jLfl 334 1921 Copy 1 REPORT ON THE NEW MEXICO STATE EDUCATIONAL INSTITUTIONS TO THE ^/-^l ^ I NEW MEXICO SPECIAL REVENUE COMMISSION BY WILLIAM C. BAGLEY, Ph. D. Professor of Education, Teachers' College Columbia University FEBRUARY, 1921 REPORT ON THE NEW MEXICO STATE EDUCATIONAL INTSITUTIONS AND THE GENERAL EDUCATION SYSTEM OF NEW MEXICO BY W. C. BAGLEY, Ph. D. of the Teachers' College Columbia University With Letters From PROFESSOR E. P. CUBBERLY and PROFESSOR GEO. D. STRAYER TO THE NEW MEXICO SPECIAL REVENUE COMMISSION SANTA FE, FEBRUARY, 1921 (^^ Printed by The Santa Fe New Mexican Publishing Corporation Santa Fe, New Mexico LIBi=?ARY OF CONGRESS ?^'"".'vi;'5 FEB281921 DOCUMENTS DIVISION ^ <>-. 1^ o f. TABLE OF CONTENTS. Page Foreword 5 Introduction 9 School Population 10 Teaching Population 11 State Higher Institutions 21 Normal Schools 21 University 29 School of Mines 32 College of Agriculture and Mechanical Arts 33 Military Institute 37 Reorganization Possibilities 37 One Institution 45 Two Institutions , 48 Three Institutions '. 49 Letter of Dr. Cubberley 55 Letter of Dr. Strayer 59 Appendix '. ■ 60 FOREWORD. The Revenue Commission in concluding its work presents herewith a report of Professor William C. Bagley on the edu- cational situation in New Mexico, and its state educational in- stitutions. Every legislature is confronted with the problem of pro- viding for the constantly increasing needs of these institu- tions.^ This problem as now presented to the legislature may be said to be critical, but the demands of the institutions, as shown by the budget, and the difficulty of meeting these de- mands were never so great as at the present time. It is very difficult under prevailing conditions for anyone in the state to fairly judge questions of institutional reorgani- zation. Members of the legislature from Silver City, Las Cru- ces, El Rito, Socorro, Albuquerque, and Roswell are elected with the express or implied mandate of their constituents that one of their first duties is to see to it that they get their share of appropriations for the institutions located in their respective districts. For the institutions located in these seven toAvns there was appropriated for the last biennium the sum of $755,- 825.45, and for the same institutions the requests for appro- priations for the next biennium amount to $2,327,022.82. It is, of course, out of the question that all of these requests should, even under favorable conditions, be granted. But it is true that most of these estimates submitted by the sponsors of the various institutions are not unreasonable if the institu- tions as now organized and located are to be properly provided for. To properly provide for them is, of course, quite imposs- ible. With our other governmental burdens there is not enough taxable wealth in the state to do so. That this is a fact has already been clearly demonstrated. Whether or not a reorganization of these schools can be effected which will insure a better return to the taxpayers, upon the investment they are making in their maintenance, is a question which has been perfunctorily discussed for many years. It has never been definitely and clearly investigated. No such investigation has ever before been seriously initiated. But there is a clear and incisive demand that the matter be vigorously and honestly examined into, so that the people and their representatives may knoAv where and how we stand. We are faced with the alternative of continuing these in- stitutions in their present status which, as regards the most of them, is quite unsatisfactory, or of finding some way of chang- 6 REPORT ON NEW MEXICO ing the status so that with the resources available they may be made to show an adequate return on the investment. It was in a sincere endeavor to meet this demand, and to define the issue that the Revenue Commission secured the serv- ices of Dr. Bagley for the investigation which has resulted in the present report. There is no one in the country better quali- fied than he to pass upon the question, and nothing that I could say would add anything to the force of his statements. Professor Bagley has made it clear in the beginning of his re- port that his work here should not be looked upon in any sense as a "survey," which would require a much longer time than that for Avhich we were able to secure his assistance. His work may, perhaps, properly be called a diagnosis, after consultation with other eminently qualified judges, of our present troubles. He suggests three alternative plans for a remedy. That he has made a very careful study of our situation as a whole is clearly apparent from the report itself, and the fact that he spent but a short time on the ground will not militate against the soundness of his conclusions. What is particularly significant about the report is that it treats the question of our higher educational institutions from the standpoint of their maximum usefulness as integral parts of the general educational system of the state. That the state's taxpaying ability insofar as it is available for educational pur- poses should be used first and foremost for the best possible primary education of our children in rural, graded, and high schools seems clear. Viewed from this standpoint, — and it is a sensible and conservative standpoint, — the questions as to pos- sible reorganization or centralization of our present institu- tions become at once less complex and confusing. We have a definite goal to aim at- — one that can be reached with the strength and resources at our disposal. Professor Bagley frankly states his firm conviction that the most fundamental of all educational problems, in any state, is the provision of competent teachers for the lower schools, and admits that his judgment in this respect may be questioned. The more one studies the problem in this state, the more one must be convinced that so far as we are concerned the sooner Ave come to the same conclusion, and bend our energies toward solving the problem, primarily from that angle, the bet- ter it will be. This does not mean — nor does Prof. Bagley so intimate — that we should not constantly bear in mind the ac- companying development of academic and professional schools in connection with a university. On the contrary he points out very clearly how this may be most effectively accomplished with the resources at our disposal. Only, he says — and this, I am sure, is true — the training of teachers for our lower grades EDUCATIONAL INSTITUTIONS 7 should be the central motive in plans for the reorganizing of our state educational institutions. There has been introduced in the legislature by Senators Hedgecock and Brickley, a Republican and a Democrat, the fol- lowing joint resolution : "Be it resolved by the Legislature of the State of New Mexico that Section 13 of Article XII of the Constitution be amended to read as follows: "The Legislature may provide for the merger, consolidation, change of location, management and control of State Institutions