these directions lie opportunities to prepare for profitable occupations. The following comment upon the effect of the scientific work of the land-grant institutions was made in 1877 by the first American cyclopædia of education and is applicable to the general development in all the fields of arts and science learning: "Such rapid strides have been made in some directions within the past few years that a chemist and a laboratory have become a necessary adjunct to many of the agricultural industries, notably to that of the manufacture of cheese, butter, and commercial fertilizers."

The tendency to high specialization is evidenced also in the multiplication of the courses offered in the arts and science fields. The 1903 and the 1928 catalogues of six land-grant institutions,1 three large universities, and three well-developed separate land-grant colleges were examined to determine to what extent course offerings in botany, chemistry, economics, and English had increased during the 25-year period.

In the six institutions the number of courses offered in botany increased 151 per cent, in chemistry 82 per cent, in economics 330 per cent, and in English 138 per cent. The number of courses in botany increased in both the universities and in the land-grant colleges at the same rate. Courses in chemistry increased in the universities by 82 per cent and in the colleges 134 per cent. Courses in economics increased in the Universities by 240 per cent and in the colleges 766 per cent. The number of English courses increased in the universities by 92 per cent and in the separate land-grant colleges by 266 per cent.

Although these figures are limited to a small number of institutions and a few fields, they probably represent with fair accuracy what happened generally in the land-grant institutions. Transfer of interest from general to specific aspects of single areas and service to technical divisions result in specialization that is reflected in the variety of courses offered.

This multiplication through high specialization of courses is especially significant from the standpoint of their suitability for a general curriculum in arts and sciences. Even though general and elementary courses may be given they are designed not to serve the purposes of cultural education in the humanities and sciences, but as introductions to specializations. Their content and method are determined by this purpose.

The offering of highly specialized courses by different major divisions, each concerned with its own applications, may lead to considerable duplication of content between courses under control of different interests. Thus several land-grant arts and science divisions point out duplications or tendencies to duplications in courses given by different schools in statistics, sociology, English, economics,

1 Universities: California, Kansas, and Iowa.

Minnesota, and Cornell. Colleges: Pennsylvania State,

hygiene, ornithology, bacteriology, physiological chemistry, nutrition, psychology, genetics, and heredity. Whether this duplication is wasteful or undesirable depends of course upon the importance of the real diversity of uses that it serves as compared with the educational obstacles to achievement that would arise if all similar elements were combined in a single service course.

Departure from the general educational functions that are ascribed to the isolated college of arts and sciences is evident also in the training and interests of staff members in the arts and science departments. The land-grant institutions were asked to list the qualifications that were considered most important when teachers of the arts and science subjects are employed. First in order of frequency of mention was "specialized education." Research ability and research experience were high upon the list. Practically all considered the doctor's degree essential or highly desirable for heads of departments and others of professorial rank.

The part that staff members from the technical and special schools and colleges play in the conduct of arts and science work is of importance in this connection. In one institution one-fourth of the staff in the division of agriculture were giving part of their time. to the teaching of arts and science subjects. In another institution almost as large a proportion of the engineering staff gives part time to the college of arts and sciences. In still another a large proportion of the staff of the college of veterinary medicine was teaching in the division of arts and sciences. Such examples might be multiplied to show that staff members from many of the technical and professional schools in many land-grant institutions are doing a considerable proportion of the arts and science teaching in these colleges and universities. The proportion is not especially significant; the important thing is that interests and attitudes that are highly technical and specialized from vocational standpoints are not regarded and in fact are not out of place upon the present-day instructing staff of the arts and science division of the land-grant institutions.

The teaching function, moreover, for the heads and high ranking staff members of arts and science divisions does not constitute their major interest or their most effective means of securing advancement. This is especially evident when the academic rank of the teachers of freshmen is examined. Table 1 gives the facts in regard to the instruction of freshmen by the various ranks as reported by the arts and science divisions of 33 land-grant institutions.

Only 22 per cent of the freshmen receive instruction from professors, 8 per cent from associate professors, 20 per cent from assistant professors, while 37 per cent are taught by instructors and 13 per cent by assistants or fellows. In other words, nearly four-fifths of the freshmen are instructed by staff members below the rank of professor.

Chapter IV. Enrollments and Salaries

Specialization, realignment of groupings of subject-matter fields, the creation of independent special schools from arts and science departments, the whole series of developments that have transformed the college of arts and sciences until it is something quite different from its somewhat elusive liberal and nonvocational predecessor— none of these changes means that the arts and science subjects are on the wane in the land-grant institutions in so far as attendance of students and standards of support afford evidence.

More than one-fifth-21.8 per cent of all resident undergraduate students in the entire United States were enrolled in the 52 landgrant colleges in 1927-28. This does not include students in summer schools, secondary divisions, or extension or correspondence courses. More students are enrolled in arts and science courses than in any other department or division in the land-grant colleges. Practically one-third of all land-grant students have been enrolled in arts and science courses in the past 10 years. Enrollments in arts and science courses over a period of years show that the land-grant colleges have experienced a continual growth in this field. Table 2 shows the enrollment in land-grant institutions of arts and science students in comparison with enrollments in the colleges of engineering and agriculture in the same group of colleges and universities.

TABLE 2.-Enrollments in land-grant colleges by certain courses of study1

1920-21.

1921-22

1922-23

1923-24

1924-25

1925-26.

1926-27

1927-28

Number Per cent Number Per cent Number Per cent graduate

1928-29

1 Bureau of Education Bulletin, 1929, No. 13, and unpublished figures by W. J. Greenleaf.

Only two institutions of those making special reports to the survey on the topic show loss of students in arts and science subjects over the 5-year period 1923-1928.

It is interesting to note that 40 per cent of the 4-year resident students are freshmen, 27 per cent are sophomores, 19 per cent are juniors, and 14 per cent are seniors. In spite of the fact that enrollments increase from year to year, these proportions have remained

sufficiently constant to justify the estimate that, roughly, there are three times as many in the freshman class as in the senior class, that one-third of the freshmen drop out before the sophomore year, that one-half leave before the junior year, and that two-thirds are eliminated before the senior year.

The facts concerning enrollments in arts and sciences are confirmed by data in regard to degrees granted in arts and sciences. Arts and science degrees awarded by all colleges and universities in the United States totaled 27,263 first degrees to men and 26,302 first degrees to women. Of these, 13 per cent