Cover

pdf iconDownload PDF
 

Title Page, Copyright

pdf iconDownload PDF
 

read more

FOREWORD

pdf iconDownload PDF

pp. v-vi

In 1930 the United States Office of Education published A Survey of Land-Grant Colleges and Universities, the results of an investigation made under the direction of the Office of Education by men and women representing the Association of Land Grant Colleges and Universities. The guiding purpose, faithfully followed in the preparation of the survey...

read more

ACKNOWLEDGMENTS

PALMER O. JOHNSON

pdf iconDownload PDF

pp. vii-viii

The author acknowledges here valuable aid from many quarters, not merely from those who are named on this page but also from the many not individually mentioned. Special acknowledgment is made to Dr. Arthur J. Klein, director of the Land Grant College Survey, through whose courtesy the author was permitted to spend a number of months in the...

TABLE OF CONTENTS

pdf iconDownload PDF

pp. ix-xii

read more

INTRODUCTION: THE SCOPE OF THE VOLUME

pdf iconDownload PDF

pp. 1-4

The land grant institution has made an important contribution to American education in extending to an ever widening group the opportunity for higher education. The most comprehensive study yet undertaken of this branch of our vast system of public education is that conducted a few years ago by the United States Office of Education and published in 1930...

PART I. FISCAL ASPECTS

read more

CHAPTER 1. THE SUPPORT OF PUBLIC EDUCATION IN SEVEN STATES

pdf iconDownload PDF

pp. 5-16

The funds that support our vast system of public education, which is administered by the forty-eight states individually, are derived from many sources. Naturally the several states do not receive the same amounts, nor even the same proportions of their total income from a given source, nor do they apportion their funds in the same way among the several branches of education. It is interesting and illuminating, therefore, to...

read more

CHAPTER 2. FISCAL TRENDS AT THE UNIVERSITY OF MINNESOTA, 1910–28

pdf iconDownload PDF

pp. 17-32

Most state departments and institutions of Minnesota, including the University, have expanded tremendously in recent years. Ultimately, of course, such expansion must cease, for the people's ability to pay taxes has definite limits. Just what the maximum expenditure for public services shall be and when it shall be reached it is difficult to determine in advance...

read more

CHAPTER 3. A COMPARISON OF FISCAL POLICIES AT THE UNIVERSITIES OF MINNESOTA, CALIFORNIA, ILLINOIS, OHIO, AND WISCONSIN, 1925–29

pdf iconDownload PDF

pp. 33-56

In the preceding chapter we saw that certain fiscal trends — some very well defined, others less so — were developing at the University of Minnesota during the two decades following 1910. The question naturally present itself as to whether or not these policies were representative of those among state universities in general. This chapter, in which are compared the fiscal practices of five universities during the five-year period 1925...

PART II. FACILITIES OF LAND GRANT INSTITUTIONS

read more

CHAPTER 4. LIBRARY FACILITIES

pdf iconDownload PDF

pp. 57-75

In his recently published autobiography Dr. William Watts Folwell, first president of the University of Minnesota, describes a small college library of the eighteen fifties. "This consisted mainly," he says, "of old theology books and other lumber, with a sprinkling, however, of some books that a student could use. It was opened once a week by the professor of...

read more

CHAPTER 5. THE FACULTY PERSONNEL OF THE UNIVERSITY OF MINNESOTA

pdf iconDownload PDF

pp. 76-105

It is generally recognized that the effectiveness of educational policies and programs depends largely upon the teaching corps that must execute them. It is difficult, however, to single out and evaluate the importance of each of the many factors that contributes to success in college teaching. Training, experience, scholarship — these are all commonly regarded as significant, but the extent to which each is related to efficiency has...