and State Educational Institutions." Sections 11 and 12 of the same Article confirm as state educational institutions the nine institutions as they are now established. Section 13, as now drawn, provides for the con- trol and management of these institutions by a board of reg- ents for each institution. The proposed amendment is absolutely essential as a pre- liminary step toward the consideration of any change from the present status of these institutions, either along the lines sug- gested by Professor Bagley, or along any other lines. Neither the passage of this joint resolution proposing the amendment, nor the passage of the amendment would bind the legislature to any particular course in connection Avith any re-organization of our institutions. What it would do woulcl be to give to a future legislature the power to effect such changes in the ad- ministrative program of our state educational institutions as they may decide are necessary. It is both a condition and a theory that confront us. The condition is that we have a system of state educational institutions which cannot be properly provided for in their present status. ^ The theory is that they must not only all be maintained in their present status, but by means of greatly increased appro- priations be given the power to become actually efficient for the purposes for which they were founded. If power be given the legislature, through a constitutional amendment to reorganize these institutions, or some of them, an effective reorganization can be brought about if there ac- tually be a determination to bring it about. It can never be brought about unless the controlling motive in considering the question be to actually co-ordinate the state 's system of higher education on state-wide lines. If it be determined that such a change is not desirable, and that the present situation is to be indefinitely maintained — then none of the institutions as at 8 REPORT ON NEW MEXICO present established should be penalized because they have been efficiently and successfully administered. In addition to the letter of Professor Bagley, is published, a letter from Professor E. P. Cubberly, who is Professor of Ed- ucation at Leland Stanford Junior University, and another from Professor G. D. Strayer of Columbia University, both con- firming in practically every respect Professor Bagley 's views. Both of these gentlemen are well known as authorities on subjects of Educational Organization. In addition to many works on these subjects. Professor Cubberly recently drafted a Report of the Special Legislative Committee on Education of the State Legislature of California which is a masterly pre- sentation of the subject. H. J. IIAGERMAN, Chairman of the New Mexico Special Revenue Commission. Santa Fe, February 15, 1921. EDUCATIONAL INSTITUTIONS 9 REPORT ON NEW MEXICO EDUCATIONAL INSTITUTIONS. December 18, ]920. The New Mexico Special Revenue Commission, Santa Fe, New Mexico. Gentlemen : On the invitation of Mr. H. J. Hagerman, Chairman of the Special Revenue Commission, I spent the period between Octo- ber seventh and October fifteenth, inclusive, in a study of the higher state educational institutions of New Mexico. I visited the following schools : the State Normal University ; the Uni- versity of New Mexico ; the State School of Mines ; the State Agricultural College ; and the State Normal School at Silver City. I also visited Santa Fe for the purpose of conferring with the State Superintendent of Public Instruction. My trip through New Mexico was personally conducted by Mr. R. F. Asplund, Secretary of the Special Revenue Commission, who showed me every possible courtesy and whose intimate know- ledge of the state and of its educational problems was of very great value in orienting me in the work that I was asked to do. I interpreted my mission in New Mexico to be that of ex- amining the hi§lier institutions with especial reference to the service that they are rendering to the State as a return upon the investment that the taxpayers are making in their main- tenance. My work should not be looked upon as in any sense a "survey" of these institutions as this term is now used in educational discussions. An adequate survey would require at least tAvo or three months' study of the situation on the ground, and perhaps as long a time in the preparation of a report. I spent in the State onl^^ eight days in all, and my study of the several institutions was necessarily limited to the collection of information that could be gathered quickly. I have had at hand in the preparation of my report, of course, additional data fur- nished by the schools' publications and by correspondence. What I have to say is confined chiefly to the "reactions" of an outsider who is somewhat familiar Avith the general problem of higher and professional education and who is interpreting the specific facts presented by New IMexico's higher institu- tions in the light of this general information. In the report, I shall first summarize my impressions of the general educational situation in New Mexico, for it is clear that the special problems of the State's higher institutions cannot safely be separated from the larger problem which in- volves the entire educational system of the commonAvealth. 10 REPORT ON NEW MEXICO 1. THE SCHOOL POPULATION. New Mexico, with a total population of 360,000 (1920 cen- sus) had, in 1917, a school population (all persons between the ages of five and twenty-one years) of 106,310 (U. S. Com. Re- port 1917-18). The average daily attendance in public schools was 62.9% of the enrollment. The public high schools, in 1920, graduated from their four-year courses 452 pupils. It is clear, then, that the number of New Mexico children prepared for higher instruction each year is relatively small. Proportionately to the total population, New Mexico may be compared with the following states : Population H. S. Graduates Proportion (1920) (1916) 1000 Pop. New Mexico 360,247 334 0.90 Arizona - 333,273 330 0.99 Colorado 939,376 2387 2.5 Idaho 431,826 1072 2.4 Montana 547,593 851 1.5 Utah 449,446 804 1.8 Nevada 81,875 121 1.4 Wyoming 194,402 327 1.7 (Note : 1916 is the latest year for which data from all of these states are available.) The high schools of the state seem to be relatively less well developed than in the other Mountain states. The rank of New Mexico among all of the states in proportion of high school en- rollment to total school enrollment is very Ioav — fourth from the bottom of the list. The graduates from New Mexico high schools under present conditions, indeed, would be very thinly spread among the State's collegiate institutions, even if all of these graduates went on to higher education and attended the degree-granting colleges of their own state. If this situation were to be long continued — if the general population should be thought of as growing slowly and the proportion of high school graduates to the total population as remaining relatively stationary — its bearing upon the question of