volve exclusion from fields of special interest to the student during his first years in college; it is designed to prevent high, early specialization at the expense of a sound basis for such specialization.

Agricultural faculty relationships to institutional faculties and to other major divisions of the institution.-All members of the resident agricultural staff are attached to departments. In addition they may hold membership in institutional faculties or faculties of other major divisions of the institution. In this respect there is little variation in practice in the land-grant colleges.

Those with the rank of full professor in the agricultural faculty generally are members of institutional faculties, although there are a few exceptions where a smaller number are on the institutional than on the agricultural faculty. However, the exceptions are too few to have any special significance. Associate professors and assistant professors are reported as members of the institutional faculty in almost every instance. Instructors are so reported in 17 instances only and assistants in 8.

The most common requirement for membership in the institutional faculty apparently is the attainment of the rank of assistant professor or above, although to a considerable extent instructors are granted this recognition.

Where a legislative body known as the senate exists, as in the universities of Arkansas, California, Kentucky, Minnesota, Nebraska, and Vermont, the North Dakota Agricultural College, and the State colleges of Pennsylvania and Washington, with few exceptions, all full professors are members.

In California 39 out of 42, and in Pennsylvania 16 out of 34, are reported as members of this body. In Kentucky, Nebraska, Washington, and Minnesota, associate professors also are members of the senate. California, Kentucky, Vermont, and Washington report the same number of assistant professors in the senate as in the agricultural faculty. In the other institutions apparently assistant professors are not senate members. Instructors are reported as members of the senate in California only, while assistants are not found in the senate in any institution.

Since the institutional faculty, or the senate, usually is the legislative body of the institution, it seems entirely logical that certain experience in college teaching as indicated by the attainment of the rank of assistant professor should be a prerequisite to membership in the institutional legislative body.

Granting membership in the faculties of more than one major division is a fairly common practice in a number of institutions.

Twenty-nine report 168 individual cases where professors of the agricultural faculty hold membership in other divisional faculties; 79 of these are members of the faculty of arts and sciences, 5 of home economics, 11 of commerce and business, 31 of education, 2 of veterinary science, and 40 of engineering. Twelve institutions report from 1 to 9 members of the agricultural staff as members of the staff in engineering, 9 institutions from 1 to 12 members of the agricultural faculty as members of the division of education, and 16 represented in arts and sciences. Eight institutions report a total of 43 associate professors

who are members of the agricultural faculty and some of the other divisional faculties; 13 institutions report a total of 46 assistant professors who are members of some divisional faculty in addition to the agricultural faculty. Seven institutions report a total of 18 instructors who are members of the faculty of more than one division, and of assistants only one institution with a membership of 2 in other divisions.

From the standpoint of subject matter or economy of time and funds, crossing of divisional lines at times may be desirable. For instance, a professor of farm crops who is not on the research staff and who has a light teaching load may serve also in the department of botany, and a professor in agricultural engineering may function for part time in the college or school of engineering. Where there is a separate school of education, agricultural education undoubtedly is best served in many instances by having regular members from the agricultural staff also on the staff of the school of education. While administrative problems are increased where divisional lines are crossed, this should not stand in the way if either the service to students is improved thereby or if economy is involved.

The dean of agriculture generally is a member of the institutional faculty, the senate, and the agricultural faculty, although omissions in reporting on this phase would indicate some exceptions. The director of resident instruction, where there is such an officer, also is reported generally a member of the institutional faculty, the senate, and the agricultural faculty, although here also there are some exceptions. The director of research is reported as a member of the agricultural faculty in 17 instances and the director of extension an equal number of times. This is a desirable practice since both officers in this way are better able to keep in touch with institutional programs and policies, and the faculties have the benefit of the advice of these men who are in intimate contacts with agricultural conditions not only within the State but regionally and nationally.

Faculty membership of extension staff and experiment station staff. The practice of including State leaders and assistant State leaders, extension specialists and extension professors, associate and assistant professors and instructors in the agricultural faculties undoubtedly contributes to good understanding, unity of purpose and program of the staff both in undergraduate teaching and in extension, and helps to coordinate the work of the two groups and to maintain good fellowship and high morale in the entire staff. It is a practice to be commended.

