sonality test to all students. Some of the institutions also report that they make an attempt to rate students on extracurricular activities, as indicated by the deans of the colleges, the dean of men and the dean of women, directors of athletics, dramatics, music, forensics, and various clubs, and the supervisor of teacher training. These extracurricular ratings apparently are used almost entirely in giving information to prospective employers concerning the student's leadership.

The first basis of guidance is, of course, the collection of information about the individual. Who in the land-grant colleges decides what information shall be gathered? This is indeed an all-inclusive list, ranging from the president of the institution through the deans, heads of departments, personnel committees, faculty members, registrar, and the pyschology and education departments. These officials not only decide what information shall be gathered, but also what means shall be used to obtain the information desired. They also decide the form in which the information shall be recorded and who shall be its custodian. In 31 of the land-grant colleges all freshmen are given psychological tests during their first month in the institution; in five institutions such tests are not given.

Where they are given they are administered under the department of psychology in 14 schools, under the department of education in 11, under the personnel committee in 3, under special officers in 2, and under the dean of men in 1. In only 10 of the institutions are the subjects advised of their psychological rating and in only 5 are they retested while in college, though a number of institutions indicate that occasionally in special cases they retest individuals.

Those apparently who use the material gathered in psychological tests most frequently are the deans of the colleges, the deans of men. and the deans of women, the faculty and administrative officers actually concerned with the individual student, prospective employers, and industrial representatives. The direct connection between personnel work and placement is indicated by the inclusion of the two last-mentioned groups.

While the questionnaire sent to the land-grant institutions attempted to draw a line of distinction between vocational and educational counseling, the replies from the institutions indicated that it is impossible in practice at the present stage of development to separate these two types of service. With the exception of the five institutions having a personnel officer, the work coincides or overlaps so consistently, it is clear that in the minds of the people actually doing it there is no distinction between the two types of advisement. Several of the institutions mentioned supplementary officers who served at least part of the student body. The University of Minnesota is a case in point; in connection with the office of the dean of women there is a part-time vocational counselor whose services are available

to all women students of the university. Sixteen institutions report that from 1 per cent to 75 per cent of their faculties are assigned to counselor work.

It is obvious that if a good job is to be done in advising a student educationally in the selection of his studies and in the choice of his major, the person who does that advising must also have some knowledge of the vocational bent of that particular student, the lines of work that will be open to him after he graduates, his special aptitudes for certain types of work, and the requirement that these types of work set up. The qualifications of the vocational adviser as concurred in by the institutions reporting were: (1) A pretty broad knowledge of physchology including some familiarity with mental hygiene problems that need to be referred to specialists; (2) a good background of sociology; (3) a wide range of occupational and vocational information, including such technical matters as the requirements for admission to certain professional schools; (4) knowledge of and sympathy with the student's point of view so that the counselor may win his confidence in their contact.

Only 14 of the institutions seemed optimistic as to the motivation of the student's work in relation to his future vocational choice. They reported that all their students planned their courses purposefully and correctly under guidance. Twenty institutions reported negatively on this point; yet 25 reported that such choice was necessary in determining the selection of courses, and only one indicated that this selection could be postponed beyond the close of the sophomore year. A large number required it at registration; 10 indicated that it must be made by the end of the freshman year; 11 by the end of the sophomore year. Thirty-three institutions inform all of their students concerning graduate schools and opportunities for further study, and 34 inform them about graduate scholarships available.

The vocational guidance work begins very early in most of the institutions. Seventeen indicate that they start in the freshman year, and only four delay it until the senior year. In 24 the students seek this information voluntarily. Otherwise the means of getting the information before the students seems to be largely by lectures, by mimeographed or printed analyses of vocational opportunities, by college classes in occupations, by summer try-out courses, and by vocational libraries. A number of the institutions state that the work in vocational and educational guidance is coordinated with the regular classroom work, and a few imply that a connection is made between vocational guidance and the extracurricular activities of the students. While a discussion of the placement service, because of its close connection with both educational and vocational guidance, might well be inserted here, it seems better to treat that at a later

time, since it is directly concerned with the life of the student after he leaves the institution.

The land-grant institutions do very little upon problems of guidance. The colleges have for years been obtaining and filing away vast numbers of records, a source for limitless research, that, rightly used, might throw much light on many of their unsolved problems. Yet only six of the land-grant institutions report research studies based on this material which have given reliable correlation figures with student records. The majority of the institutions have not even used these records to find the replies to the questions on causes of elimination of college students. While a statistical study would probably show that the usual guesses concerning causes for elimination are not far wrong, they remain after all, mere guesses.