the consolidation of the higher institutions would be obvious. There w411 be a limit, of course, to the state's population. It is possible that New IMexico will at some time in the future sup- port a population three or four times as large as the number of people now residing within its borders. But even accepting this as a reasonable prediction, the increase is likely to be slow. Passing to the question. Will the proportion of high school graduates to the general population remain stationary? a clear- EDUCATIONAL INSTITUTIONS 11 ly negative answer is justified. The tendency throughout the country for thirty years has been very decidedly toward larger high school enrollments and proportionate increases in the number of high school graduates. I was informed by State Superintendent J. H. Wagner that the number of pupils com- pleting the eighth grade of the elementary schools of New Mexico had practically doubled within two years. The number for 1920 was 2202. With increased high school facilities, it is not too much to expect that New Mexico within a few years will graduate from 800 to 1000 pupils annually from its high schools, and the number may rise Avithin three decades to 1200 or 1500 even without large increases in the total population. On this basis, entering classes of 700 or 800 for the state 's high- er institutions could be reasonably predicted. These estimates leave out of account students coming from other states. It is clear, however, that these will be partially balanced by New Mexico students going elsewhere. In any case, it would be unwise to judge of the demand for higher edu- cation in New Mexico during the next three decades either by the very small enrollment of the collegiate institutions today or by the relatively low proportion of high school graduates to the general population. The forces that have worked for larger high school enrollments in Arizona, Wyoming and Utah will come soon to work for larger enrollments in New Mexico. In- deed, the recent remarkable increases in the number of ele- mentary school graduates is q^uite conclusive evidence that a gratifying era of educational development for New Mexico lies within the immediate future. The high school situation also involves another problem in connection with the higher institutions — namely, the justifi- cation of preparatory or secondary departments in connection with the colleges. I shall refer to this in some detail later. Here it is sufficient to point out that New Mexico is still very weak in its provision of high school facilities. Those interested in higher education in New Mexico might well make it one of their first aims to direct the attention of the people of the state toward plans and policies for the encouragement of high schools. States that are similarly situated have met this prob- lem, and in one way or another, have taken steps toward its solution. The rural high schools of Idaho and the county high schools of Montana and Colorado are cases in point. II. THE TEACHING POPULATION. Quite the first business of the state's higher institutions is the preparation of competent teachers for the public schools. To gain even a superficial understanding of the problems of 12 UEPORT ON NEW MEXICO higher education in a state, then, one must know something of the personnel of the public school service, especially the salient facts regarding preparation, tenure, and annual "turn- over." This is important from the point of view of the teacher training function of the colleges and the normal schools; it is equally important from the point of view of the general effi- ciency of the higher institutions — for such efficiency depends in part upon the thoroughness with which the lower schools do their work. The teaching population (elementary and high schools) was reported to me by State Superintendent Wagner as 2,760 for the school year 1920-21. The distribution* among schools is as follows : One and two room schools : (Rural schools and some village schools) 843 Other village, town and city elementary schools 1,643 High Schools 274 2,760 These teachers are licensed under various forms of certifi- cates, the distributionf of which is as follows : Teachers holding first grade certificates or better _ 1,899 Teachers holding second grade certificates 462 Teachers holding third grade certificates 216 2.577 The large proportion of teachers holding the higher grades of certificates is especially significant. The counties vary wide- ly in this respect. In Eddy and Chaves counties, all teachers hold first-grade certificates or better — a remarkable showing, especially in view of the shortage of trained teachers that has prevailed throughout the country since 1917. Grant, Hidalgo. Luna, McKinley, San Juan, De Baca, Curry and Otero also make excellent records. The low-grade certificates are found in largest numbers in San Miguel, Guadalupe, Mora and Union; while Torrance, Socorro and Valencia occupy a middle ground. These facts have a close bearing upon the teacher-training * This distribution is only approximate and is based upon the teaching positions listed in the New Mexico Educational Directory for 1919-20. t The distribution is based on data furnished by Mr. R. F. Asplund. The discrepancy between the totals in this and the preceding table is doubtless to be explained by the fact that a number of teachers hold special licenses while others are teaching on provisional "permits." EDUCATIONAL INSTITUTIONS 13 problem. Certainly the time should not be far in the future when the state of New Mexico can dispense entirely with the services of low-grade, untrained teachers. Two-thirds of all teachers now hold first-grade certificates or better, and one- half of those holding first-grade certificates have been granted these credentials on the basis of work done in normal schools and colleges ; — in other words, more than one-third of the teach- ers now employed have had some measure of advanced insti- tutional training in preparation for their work. The State Superintendent, in response to one of my questions, gave it as his opinion that the state is now in a position to demand insti- tutional training of all teachers. This would bring New Mexi- co into line with the most progressive of the Rocky Mountain and Pacific Coast states. If the training of all teachers is to be placed on an insti- tutional basis, the question arises. What level of educational at- tainment should that basis represent? Let me refer again to the fact that more than one-half of the first-grade certificates are now granted on the basis of credits earned in normal schools and colleges. Let me also emphasize the fact that the scale of salaries for all teachers in New Mexico has been measurably advanced within the past three years, and that, with the return of living costs to a normal level, the State will be justified in raising very significantly the standards of admission to the public school service. Finally let me refer to the fact that a substantial increase in state-wide standards at the present time would be seriously felt only in a half-dozen counties in the northeastern section of the State- — for in practically all of the remaining counties the great majority of the teachers already represent a fairly high level of education and training. Under these conditions, I should urge the serious consid- eration of the following policy: 1. The abandonment of the present third-grade certificate within two years ; the granting or rene^^'al of third-grade cer- tificates for the year 1921-22 to be conditioned on six weeks' at- tendance at one of the two normal schools in the summer of 1921. 