PART III. ENROLLMENT TRENDS IN HIGHER EDUCATION

read more

CHAPTER 6. RESIDENT AND NONRESIDENT STUDENTS AT LAND GRANT INSTITUTIONS

pdf iconDownload PDF

pp. 106-114

The proportion of students in a land grant college or university who are residents of the state may be regarded as one measure of the extent to which that institution is serving the people for whom it was primarily created. Some interchange of students is of course natural and even desirable, but large migrations suggest that educational facilities in the home state are, in some respects at least, limited. Two types of land...

read more

CHAPTER 7. THE SELECTION OF A COLLEGE

pdf iconDownload PDF

pp. 115-125

In Chapter 6 we considered to what extent students of land grant colleges and universities are residents of the states in which those institutions are situated. The extent to which high school graduates enter other types of higher educational institutions than the land grant is also of interest and significance. The remarkable development of higher education during the last two generations is the result of an even more rapid expansion in the field of secondary...

read more

CHAPTER 8. TRENDS IN ENROLLMENT IN AGRICULTURE, 1902–30

pdf iconDownload PDF

pp. 126-135

It is sometimes asserted that the separate land grant colleges have succeeded better than have the state universities in achieving the objectives originally proposed for the land grant institution. To support this claim comparative enrollments have been cited. The fallacy in this reasoning lies in assuming that all or almost all the enrollments of the separate colleges represent enrollments in agriculture and comparing them with agricultural enrollments in the universities. Actually, the Massachusetts...

PART IV. THE STUDENT BODY OF A LAND GRANT DIVISION

read more

CHAPTER 9. SOCIAL AND ECONOMIC CHARACTERISTICS

pdf iconDownload PDF

pp. 136-156

Since the College of Agriculture, Forestry, and Home Economics of the University of Minnesota may be regarded as a typical land grant division, a study of its student body may appropriately be included in a treatment of land grant college education. For the purpose of obtaining the necessary data for such a study, the economic, social, and educational background...

read more

CHAPTER 10. FACTORS ASSOCIATED WITH COLLEGE APTITUDE AND ACHIEVEMENT

pdf iconDownload PDF

pp. 157-177

The preceding chapter presented a survey of the students of the College of Agriculture, Forestry, and Home Economics at the University of Minnesota from the point of view of their social and economic backgrounds and of certain phases of their personal histories. In this chapter some of these data are correlated with measures of college aptitude and with scholastic success. The relation of aptitude to actual achievement, and...

PART V. THE HUMAN PRODUCT

read more

CHAPTER 11. SOME ASPECTS OF THE SOCIO-ECONOMIC AND EDUCATIONAL HISTORY OF MINNESOTA ALUMNI

pdf iconDownload PDF

pp. 178-191

A large part of the survey of land grant institutions made by the Office of Education dealt with the machinery of these institutions, but some information was collected about the product, the men and women who have attended them. It is this information and certain general conclusions based upon it that the remaining chapters of this volume present. This chapter includes data concerning (1) the birth, nativity, age at entrance, and extent of training of graduates of the University of Minnesota and of...

read more

CHAPTER 12. OCCUPATIONAL HISTORY OF UNIVERSITY OF MINNESOTA GRADUATES

pdf iconDownload PDF

pp. 192-229

It has always been held to be the right of every American to decide for himself how he shall make his living. The practical application of this principle is attended by many difficulties, however. To an ever increasing extent there are wide discrepancies between the number of positions available at a particular moment and the number of persons trained to fill those...

read more

CHAPTER 13. FINANCIAL STATUS OF GRADUATES AND NONGRADUATES OF THE UNIVERSITY OF MINNESOTA

pdf iconDownload PDF

pp. 230-259

In our discussion of factors in the selection of the initial position (see pages 219 to 222) we found that economic advantages had less influence on occupational selection than one might expect. To consider financial return as of chief importance in selecting an occupation would probably be a shortsighted policy, but to dismiss it entirely would certainly be just as shortsighted. The present study considers the annual earned...

read more

CHAPTER 14. FARMING AS A PROFESSION

pdf iconDownload PDF

pp. 260-271

It is the opinion of some persons that our agricultural colleges are concerned primarily with training their students for careers other than farming — that most farm boys who enter these colleges do so in order to learn a profession that will enable them to leave the farm. Our chapter on the occupations of university graduates shows, however, that although graduates of agricultural colleges enter many different types of agricultural...