the veterinary colleges of the United States. Regulations were formulated as set forth in Bureau of Animal Industry Circular No. 128. Graduates from the colleges not complying with the requirements of this circular were ineligible to take the civil-service examinations for the veterinary inspection service in the Bureau of Animal Industry. The influence of this supervision has always been for improvement. But in the matter of entrance requirements these regulations have been conservative and did not specify four years. of high school until all the colleges were forced to this requirement by other agencies. The United States Department of Agriculture is the largest single employer of veterinarians in the United States; it is reasonable that it should have an interest in the veterinary colleges. It is also perfectly proper that minimum requirements should be set forth for the colleges from which it receives graduates.

Any Federal supervision of veterinary education will be subject to criticism so long as the institutions are entirely State supported. On the other hand, as has already been pointed out, veterinary colleges are necessarily doing an "interstate business." Supervision of the technical material offered might quite naturally come within the range of the Bureau of Animal Industry. Just now the great problem is one of coordinating and adjusting veterinary education with our entire scheme of higher education in all professional lines. Veterinary education needs the support, sympathy, and encouragement of persons engaged in other branches of higher education until the necessary adjustments have been made. The state of veterinary education is critical at this time, and firm yet sympathetic supervision and ample support is very important if the profession is to become the useful agent in serving humanity that it should.

The American Veterinary Medical Association has for years shown a keen interest in educational problems and has done much to elevate standards. It has acted in much the same capacity for veterinary education as did the American Medical Association with the medical colleges. It is always difficult, however, to secure the adoption of a constructive plan which continues over a period of years in an organization numbering thousands of individual memberships. Too frequently members of organizations think of future educational standards in terms of their own educational equipment. Increased educational standards have always had opponents inside the veterinary colleges. In the last analysis much of this opposition is due to the fact that staff members lack scientific background themselves. The American Veterinary Medical Association can do much, but its classification of all the present veterinary colleges as class A institutions does not stimulate correction of the weakness in the system of veterinary education as it now exists.

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There is one other organization which might reasonably assume the responsibility of supervising and assisting the veterinary colleges, the Association of Land-Grant Colleges and Universities. Whether this organization which includes all but one of the institutions now maintaining colleges of veterinary medicine would be willing and able to exercise leadership and the degree of compulsion upon its own membership that will be needed is doubtful.

To many this report will seem very critical. It was meant to be so. The presence of veterinary education in our land-grant colleges needs no apology or defense. Volumes could be written concerning the valuable service the graduates of veterinary colleges have rendered. Much praise could properly be bestowed on some features in connection with some of our present veterinary institutions. Space in this report is too limited to permit the publication of this material. It is the object of this report to call attention to the imperfections rather than to praise the perfect.

PART VI.-SUMMER SESSION

All except four land-grant institutions-Alaska Agricultural College, Connecticut Agricultural College, Montana State College, and Rhode Island State College-maintain summer sessions which are fast becoming as much a part of the college year as the regular term from September to June. Only 39 institutions, however, having summer courses replied to the questionnaire on the summer session, so this chapter is based mainly on the 39 returns, and does not include the following institutions which conduct summer terms: University of Arizona, University of Maine, University of Maryland, Mississippi Agricultural and Mechanical College, University of Missouri, New Mexico College of Agriculture and Mechanic Arts, Ohio State University, University of Porto Rico, and University of Wyoming.

The summer session is often independently managed in the landgrant colleges, although credits earned by students apply to the requirements of the regular session. College plants, buildings, and equipment which would otherwise lie idle during the summer months are turned over for mutual benefit of both students and administration. As the demand for summer training increases new courses are added and new incentives increase enrollments. In the past decade several institutions have opened summer courses where none was given previously.

Summer sessions provide professional instruction to public-school teachers and administrators during their long summer vacations in 18 institutions. Regular students may shorten their college courses by attending summer schools; in some instances a 4-year course may be completed in three college years and three summer sessions; they may also make up work in which they have failed during the regular term. Additional college credits may be earned. Opportunity is offered to qualify as vocational teachers in the southern institutions. Teachers may renew or extend their teaching certificates through summer work and adults may complete a college education. Graduates may pursue graduate work. Master's degrees may be earned in three or four summers. Subfreshmen have opportunities to make up entrance requirements. Normal school students may receive the bachelor's degree for work in summer sessions. Administrators find their greatest opportunity to improve teachers in service. School people of the State become acquainted. Complete

units of work are provided for those who can take only summer work. Student expenses are less than those of the regular session. Sometimes the summer session is a tryout for teachers who are under consideration for regular terms. A general survey of summer schools in the land-grant institutions is given in Table 1.

TABLE 1.-Summer schools-Staff and enrollment year ended June 30, 1928

Objectives

While the objectives of the summer sessions are somewhat alike in the matter of training teachers, providing professional training for public-school teachers and administrators who have time and inclination to study, offering graduate courses, and shortening the length of time that a student must put in for a degree, it is perhaps more enlightening to quote from the reports exactly what the different institutions claim as the objectives of their summer schools: Alabama Polytechnic Institute.-(1) In part the same as for the regular session. (2) In part the training of teachers in service. (3) All work carries college credit except that done in demonstration schools for teachers.

University of California.—The courses in the summer session are designed to meet the needs of the following persons:

(1) Teachers who wish to increase their professional skill, to revise and extend their knowledge of a chosen field, or to qualify in new subjects, preparing to meet the special demand for instruction in various fields. Teachers who desire to be prepared for service in vocational schools and classes maintained under the provisions of the State and Federal vocational education acts, and the State compulsory part-time education act. Courses designed primarily for this purpose are listed under the department of education in the bulletin. (2) School suprintendents, supervisors, and other officers.

(3) Graduate students, to whom the advantage of smaller classes and more direct and intimate personal contact with the professors in charge of the courses offered are peculiarly possible during the summer session.

(4) Undergraduate students, and especially those registered in the fall or spring sessions of the university, who may use a portion of the vacation to take up studies which they are unable to include in their regular programs, or to make up deficiencies, or to shorten their courses.

(5) Properly recommended high-school graduates who are about to enter upon regular university courses and who desire to broaden their preparation for university work. To meet their needs, courses are offered in chemistry, French, German, Greek, home economics, Italian, mathematics, physics, and Spanish.

(6) Housewives, graduate nurses, social workers, Americanization workers, students of public health, and all adults who are qualified to pursue with profit any course given, whether or not they are engaged in teaching or study. The courses in the intersession are designed primarily to meet the needs of students attending, or about to attend, the courses of the fall or spring sessions, (1) Lower division students will find opportunity to enroll in a number of courses which may be offered in satisfaction of junior certificate requirements in the college of letters and science as well as in courses prerequisite to advanced study in several fields. (2) Upper division students in the larger departments will find opportunity to continue their work in smaller classes. (3) Graduate students will find opportunity to enroll in upper division major courses and in seminars.

In general, by combining the intersession and the summer session, it will be possible for students to obtain in a single summer credit for one semester's residence and for 8 to 12 units of work, thus reducing by six months the time required for completion of work for a degree,