2. The provision of a temporary certificate good for one year only and granted on the basis of a minimum of one year's high school work plus a minimum of six weeks' professional training in a normal school. This minimum standard shotuld be held to for only one year. The term of all such certificates should expire automatically in June, 1923. 3. Beginning with the school year, 1923-24. the require- ment of a two-year high school education plus three months' professional training in a higher professional institution. By operating the normal schools for a three months' summer term 14 REPORT ON NEW MEXICO in 1922 and 1923 it would be possible to meet the needs of the teachers who had the two-year high school preparation, but who lacked the professional training, 4. Beginning with the school year, 1924-25, the require- ment of a three-year high school education plus nine months (one school year) of professional training in a higher profes- sional institution. 5. Beginning with the school year 1926-27, the require- ment of a four-year high school education plus two years of professional training in a higher professional institution. It would thus be practicable within seven years to raise the level of the public school service in New Mexico to the plane now recognized as constituting the lowest acceptable minimum for teachers of any grade ; namely two years of professional preparation upon the basis of a four-year high school education. I should earnestly recommend the requirement of four years of preparation on the collegiate level not later than 1930. The chief difficulty in setting this standard in New Mexico is the rural school situation, and yet, in several counties, each having a large number of schools in the open country, the one- year and two-year standards have already been closely ap- proached. The problem can be solved. For the sake of New Mexico's children its progressive solution through a ten-year program, should in my judgment, be the first large step that the State takes toward the betterment of its school system. I am aware of the difficulties imposed by the Spanish- American schools in the rural districts — 'difficulties that com- plicate the educational problem in New Mexico in a measure perhaps unapproached in any other state of the Union. I am also aware that the State inherited this problem from the long territorial years during which the Federal government neglect- ed its plain duty of assimilating the population that it acquired through the treaty of Hidalgo Guadalupe. But all this does not lessen the need for better schools and for better teachers in many of the village and open-country schools of New Mexico. I learned that there are rural schools in New Mexico, the teach- ers of which have had only sixth grade education. One of these schools I personally visited. In several schools, the English language is practically unheard; in many it is very inadequate- ly taught as a "foreign language." I quote from the manu- script report of one of the rural school supervisors, dated Octo- ber 3, 1920 : "In spite of all efforts a large numbei' of teachers are still conducting all of their work in Spanish, and as a con- sequence the children know little or no spoken English. Many of the progressive Spanish-speaking people have ex- EDUCATIONAL INSTITUTIONS 15 pressed their dissatisfaction with conditions in this re- spect, and have earnestly requested that they be supplied with teachers who will teach their children to speak Eng- lish. The practice of translating everything into Spanish is working an irreparable injury to the children. So long as they know that all their school work and all directions given in the school room will be translated into Spanish there is but little incentive to learn English, and they see no real necessity of applying themselves in order to learn the spoken language. The teachers of our town and city schools made this discovery long ago. They confine them- selves to the English language and give no translation and, as a result, a few weeks after entering school their little folks are able to understand and to make themselves understood in English, and at the end of a few months they speak the language fairly well. If a teacher can be induced to confine herself to the English while in the school room, she accomplishes more in a few weeks than she does in ten years through translation. In some m- stances I have worked with teachers until a great im- provement was evident ; but upon returning to the schools a few weeks later have found that they have gone back to the old practice of translating as this is much easier than to teach the children to understand and to speak English ****** ''As all of our schools are not yet supplied with teach- ers, I am unable to tabulate information in regard to the grade of certificates held but I believe that our rank will be much lower than it was last year. It has not been a difficult year to secure teachers, but w^e have many teach- ers who are teaching on permits. I should strongly recom- mend that no one be given a position unless he holds a certificate at the time he is employed. There are several young girls teaching who failed to secure certificates at the August examination and who received such low aver- ages that it is almost a certainty that they will fail in Oc- tober. They will either have to continue teaching without certificates or other teachers will have to be secured to take their places. In either case the effects will be bad for both teachers and children. These girls told me that if they had not secured schools this year they would have attended school, and I believe that by next year they could have qualified for second grade certificates. We have one teacher who, so far as I can learn, has never held a certi- ficate. This summer he attended summer school ten days and failed as usual at the August examination. We still have several men teaching who do not understand enough 16 REPORT ON NEW MEXICO spoken English to enable them to take instruction in methods in the English language, and who could not con- fine themselves to English if they desired. The condition of our schools is, I firmly believe, keeping out many well- to-do progressive English-speaking people. Many men have told me that they would like to rnake permanent homes here. They think it a splendid opportunity for their children to learn Spanish but they do not want them