It is clear that the importance of personnel work for the sake of the individual student's success, both in college and in his after life, is just beginning to be realized. Although some guidance work has been going on for 21 years in the elementary and high schools of the country, the colleges have apparently just awakened to its bearings upon their objectives. The necessity for more conscious work along this line is evident from the haphazard answers to many of the questions asked in connection with this section of the survey. The trend, however, would seem to be away from centralization of the work rather than toward it. On the whole this is probably advisable, for with the growth of the institutions it is out of the question for any one man or group of men to render so many-sided a service to the individual members of a student body. It is probably wise, therefore, that the work should be studied from the functional viewpoint and distributed among those members of the administrative and teaching staff who can best perform it. If it seems that special officers should be added to the already existing staff, their relationships to that staff and their special contributions should be studied in the light of the needs of the individual institution. Personnel work has so direct a bearing on the life of the individual student and promises so much in making more effective the work of the whole institution that too much cannot be said for the policy of making every individual who comes in contact with the students aware of his share in helping them to find themselves; in other words, each individual of the staff should be consciously a worker in the personnel department.

Chapter IV.-Housing and Feeding of Students

The physical conditions under which students live while they are at college or university are fully as important as the intellectual stimuli to which they are exposed. The influence of surroundings may be unconscious but it is none the less all pervasive. The colleges have an opportunity of unfathomed richness here, not only in providing comfortable and hygienic living conditions in which their students can do their best work during their four college years, but also in giving them the kind of surroundings and atmosphere that will help to build character and to cultivate appreciations of fine human relationships.

The day is long past when any college can assume that its students all come from a background of cultured homes. One may question whether that day ever existed for the land-grant institutions. Today, certainly, it is truer of these institutions than ever before that their students are drawn from homes that represent every grade of social background, from the mining community of the North, where the first-generation immigrant still lives with his family of 8 or 10 children in the crudest of 1-room cottages, or the correspondingly humble home of the southern mountaineer or the western rancher, to the most elaborate mansion of our cities with its retinue of servants and its elaboration of living. The only common denominator for homes of such diverse standards may well be that the students who come from them are actuated by the same desire for an education. The common experiences of living which students from all these types of homes may share in their four college years should be the greatest influence toward the ideal of democracy, and the college or university can not refuse to accept responsibility. Its students are going to live more hours outside the classrooms and the laboratories than within them. The hours outside are fully as potent for the student's future character and contribution to society as are the hours which the institution controls through its courses of study. When the land-grant institutions are compared with the privately endowed colleges and universities of the United States the meager provision which they have made for the living conditions of their students is most striking. Although the majority of the land-grant institutions draw their main support from State appropriations, and State legis

latures are notoriously niggardly in granting funds for the building of residence halls, this does not wholly exonerate the institutions for this failure, since there are devices of which they could have availed themselves, independent of legislative provision.

In the year 1927-28, there were 136,659 students registered in the 44 land-grant institutions reporting on this question. Of these 21,472, not quite 15 per cent of the entire number, were housed in institutionally-owned and operated residences; and yet only when the college owns and operates its residence halls can it really control either the physical conditions or the social influences that so vitally affect its students. Of the 44 institutions replying to this section of the questionnaire, 31 house some of their men students in institutionallyowned dormitories, and 32 house some of their women students.

The institutions which make the most adequate provision for their men students seem to be those where military or semimilitary organization is maintained. Three institutions assume no responsibility whatsoever for housing any of their students and the provisions that they make for feeding them affects only a comparatively small part of the student bodies. In the University of California, indeed, there is not even any regulation as to approved rooming houses, and the only supervision of any sort exercised is a requirement that freshman women must live in houses approved by the dean of women. The situation at Colorado Agricultural College is quite different, since this institution is located in a small coherent community where the college is the main interest of the town. The situation at the University of Nebraska more nearly parallels that of California, for Lincoln is not only the second largest city in the State of Nebraska, but it is also the State capital and the center of an active urban life. Anyone who has worked in a State-supported institution knows that the residents of the locality in which that institution is located assume an almost proprietary right to make a living by various services rendered to the student body. State-supported institutions have had the all too frequent experience of formulating a residence hall program only to be met with concerted opposition from the citizens of the community who fear that such a program will invade their assumed right to profit by housing and feeding the students. On the other hand, every institution that has gone forward with its program in spite of this opposition has found that the erection and operation of even one well-planned, well-furnished, and wellrun residence hall has set a standard for student housing in the locality which affects almost immediately the type of accommodations furnished by private owners. When students can obtain good rooms, well heated, well lighted, well furnished, and well run, for a sum no greater, and in many instances lower, than the less attrac