affirmative. While replies were not received from all of these institutions, 11 of the 20 stated that no such studies had ever been made by them.

Again they indicated that they acted upon mere observations. Oregon Agricultural College and University of Minnesota were two exceptions to the rule, both of these institutions apparently having attempted to discover scientifically the needs for education in their respective geographical territories.

With the two exceptions just mentioned, land-grant institutions have not made comparative surveys of commercial occupations in the regions which they serve. Before any institution engages in business education, it should carefully appraise the needs in its territory. These needs should be determined both quantitatively and qualitatively. It should know the number of recruits which business needs and the kind of positions which these recruits are to fill. Land-grant institutions have not discovered the annual needs of business firms for recruits for initial positions in their localities, either in kind or in quantity. They have not determined the annual needs of firms in terms of promotional opportunities either as to kinds or as to avenues through which promotion takes place. They have not made job analyses; they have failed to recognize the need for scientific analysis of what their students will actually do when they depart from academic halls to engage in business occupations. Business enterprises have been much more alert in this respect. In organizing personnel departments and in employing labor, they have spent time and money in making job analyses and setting up job specifications. They have discovered the exact nature of the tasks which workers were to perform before they set up training programs for these workers. Land-grant institutions have not only failed to make job analyses themselves but they do not appear to have utilized the job analyses of industrial concerns.

Another way to discover the failure or success of land-grant institutions in determining the needs for higher business education is to examine the extent to which they have measured the relative demand of employers for students completing the several curricula in commerce and business. Table 5 throws some light on this question. This table merits careful scrutiny. It will be observed that the land-grant institutions have indicated that the demand exceeds the supply in all of the various fields for which curricula are offered except commercial law, manufacturing, organization and management, personnel management, and transportation.

It will also be observed that three institutions indicated that the demand very greatly exceeded the supply in commercial teacher training; 4 indicated that the demand very greatly exceeded the supply in insurance; 2 in merchandising and selling; 1 in public service and civic work; 3 in real estate; 3 in secretarial training; and 1 in transportation.

Most of the institutions replying indicated that the demand balanced the supply. Several institutions replied that the demand is less than the supply in several fields and several institutions indicated that there is little or no demand in certain fields. The variety of the replies to the questionnaire submitted by the institutions makes it evident that they are based on speculation rather than facts. Apparently land-grant institutions are not familiar with the dynamic changes that are taking place in the economic organization of society and are not constantly adjusting their curricula to meet these changes.

TABLE 5.-Relative demand by employers for students completing the several curricula in commerce and business in land-grant institutions

Another way by which the land-grant institutions might have discovered the needs for business training was by keeping records of the number of business and industrial firms actually recruiting employees. They were asked to state the number of firms recruiting students in 1927-28.

Twenty-three institutions reported active recruiting, 11 institutions reported no data available, and 8 institutions gave no answer at all. Ten institutions reported from 1 to 5 firms actively recruiting; 7 institutions reported 6 to 10 firms; 1 institution 14 firms; 1 institution 24 firms; 1 institution 30 firms, 1 institution from 40 to 50 firms; and 1 institution 60 firms.

It would seem that in 1927-28 business and industrial firms pretty generally recruited employees from land-grant institutions. This does not mean, however, that the institutions themselves are respon

sible for this recruiting. Business and industrial firms may have taken the initiative themselves. Familiarity with the policies of companies of national importance in taking college students convinces one that the companies recruited college students in spite of the institutions.

The institutions were asked to estimate the percentage of graduates in commerce and business who were actually recruited by business firms in 1927-28.

Of 36 institutions replying, 15 indicated they had no records and no available data; the other 21 replied as follows: 5 from 1 to 20 per cent, 7 from 20 to 40 per cent, 4 from 40 to 60 per cent, and 5 from 60 to 80 per cent.

Assuming that these estimates are accurate, industrial and business firms are taking graduates in commerce and business turned out by land-grant institutions, but they are not taking them in large enough numbers.

