Iowa, Massachusetts Agricultural College, Montana, Nebraska, Vermont, Virginia, and West Virginia, both the 9 and 11 months' bases are used. Usually where the 11 months' basis is used the staff members also are on the experiment-station staff and devote part time to experiment sation work during two months when the college is not in session. In Oregon and Washington, respectively, one member of the staff only is on the nine months' basis.

At Cornell University the members of the staff are given three months' vacation with the understanding that it is to be used in. large part for professional improvement. One month only is given administrative officers. In Mississippi the vacation period varies from two weeks to three months in accordance as the staff member may be needed or not needed at the college. In Louisiana the appointment is on the 9 months' basis with extra pay for teaching in summer school. In Wisconsin the salary is on the 10 months' basis. If the staff is on pay beyond 10 months, 15 per cent of the previous year's salary is allowed for 6 weeks' teaching, and 122 per cent for administrative or extension work.

Vacation periods are movable in 28 out of 43 institutions. The summer session is regarded as separate by 24 out of 41 institutions and additional salary is paid for teaching during that period in the majority of instances. Generally, however, very little undergraduate agriculture is taught during the summer session. The additional salary paid to the regular agricultural staff for summerschool teaching is very small.'

Determination of salaries.-The determination of salaries of the agricultural staff members normally follows much the same procedure as recommendations for appointment and promotion and is controlled in the agricultural division as in others by institutional procedure. Those who exercise authority or influence on salary determination and control need all the guidance available from authoritative sources. Certainly the dean will wish to confer with. the department head and have his best judgment and recommendation with reference to all members of the department. On the basis of such conferences and recommendations and in the light of service performed by those recommended, as well as in the light of salaries for similar ranks in the various departments, the dean will make his recommendation to the president. The president in turn makes his decision in the light of these recommendations and of his knowledge and judgment of funds available and salaries in the institution as a whole. Nothing so quickly injures the morale of a group or adds to the difficulties of administration as departure from the

7 See Part VII, "Staff," for comparison of salaries of staff members on 9 and 12 months' basis.

policy of acting only on recommendations that have come through such regular channels.

Outside activities of staff members.-Outside activities of the agricultural staff members are numerous and in some institutions very extensive. Usually they are in the nature of extension work or service to the public, to organizations, and to individuals, performed without extra pay as a part of the regular activities of the institution. There are other activities of a less public character, some of which are in the nature of private undertakings engaged in by staff members here and there. Included among these are the preparation of texts for colleges and high schools, editing departments in agricultural journals, giving professional advice to individuals and organizations, managing farms, and engaging in business enterprises of various kinds. While some institutions have had very little experience in such activities, the majority at one time or another have found it necessary to adopt policies or take action with reference to most of them.

The preparation of a text or texts may, if well done, add to the prestige of the staff member and to that of the institution which he represents. That text book writing should be generally approved and encouraged, therefore, is to be expected. It is definitely encouraged in 31 out of 44 institutions reporting and is discouraged in none, while a neutral attitude is maintained in 13.

Editing departments in agricultural journals also may be regarded in part as public service. However, it may consume so much time that teaching, research, and other institutional duties are neglected. Further, it is difficult to disassociate editorial policies from those of the institution in the minds of the public, hence difficulties sometimes arise from such work by staff members. This practice is encouraged in 13 institutions, discouraged in 3, and not permitted in 2, while 26 hold a neutral attitude.

Giving professional advice for pay can only with difficulty be dissociated from advice given by the institution free of charge in its extension activities, in service work, and in published material. Sometimes it leads to entanglements in law cases and in settling controversies where enmities are incurred. Usually this practice is not regarded with favor by agricultural institutions. It is not allowed in 8, is discouraged in 18, and a neutral attitude is maintained in 18. Engaging in business enterprises is discouraged in 31, not allowed in 2, and a neutral attitude is maintained in 11.

The management of farms while on the teaching staff has been a debatable practice for many years. While on its face it would seem that such practice might be of professional value to staff members in the various agricultural specialties, the time so used is likely

to encroach upon institutional duties and general activities that otherwise are better cared for. This is indicated in the lack of uniformity in policy with regard to this practice. Three institutions do not permit it, 12 discourage it, 22 are neutral, and only 4 give definite encouragement.s

Professional improvement.-Keeping abreast of the times is not an easy matter for a faculty member. First, he is supposed to be well trained in his special field of work; second, he is expected to read all new published material in his own field in the English language and in such foreign languages as he may command; third, he will wish to keep informed about the fields closely related to his own; and fourth, he will need to keep in close touch with the agriculture of his State and section, particularly as it relates to his own specialty. This requires reading and study of texts, bulletins, and articles in the scientific and the agricultural press. Moreover, of necessity it involves considerable travel in the State and immediate section if not nationally as well.

