricula in this field is generally inadequate. With a total of 47 home economics teachers, only 5 hold graduate degrees and 27 bachelor's degrees. There are 20 teachers, or approximately 43 per cent, who have no degree, a large proportion considering that much of the home economics instruction consists of teacher training. Instructors in home economics must have a high training along special technical lines, such as foods, clothing, home management, and other fields, if they are to conduct collegiate work. It is obvious that many of the teachers at present giving instruction in the institutions are lacking in the necessary qualifications. A great effort should be made by the negro land-grant colleges to strengthen the training of their college staffs in home economics. This field is becoming more and more important in the development of negro home life and in the betterment of the negro civilization. In the preparation of home economics teachers a staff of highly qualified members should be provided. Teachers of English are well trained in most instances. There is a total of 46 English teachers in the 17 colleges. Of this number 15 have graduate degrees, 44 bachelors' degrees, and only 2 hold no degrees. Twelve teachers of English with first degrees are pursuing graduate work in recognized universities for the purpose of securing advanced degrees. A similar favorable situation is found with respect to the foreign-language teaching staffs of the 14 institutions conducting such departments. Table 11 discloses that there are 21 teachers of foreign languages of whom 9 have secured graduate degrees and 20 hold bachelors' degrees. Only one foreign-language teacher in the entire list of institutions is without a degree. In three cases the teachers have degrees or diplomas from foreign universities, including Sorbonne in Paris, University of Dijon, University of Marseilles, and Oxford University. While there are a number of well-qualified teachers of mathematics included in the faculties of the negro land-grant colleges, opportunities still exist for raising the standards of the instructors in this field. Out of the 27 teachers of mathematics, 8 hold graduate degrees and 26 hold bachelors' degrees. There is one teacher in this subjectmatter field who has no degree. Instructors holding only the bachelor's degree should be encouraged to secure advanced training. As already indicated, the institutions have made a special effort to develop their curricula in the natural sciences within the past few years. The result is that the teaching staff in the sciences are generally well trained. The number of science teachers in the 17 colleges totals 45. Fourteen hold graduate degrees, 43 have obtained. first degrees, and 2 are without degrees. To provide instruction of a collegiate grade in the natural sciences, specialization is required. Every effort should be made, therefore, to improve further the staff by arranging for the teachers holding only first degrees to take advanced and graduate study in their particular fields. Teachers in social sciences in the negro land-grant colleges are better qualified and more highly trained than any other subjectmatter group. All of the 47 social-science instructors with 2 exceptions have obtained bachelors' degrees, and there are 25 who hold graduate degrees. The higher degrees were obtained in leading northern universities. The training of the members of the teaching staffs in education, psychology, and philosophy is partly satisfactory. Of the 54 teachers in these subjects, 19 hold graduate degrees and 51 bachelors' degrees. Only three are reported without any degree. Considering the fact that much of the work of the colleges is concentrated in teacher training, there are too many teachers with only first degrees. Arrangements should be made not only to provide additional training for the present staff, but also to employ new teachers of higher qualifications. The foregoing review has pointed out in more or less detail the shortcomings of the teaching organizations of the negro land-grant colleges in the various subject-matter fields. In some cases the inadequacy of the training of the staff justifies its complete reorganization before any program of placing the work on a full collegiate basis can be effected. In other instances replacements of inefficient and poorly qualified teachers will have to be made. One essential is that the institutions adopt a definite policy setting a minimum standard of training in the employment of new staff members in the future. No teachers should be added to the faculties unless they hold at least a master's degree in their specialized field. Library The library is the most valuable asset of the modern college next to an efficient and qualified teaching staff. It constitutes a service branch for all the academic departments and educational units of the institutions. To meet the requirements and standards set up by accrediting agencies, a senior college library should contain not fewer than 8,000 well-selected volumes and a junior college at least 2,500 volumes. The books in the library should be of a type to furnish collateral reading for the courses of study offered in the colleges. A welltrained librarian should also be employed. Although improvements are being made in the libraries of the negro land-grant institutions, many of them are inadequate and insufficient to meet their academic needs. Of the 17 colleges, only 13 filed reports in the survey on the status of their libraries. In several cases the information furnished was confused and conflicting, indicating that satisfactory records on the libraries are not being kept. Data on the income and expenditures of the libraries in a number of instances supplied in the survey were out of harmony with official figures included in the regular annual reports made to the Office of Education by the land-grant colleges. Table 12 presents the number of volumes and pamphlets in the libraries in 1928, together with the additions through purchase and other means. TABLE 12.-Number of volumes and pamphlets in libraries of negro land-grant colleges with additions in 1928 The total number of volumes in the libraries of the 13 college's shown in the tabulation amounts to 65,982. The number in the individual institutions varies from 13,187 to 700. There are only three institutions operating as senior colleges that have libraries with 8,000 volumes, the recognized standard number for a college of this type. One institution conducting a junior college has 7,000 volumes in its library, an amount in excess of the standard requirement of 2,500 volumes. Quite a large collection of pamphlets is found in the negro land-grant college libraries, the number for 1928 being 45,939. Of this total, 28,000 pamphlets, or 60 per cent, are found in a single institution, the West Virginia State College. Pamphlets in the remaining colleges range from 3,790 to 12 in number. Volumes added to the libraries of the colleges shown in Table 12 amounted to 9,033, there being 7,617 secured by purchase, 271 by binding periodicals, 570 by gifts, and 575 by other additions. To build up the libraries it is essential that regular annual purchases of volumes. be made. Dependence upon gifts is an unstable means of securing books, and in many instances the books received through such sources do not meet the needs of the colleges. Three institutions reported no purchases of books in 1928, while in the 10 others the number of volumes purchased varied from 1,875 to 77. One of the principal handicaps with which the libraries are confronted is the failure of the colleges to segregate their finances from |