Still another way in which to measure the extent to which landgrant institutions have discovered the needs of higher business education is to study the objectives which have actuated them in providing business training. The various institutions were asked to check the objectives as specified in Table 6. The results are extremely interesting. The most significant point is that an overwhelming majority of land-grant institutions provide courses four years in length and look toward the education of students for major executive work.

Twenty-eight institutions indicate that their program of training is designed to provide general education to assure a better understanding of the relationship between business and the community, and that it takes four years to realize this objective. Eight institutions in case of this objective specified a course of three years in length; 10, two years in length; and 6 one year in length. With respect to the objective of providing a competent background in business subjects for students of other major subdivisions such as agriculture and engineering, 26 institutions signified that their training program was four years in length; 7 institutions indicated 3-year programs; 2 institutions 2-year programs; and 2 institutions 1-year programs. Thirteen institutions report that they provide a 4-year training program to prepare students for routine work, 3 institutions provide 3-year programs, 8 institutions provide 2-year programs, and 4 institutions provide 1-year programs.

It is doubtful whether it requires from three to four years to prepare students for routine work as indicated by a large number of institutions replying on this particular point.

Twenty-one institutions provide education for minor executive work which extends over a period of four years; 8 provide education extending over a period of 3 years, 5 over a period of 2 years, and 1 over a period of 1 year. Thirteen institutions indicated a 4-year program of education preparing for research work; 3 institutions provide a 5-year program to prepare students for minor executive work, 6 a 5-year program for major executive work, and 10 a 5-year program for research work. Four institutions not shown in Table 6 indicated that one of their objectives was to prepare for commercial teaching.

TABLE 6.-Objectives of land-grant institutions in offering courses in commerce and business to meet the needs of students and of business and the length of their training programs

In so far as these results are concerned it must be concluded that land-grant institutions in general think that the needs for higher business education require a training program four years in length. While some of them provide training programs of less than four years they are the exceptions. As has been indicated earlier, the needs for business training involve several levels. The land-grant institutions should provide instruction on these various levels. They have apparently concentrated their attention on the higher levels and neglected the intermediate levels. If land-grant institutions are to conform to the Morrill Act, namely, to educate the industrial classes, they must adjust their programs to the needs. They must not only provide business training giving a functional background and assuring better understanding of relationship between business and the community, but they must also provide instruction for routine and minor executive work for students upon intermediate levels.

Still another way to discover the needs for education beyond postsecondary-school levels is to study the records of land-grant institutions as to their actual placement of graduates and nongraduates. The land-grant institutions were asked to state the number of students placed with business and industrial firms from 1925 to 1928. The results of this question are indicated in Table 7. Only one or two observations need be made upon this table. While there are two or three institutions attempting to place nongraduates, landgrant institutions as a whole are doing little or nothing to place them. They evidently are interested only in graduates. While the placement of graduates is decidedly important, the placement of nongraduates may well be given considerable attention,

With respect to students graduating with bachelor degrees landgrant institutions make a good showing. In filling out this part of the questionnaire it was suggested that the institutions might use estimates. Careful study of the table concerning students with a bachelor's degree will show the extent to which graduates have been placed in the various fields of business.

TABLE 7.-Number of students placed with business and industrial firms from 1925 to 1928 by land-grant institutions

Manufacturing, professional activities, real estate and insurance, retailing, and banking and brokerage have taken the greatest number of graduates in the largest number of institutions. Farming has scarcely taken any; transportation has taken very few.

The land-grant institutions need to make more studies like the study of public utilities made by Dean C. O. Ruggles and his committee for the National Electric Light Association. Dean Ruggles and his committee devoted themselves to the discovery of the needs of business education in the field of public-service corporations. It might be worth while to quote a summary of the findings.

A very large majority of the utility companies stated that they have had success with college men and a very large majority also stated that the opportunities are sufficiently attractive to warrant college men to prepare themselves for work in the field. Utility executives pointed out some of the deficiencies of college graduates and made some suggestions for the improvement of collegiate education.

The facts submitted show that an increasing number of the graduates of both schools of business and schools of engineering are entering the field of