But this is not enough, for one who is to be a real teacher must be broader than his specialty. He should be well informed in other fields than his own. He should be acquainted with the progress being made in the educational field. He should know how things are done in other departments and divisions of his own institution and in other institutions.

This requires constant individual and group effort. Therefore, the teaching and administrative staffs of many institutions have organized and developed specific plans and methods for assistance in this direction. Details of these procedures are presented by the part of this report dealing with the staff of the land-grant institutions, since groups for the discussion of teaching problems, special courses for college teachers, opportunities to enroll for advanced. degrees in their own institutions, and leaves for study usually apply to the agricultural staff in no peculiar sense, but are matters of general institutional control or arrangement.

Staff growth.-With increased output of dependable agricultural information resulting from the activities of the experiment stations, with some increase in student enrollment, and with growing demands for extension work and for such special service as agricultural institutions give, the number of agricultural staff members has increased rapidly. The growth of the staff in 43 institutions is shown in Table 5. Between 1902-3 and 1907-8 there was an addition

• In California for those on a 9-month basis the attitude is neutral in respect to all of these activities; for those on the 11-month basis the attitude is neutral with reference to the preparation of texts, but managing farms and giving professional advice for pay are not permitted.

• See Part VII, "Staff."

of 280 members. This was a period of increased enrollment in agriculture and of development of specialization that resulted in the organization of new agricultural departments. The agricultural student body increased from 2,405 in 1903 to 4,247 in 1908, or more than 75 per cent; the staff increased in size during the same period by more than 100 per

cent.

TABLE 5.-Number of members of teaching staffs in undergraduate agriculture in 43 institutions by 5-year periods from 1902-3 to 1927-28 1

1

1 From data furnished by institutional administrations.

The part-time experiment station and teaching staff grew with increased specialization. The student body continued to increase and by 1916 it was more than three times as large as in 1908. During this period also the colleges began to give more attention to extension work. The teaching and experiment station staffs were called upon to give much time to the preparation of material for extension use and to give help in extension meetings and in organization work. The result was an increase of 250 per cent in the number of persons on the agricultural staff from 1907-1917. Then came the war period and with the decrease in enrollments the number on the teaching staff declined somewhat, but by 1922-23 again had increased. Because of the large enrollment of agricultural students in 1920-21, the great demand for research and service work of all kinds and the beginning of training for Smith-Hughes teaching, the staff was the largest up to that time. From 1923-1927 there was a small increase due in part to additional appropriations for experiment station work.

Just how the agricultural staff spends its time is indicated in Table 6. The table is derived from data furnished by 1,849 individual members of agricultural staffs.

It is apparent at once that in addition to undergraduate teaching, the agricultural staff has many duties and renders service in many lines. The teaching of graduate students, creative work and research

(primarily experiment station work), extension teaching, and public contacts are all of them services of great value to the students and to the public.

TABLE 6.-Number of agricultural staff giving different percentages of time to various activities

It is essential that administrative officers and the public thoroughly understand this situation when attempting to secure data about cost per student. Frequently factors that are not properly chargeable to undergraduate instructions are included in computations of how much it costs to educate a student. These distinctions must also be clearly understood when effort is made to determine the load carried by staff members and when budgets and fund allotments for various types of work are considered. Accurate records of time distribution among the several types of duty performed are difficult to obtain, but suitable record blanks may well be prepared on which every staff member will indicate to the best of his ability, at least once each semester or quarter, how his time is used. With such records on file in the administrative offices of an institution, including the offices of each dean and director for the staff under his charge, it is possible to evaluate the approximate time devoted to any one of several groups of activities by any staff member or by the staff as a whole.

Because much of the time of the agricultural staff has been required. for activities other than those of teaching, all agricultural institutions have a much larger staff than would be required for undergraduate instruction only. This has made possible specialized work of a high character that would have been impossible if teaching had been the sole function of the staff. The continuous development of new facts in agricultural science which almost immediately find their way into the classroom, has raised the standard of the subjectmatter material presented to the student body.

Experimental and research work, as well as extension work, also have profited greatly by this relationship since it has made possible the joint employment and use of a greater variety of better qualified