TABLE 10.-Trades and industries of subcollegiate grade taught in negro land-grant colleges State Agricultural and Mechanical Agricultural, Mechanical, and Nor mal College of Arkansas. State College for Colored Students Florida Agricultural and Mechanical Georgia State Industrial College.. Kentucky State Industrial College.. Princess Anne Academy of Mary- Alcorn Agricultural and Mechanical Lincoln University of Missouri.. Agricultural and Technical College Colored Agricultural and Normal A total of 127 different manual training courses are offered in the 17 negro land-grant colleges. They vary from one to three years in length and include nearly every type of secondary vocational education. Thirteen of the institutions have courses in the various phases of agriculture; 9 in home economics; 13 in auto mechanics; 12 in brick masonry and plastering; 15 in carpentry, woodworking, and cabinet-making; 5 in blacksmithing, forging, welding, and iron work; 7 in applied electricity, electrical repairing, electrical repair work, and radio; 8 in printing or linotype operating; 2 in furniture repairing and upholstering; 6 in plumbing, steam-fitting, heating, and ventilating; 8 in shoe-making and shoe-repairing; 9 in tailoring; 5 in painting; 5 in architectural and mechanical drawing; 1 in typewriting and shorthand; 6 in stationary engineering and machine shop work; 1 in broom and mattress making; 1 in laundry and dry-cleaning; and 1 in wagon and carriage making. A considerable number of special vocational courses are offered under each of these headings. As already explained, the negro land-grant colleges are performing a distinct service in furnishing vocational and trade education of the secondary grade since the negro high schools of the different States are failing to provide it. As soon as the public schools assume this responsibility the colleges should abandon such work and concentrate their aims on higher technical courses of a college. level. By adopting this policy the institutions will become in reality agricultural and mechanical colleges of the land-grant type in accordance with the terms of the Federal law under which they were created. Teaching Staff Large and comprehensive programs of college curricula in agriculture, home economics, mechanic arts, education, and arts and sciences can only be effectively prosecuted with an adequate and welltrained teaching staff. For many years the negro land-grant colleges have suffered both from a shortage of teachers and a lack of properly qualified teachers. According to the information submitted in the survey, there were 381 members of the staff teaching college classes in 1928. Because of confusion in the reports it is difficult to ascertain the exact number of the teachers who in addition to their college work are compelled to give instruction in the secondary schools conducted by the institution. An estimate fixes the number at 141, or approximately 37 per cent. The most important measure of the efficiency of the modern college is the number of full-time teachers. The generally accepted standard for the 4-year college is a minimum of eight full-time college instructors. In the case of the negro land-grant colleges, but eight of the institutions conducting senior colleges meet this requirement. Similarly the minimum number of college teachers for a junior college is five full-time college teachers. None of the junior colleges meet this standard. If the work of the negro land-grant institutions is to be placed on a college basis and if they are to receive recognition from the accrediting agencies, it is essential that steps be taken at once to increase the number of their teaching staff. The plan of expanding their curricula to include a wide variety of subject-matter fields without teachers to furnish adequate instruction, such as many of the colleges have adopted, can only result in lowering standards. In order to meet the norms set up for the modern college, not only must an adequate staff be provided, but also a properly qualified staff. While the qualifications of the faculties of the negro landgrant colleges have undergone an improvement during the past few years, there is still a considerable proportion of the teachers who are not sufficiently trained for the work they are attempting to perform. Of the total of 381 college teachers in the institutions, 99, or 26 per cent, hold graduate degrees, 232, or 61 per cent, hold only first degrees, and 50, or 13 per cent, hold no degrees. In the case of a large number of the staff members with first degrees, it was found that these teachers are pursuing graduate work leading to higher degrees for the purpose of improving their qualifications. Because of the importance of proper training for the faculties of the institutions, the survey conducted a detailed inquiry into the subject. In Table 11 is presented the number of teachers by institutions with their training in the various subject-matter fields in which they teach. 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 |