Extension professors are reported as members of the agricultural faculty in 10 instances, including the universities of California, Illinois, Kentucky, Missouri, Ohio State, and Wyoming, Massachusetts Agricultural College, Pennsyl vania State College, and Virginia Agricultural and Mechanical College. Extension associate professors are reported as members of the agricultural faculty in 7 institutions the universities of California, Illinois, Minnesota, Missouri, and Wyoming, Pennsylvania State College, and Virginia Agricultural and Mechanical College. Extension assistant professors are reported as members in the same institutions as associate professors, and in addition in the University of Delaware, Massachusetts Agricultural College, and in Ohio State University. Extension instructors are reported as members of the agricul

tural faculty in 4 institutions and extension assistants in 4, extension specialists in 9, extension State leaders in 11, and assistant State leaders in 8. Institutions including State leaders in the faculties are Connecticut Agricultural College, Georgia State College of Agriculture, University of Idaho, University of Maine, Massachusetts Agricultural College, University of Minnesota, University of Nebraska, North Carolina State College, South Dakota State College, West Virginia University, and the University of Wyoming. Those including extension specialists are: The University of California, Connecticut Agricultural College, Georgia State College of Agriculture, University of Idaho, University of Maine, North Carolina State College, South Dakota State College, West Virginia University, and the University of Wyoming.

The same holds true with reference to the inclusion of the experiment station staff in the agricultural faculties. In most institutions experiment station and college staffs are much the same in personnel since the agricultural faculties usually serve both the teaching work and the experiment station work. Even where this is not the case, agricultural faculty rank would seem desirable for all.

Curricula and instructional activities of less than four years.— Curricula and instructional activities of less than four years, ranging from the farmer's week of a few days devoted to inspirational and educational lectures, demonstration and entertainment features, to intensive short courses of from 1 to 12 weeks in length and curricula of 1 or 2 years, are reported from 42 of the 46 institutions replying to the questionnaire.

In 34 of these, farmers' weeks are held; in 31, intensive short courses of 2 weeks or less; in 13, 8-week courses; in 9, 12-week courses; in 10, 1-year courses; and in 18, 2-year courses.

The organization for the administration of this work is similar to that for the 4-year curricula, except that a separate director for these courses, responsible to the dean, is in charge in a few institutions. The department concerned is directly in charge of a considerable number of the 2-week courses and the director of extension is responsible for the farmer's week in approximately one-half of the institutions. Table 1 shows the details of organization of this work.

TABLE 1.-Administration of curricula and instructional activities of less than four years

Chapter III.-Lands Owned and Controlled by the LandGrant Colleges

Land is essential to the agricultural work of a land-grant college for a number of important reasons. Plantings of orchards and small fruits, truck crops, field and forage crops are needed for student observation and occasional practice and for demonstration purposes. Land is needed also for the study of the history of soils and soil types. Pasture, forage, and other feeds for the stock usually can be produced more cheaply on college-owned land than when purchased, and far more conveniently.

High-class herds of representative breeds of dairy and beef cattle, horses, hogs, sheep, and flocks of poultry are very necessary in connection with undergraduate agricultural instruction. They might be classified as laboratory equipment in animal husbandry, dairy, and poultry husbandry. Flocks and herds can be maintained with economy only if there is sufficient land for pasture and for the production of the roughages needed. Land for production of grain for feed, while very desirable, usually is less necessary since such feed often can be purchased from the surplus of adjacent farms or even shipped in for little more than it would cost to produce it on college-owned farms.

The other very important need for land controlled by the institution is for experimental and research use in connection with the experiment station system and for service work in the production and distribution of pure seed. Quite commonly this land also contributes to the instructional work by serving as a source of forage and feed for livestock, and for illustration and demonstration for college classes. Land of representative type institutionally owned or controlled and adequate for resident instruction and for experimental and research purposes is essential in every State.3

Twenty-eight institutions report that some rented land is used and 15 institutions that there are additional lands owned by private interests but worked by the institution. Sixteen institutions report that the land used is in excess of the amount actually needed for teaching and research and that it is handled for the income obtained. 3 See Part III, Business management and finance.