to acquire a knowledge of the language at the expense of their English education; so they are opposed to placing them in schools in charge of teachers who speak very poor English and who conduct their schools in the Spanish language. We have two Spanish-speaking girls teaching in English-speaking districts this year, and they are giv- ing splendid satisfaction ; but they both speak good Eng- lish and are conducting their schools in English. We have lost several of our best teachers this year. In several eases they gave as their reason for leaving us that we did not have sufficient school furniture, equipment or conven- iences in our schools. ''Having gathered information from every possible source, I believe that we rank lower than most other coun- ties in the State in the grade of certificates held by our teachers, in school room furniture and equipment and in the knowledge of spoken English which our children possess." In all probability, the problem of the Spanish-American rural districts cannot be permanently solved until each isolated school has its teachers' cottage where the two or three teachers employed in the school can live in some measure of comfort, or where a man and his wife can make a comfortable home. In the northwestern states, especially Washington, this policy of providing ''teachorages" for the open-country schools is gi'ad- ually transforming these isolated posts into attractive positions in which good teachers are willing to serve for extended periods of time. But pending this solution of the problem in New Mexico, there would seem to be no good reason why the obstacles that block educational advancement in certain limited sections should be permitted to check progress throughout the State. Assuming that the preparation of all teachers is to be placed upon an institutional basis and within a few years upon a collegiate basis, it is necessary to answer the question. What will this mean to the State in cost of preparing a sufficient number of teachers to meet these higher standards? This leads to a consideration of the annual "turnover" in EDUCATIONAL INSTITUTIONS 17 public school service. The State Superintendent reports the annual turnover in the rural school service to be one in three. The percentage this year for twenty of the twenty-seven coun- ties in the State appear in the following table, furnished by the State Superintendent 's office : County Percentage New Teachers Employed, or Turnover Bernalillo 18% Chaves : 50% Colfax 40% Curry De Baca 46% Dona Ana 38% Eddy 35% Grant : 50% Gruadalupe ; Hidalgo 72% Lea 52% Lincoln 17% Luna 50% McKinley 49i^% Mora Otero 50% Quay 40% Rio Arriba 33^^ Roosevelt Sandoval 33% San Juan 35% San Mig^iel Santa Fe 20% Sierra Socorro Taos 13% Torrence 50% Union 51% Valencia If the average turnover be 33 1-3 per cent, the estimate given to me by State Superintendent Wagner, the number of new teachers needed for the rural schools each year upon the present population-basis would be approximately 185. To pro- vide for all contingencies, let us place the number at 200. Town and city elementary teachers usually serve much longer than rural school teachers. Taking the country as a Avhole, the average term of service I have estimated as about nine years. Li New Mexico the term is probably shorter, inas- 18 REPORT ON NEW MEXICO much as about one-half of the town and city elementary teach- ers come from other states and "move on" after remaining in New Mexico for a year or two. This migrating character of the teaching personnel is unfortunate for the New Mexico schools for it means that large numbers of teachers have no vital interest in the State and its problems. One way to correct this defect is to prepare a larger number of New Mexico young- people for this service. This policy, State Superintendent Wag- ner assured me, would do much to stabilize the sendee and to extend the average professional "life" of the teacher. I have estimated the annual "turnover" in the town and city elementary schools at one in seven. The State Superin- tendent's office has recently informed me that the turnover in this branch of the service last year was almost exactly this — fifteen per cent. If this proportion be taken as represent- ing the normal "turnover," the number of urban elementary teachers needed annually on the present population basis would be in the neighborhood of 236 — let us say 250 for good measure. High school teachers' tenure is extremely variable in the different states. In New Mexico, the period of service is ap- parently longer than in most states- — a "turnover" of one- tenth is reported by Mr. Wagner. This means that about 27 new high school teachers are needed each year. There is here, how- ever, the need of a predictable increase to be taken into con- sideration, and the number that will be required each year for the next decade may safely be placed at 40. One can look forward, then, to a maximum of 200 rural school teachers, 250 graded school teachers, and 40 high school teachers needed each year on the present population-basis as recruits for the public school service — a total of 490 in all. The population will increase, of course, but with a thor- ough-going program for the more extended preparation of teachers there is no reason to believe that this number of re- cruits needed for the public school service will be greatly aug- mented during the next few decades (except possibly for the high schools), for it is a fairly well established law that leng-th of service increases with length of training — hence the propor- tion of new teachers required each year will actually decrease and even the numbers themselves may decrease as the require- ments for admission to the service are advanced and the aver- age tenure of the individual teacher is extended. It should also be said that the above estimates represent a maximum rather than a minimum of expectancy, and it should be further said that the estimates leave out of account the teachers who may come from other states. It should not be an impossible task for the normal schools of New Mexico to prepare 200 teachers each vear for the rural EDUCATIONAL INSTITUTIONS 19 school service and 250 for the graded school service, requiring from each four years of high school preparation for entrance to the higher institution and graduating certificated teachers only after a minimum of two years of specialized preparation for the important service that they are to enter. This would mean an enrollment in teacher-training courses of about 950 students. It would mean entering classes of approximately 500 students and here the chief difficulty will lie, for this is more than the present total output (452) of four-year high schools in New Mexico. The difficulty, however, is more apparent than real. Until the local and county high schools are in a position to con- tribute a larger number of entering students, the teacher-train- ing institutions themselves will be justified in supporting as they do now secondary or preparatory departments which will attract large numbers of pupils from districts where high school facilities are not now available. The cost to the State of carrying out such a program of teacher-preparation would of course exceed what the State is now spending for teacher-training ; — but it should be remem- bered that, under its present expenditures, it is adequately pre- paring only a handful of teachers. The per capita cost of in- struction in teacher-training institutions of the type that I have in mind will be about $400 annually exclusive of whatever pay- ments are made for transportation of students to and from their homes. The institutions would enroll in all 950 students ; thus the annual cost of maintenance would be $380,000. Today the normal schools have a combined annual budget about one-third as large as this but they are not preparing one-tenth of the teachers that the State needs. By effecting in them and in other state-supported institutions economies the nature of which Avill be suggested later, the State, without seriously in- creasing its tax-burden, could step forward to this ncAv level in the discharge of what is clearly and indisputably its most important function — the preparation of teachers for its public schools. There is another fact in this connection that deserves large emphasis. The program that I have suggested, if properly worked out and administered, will increase beyond all measure the efficiency of the public school system. This, in turn, will be reflected in the students who go on to the higher institutions, and the institutions themselves "sHll be in a position to do much better work and to make a larger return to the taxpayers through the actual service rendered to the State by their gradu- ates in all departments. I should not wish to conclude this phase of the discussion without again emphasizing my belief that the minimum of two years beyond high school graduation that I have referred to as 20 REPORT ON NEW MEXICO the lowest acceptable standard in the preparation of teachers should be extended to three and ultimately to four years. Pro- gressive states are already planning for such extensions. Cali- fornia will soon go to the four-year basis ; New York will pass within a year to a three-year basis with the prospect of a speedy advance to the four-year level ; Washington is considering simi- larly progressive policies ; New Mexico will wish, I am sure, to do no less for its children once the value of a more extended preparation for public school teachers has been clearly dem- onstrated. The preparation of high school teachers has until recently been looked upon as a function of the liberal arts colleges rather than as a function of the normal schools. The present tendency among students of the problem is to minimize distinc- tions between the elementary and high school teachers and to insist that all teaching positions in the public school service be recognized as of equal significance. I have just referred to a parallel tendency in some of the progressive states to extend the period of training for elementary teachers and to adopt policies looking toward the time when all teachers will have a minimum of four years' preparation beyond high school gradu- ation. Other states have anticipated this movement by permit- ting their normal schools to offer four-year programs for the preparation of high school teachers. This last policy involves dangers that demand serious con- sideration. The most significant of these is that the normal schools in their effort to prepare high school teachers will ne- glect the more important service of preparing elementary teach- ers. The ideal of equal training for both types of teachers is, in my judgment, worth striving to attain at the earliest pos- sible moment; but in some of the states where the normal schools have undertaken the preparation of high school teach- ers the advancement of the requirements for elementary teach- ers has been actually delayed, the courses for the elementary teachers have been neglected, and students have been either pointed away from the elementary service or encouraged to use it as a stepping-stone to high school appointments. Wherever normal schools can profitably offer well con- structed three-year and four-year programs for elementary teachers, there would be certainly no danger and conceivably large advantages in also offering four-year programs for pros- pective secondary teachers, provided, of course, that they are equipped and staffed to undertake this additional work. There are undeniable advantages in having all types of public school teachers prepared in the same institution ; and there is an ob- vious injustice to the elementary school service in having the EDUCATIONAL INSTITUTIONS 21 normal schools which prepare for that service rated lower than any other group of professional institutions. Under present conditions in New Mexico, the preparation of high school teachers is distributed among the four institu- tions — the University, the .College of Agriculture, and the two normal schools. No one of these institutions is adequately equipped to render this service. In a later section of this re- port, I shall make suggestions looking toward possible solutions of this problem. III. THE STATE HIGHER INSTITUTIONS. A. The Normal Schools. 1 visited the normal schools at Las Vegas and Silver City, spending a day and a half at the former and a day at the latter. In view of the brevity of these visits it will be understood, of course, that my remarks regarding the schools and their work should be looked upon as impressions rather than as final judg- ments. In each school I examined the students' records; in- spected the plant ; ^'isited classes ; and conferred with the presi- dent and with certain instructors. At Las Vegas I met with the board of trustees and discussed problems of normal school ad- ministration. At Las Vegas, also, I visited two neighboring rural schools for the purpose of gaining an idea of the problem of preparing rural school teachers. The State Normal University. The origin of the name "university" as applied to this institution I did not learn. I surmise that it was in imitation of the Illinois State Normal University. The latter school was founded in 1852 and as- sumed the title in order to take advantage of the Congressional act donating a substantial acreage of public land to each state carved out of the national domain for a "university." Both in Illinois and in New Mexico, of course, the designation is a mis- nomer. The New Mexico State Normal L^niversity is fairly well lo- cated in the sense that Las Vegas is accessible to students from the Northeastern part of the state, and apparently as conven- iently accessible as is any tOAvn of its size to the North Central and Northwestern parts. The townspeople seem to be very well- disposed toward the normal school. The plant is well located within the town, and, with the completion of the new building, would doubtless be adequate to the needs of the academic and theory classes. The training school, however, is not sufficiently well housed or equipped and is far too small to serve as a laboratory for the normal school should the latter attempt to supply the teachers that it should supply now — much less those that the program set forth above 22 REPORT ON NEW MEXICO would require from it. At the time of my visit the training school enrollment was 190 and the average daily attendance 163. There are six class-rooms and the aim is to have about 30 pupils in each room. I was informed by the director of the training department that not more than 20 normal school students are now given practice teaching in this school during the year. The enrollment of training school pupils is adequate to this small number of student-teachers. It is clear, however, that the school should prepare far more than 20 competent teachers a year. If, as we have suggested, the state were to prepare all of its elementary school recruits in the two normal schools, each of these institutions would have to turn out each year 225 graduates. To supply the lowest acceptable minimum of practice for each of the students and at the same time not do an injustice to the pupils in the training school, there should be available for training school purposes at least 1,000 children. To meet this need by far the best plan would be to organize all of the elementary schools of Las Vegas as a laboratory of the normal school. Plans of this sort have been worked out with notable success in connection with the state normal schools at Dillon, Montana; Gunnison, Colorado; Albion, Idaho; and else- where. Even if the Normal School at Las Vegas undertakes nothing more than it is now doing, more abundant practice fa- cilities are necessary. The only students now having the privr ileges of actual teaching practice are the second-year students of the two-year collegiate curriculum. The first-year students and those enrolled in secondary and elementary classes are given no opportunity to gain initial skill in teaching under com- petent supervision although many of them are permitted to teach, even immediately after completing eighth grade work. It is needless to say that boys and girls so immature and so limited in their educational equipment as are eighth grade graduates should not be licensed to teach. As long as this con- dition exists, however, it would seem to be incumbent upon the normal schools to let them learn a little about the art of teach- ing by practicing that art at the normal school under very careful supervision. I can see no justice in the contention that the training school pupils must not be subjected to such imma- ture teaching when these child-teachers are permitted to go into isolated rural schools and undertake teaching under condi- tions infinitely more difficult and with consequences far more disastrous to the pupils who are "taught." If this position is granted with reference to the eighth grade graduates, its justification is equally clear with reference to the students and graduates of the high school department of the normal school who are now sent into the rural schools as EDUCATIONAL INSTITUTIONS 23 teachers without any preliminary practical training. Since 1901, the students graduating from the high school department at Las Vegas have aggregated 315 in number, and of these 166, or more than one-half, have at once gone as teachers into one- room or two-room schools. Out of 42 graduates last June, 23 are now in the rural school service — and with substantially no training of a practical sort. It would be thoroughly feasible for the normal school to organize a system of participation in class-room teaching that would be extremely helpful to these young students ; but such a system would require a much larger training school enroll- ment than is noAv available. A larger training school enroll- ment would also be required if the state should decree that teachers should no longer be licensed on the basis of so slender an equipment as these high school students and graduates rep- resent. In either event, then, the Normal School needs more extended practice facilities. The enrollment of students on the collegiate level in the fall of 1920 was : Freshmen 27 Sophomores 24 Juniors 2 Seniors 3 The graduates from collegiate classes in 1920 numbered 31 ; of these 30 are teaching. In 1919, the graduates numbered 6, of whom all entered the public school service. It is clear, then, that the State Normal University is sending its graduates into the public schools in a most commendable proportion. The institution confers upon students who have completed the first two years of work on the collegiate level the degree of Bachelor of Pedagogy, and upon the completion of a third year, the degree of Master of Pedagogy. It is hardly necessary to say that the practice of offering a Bachelor's degree for any work that falls short of the standard four years of resident study based upon graduation from a four-year high school, or the Master's degree for less than five years, is to be condemned in the strongest terms. Such degrees havfe long been discredit- ed in the better normal schools. This is not to say that normal schools should not be rated as "colleges" in so far as they require for admission to colle- giate curricula four years of high school preparation; nor does it mean that normal schools should not offer degrees upon the basis of full four years' residence. Whether the New Mexico normal schools should provide four-year curricula leading to the Bachelor's degree under present conditions is a problem that will be discussed later in this report. 24 REPORT ON NEW MEXICO The records of the State Normal University, in so far as I could determine by a brief examination, were in excellent con- dition. Students are not registered for work of collegiate grade unless they have collegiate standing, and the high school cre- dentials of such students are on file and readily accessible. The curricula of the normal schools at both Las Vegas and Silver City need thorough-going revision. The elective priv- ileges are, I believe, far too elastic for professional institutions that aim to prepare recruits for types of service the demands of which are in general clearly predictable. The required sub- jects are not, in my judgment, the best that could be chosen. Well organized relations between subject-matter departments and the training school are not in evidence. In neither school are there special facilities for the preparation of rural school teachers although both schools send large contingents of re- cruits into the rural school service. In connection with neither school did I find rural training centers or well organized de- partments dealing with rural school problems. It is my judgment that, irrespective of the adoption or re- jection of the program that I have suggested for the extension of the period of training, the curricula of the normal schools should be subjected to a searching revision. To this end, I strongly urge that the faculties of the two schools meet in con- ference at Albuquerque or Santa Fe during the first week of the next school year and attack this problem. After prelimi- nary discussion, committees could be appointed to work during the follow^ing year. A second conference could be held at the time of the annual meeting of the State Teachers' Association, and a third conference at the close of the year when a report of recommendations could be adopted for presentation to the governing boards of the institutions. The authorities that have to do with the licensing of teachers and two representatives each of the county and city superintendents should meet with the instructors in these conferences, and the report should aim to lay down a thorough-going program for the preparation of teachers for the public schools of New Mexico. The expenses of such conferences should, in my opinion, be borne by the State. The investment would not be heavy and it would yield returns out of all proportions to the cost — not only returns in the shape of a more adequate program, but also returns in the form of a greatly enhanced interest of the normal school in- structors in their problems. I may say that the general plan has been followed with very great success in Massachusetts and in "Wisconsin — in the latter state the teachers themselves initi- ated the movement last year and bore all of the expenses; in the former state the expenses of an annual conference of all EDUCATIONAL INSTITUTIONS 25 normal school instructors are paid by the State Board of Education. In general, the faculties of the normal schools should be charged with larger responsibilities than have as yet been given them for determining, under sane regulations, the policies of the schools. In common with similar institutions throughout the coun- try, the normal schools of New Mexico both underpay and over- work their instructors. A revision of the curricula should do much to correct the latter injustice by eliminating the necessity for offering so many separate courses and dealing with so many small classes. It is possible, although hardly probable, that such a reorganization would permit the work of the insti- tutions to be done with a relatively smaller number of instruct- ors and thus make possible a higher salary. The "teaching load" of the normal school instructor should not exceed sixteen class-hours each week. In making this determination, two hours of laboratory work, training school supervision, or stated conferences (conferences, for example, of supervisors with stu- dent-teachers) should be counted as one and one-half class- hours ; where classes are sectioned thus permitting the instruct- or to repeat the same work in different sections, the same rule should be followed in determining the total "load." The State Normal School at Silver City. The location of this institution has two things to commend it: (1) the climate of the high plateau on which Silver City is situated, and (2) the progressive character of the community. From the point of view of accessibility, the school is very poorly located. It is in a cul de sac, indeed, as far as railroad transportation is con- cerned, and is furthermore in a remote corner of the State. The enrollment in the State Normal School at the time of my visit numbered 43 on the collegiate level and 189 on the high school level. In view of the isolated situation of Silver City, the distribution of its students and pupils as to their homes be- comes an important question. Forty of the 43 collegiate stu- dents are included in the following summary: From Outside the State 1 From Silver City 6 From Grant County Outside of Silver City 5 From Chaves County 7 From Curry County 2 From Eddy County 2 From Lea County - 7 From Lincoln County 1 From Luna County 2 From McKinley County .: 2 26 REPORT ON NEW MEXICO From Roosevelt County 1 From San Juan County 2 From Sierra County 1 From Union County ~ 1 Total 40 The enrollment in high school classes shows the following distribution : From Outside of the State 21 From Silver City 64 From Grant County Outside of Silver City 60 From Chaves County 1 From Curry County 4 From Eddy County 1 From Dona Ana County 9 From Lincoln County 3 From Luna County 5 From McKinley County 1 From Hidalgo County 3 From Otero County - 1 From Roosevelt County 1 From Sierra County 7 From Socorro County 9 From Taos County - 1 From Torrance County 1 From Valencia County 1 Total 193 The first of the above tables gives one the impression that the collegiate enrollment is fairly well distributed. When I inquired into the facts, however, I found that the relatively large collegiate enrollment from Chaves and Lea counties was frankly attributed to the fact that the president of the Normal School had formerly been superintendent of schools at Roswell and had personally drawai a number of students from the southeastern part of the State. This is, of course, a tribute to the president — but it does not prove the advantages or disad- vantages of Silver City as an appropriate place in which to locate a normal school. The high school enrollment is predominantly from Grant county; the only other counties contributing significantly to the total are those traversed by the two lines of railroad that serve the extreme southwestern part of the State. In spite of the fact that students attending the normal EDUCATIONAL INSTITUTIONS 27 school from a distance can have their railroad fare refunded, it is clear that the enrollment in the school is drawn predomi- nantly from the city in which the school is located, and from easily accessible points nearby. The training school at Silver City, like that at Las Vegas, is relatively small, enrolling this year about 150 pupils. The training school is fairly well housed in a separate building. Of the five State institutions that I visited, the school at Silver City has in mqny ways the best plant. The central heat- ing plant, the manual training shops, and the gymnasium de- serve especially to be commended. The Silver City Normal School, like the school at Las Vegas, attempts to meet the needs of the rural schools through its high school department only. Of the thirty students who graduated last year from the collegiate department, three are now teaching in high schools, and the remaining twenty-seven in town and city elementary schools. The provisions for giv- ing practical training to the high school pupils who will go at once into the rural school are as unsatisfactory as at Las Vegas. As was suggested in connection Avith the latter school, it is my belief that, as long as the State permits these immature teach- ers to undertake the responsible work of the rural schools, the normal schools should give to them the very best training 'that they can ; this the normal schools are not doing now. Such training would involve the development of a rural school de- partment, the organization of rural training centers, and the use of the local schools for participation and practice purposes by students preparing for the rural service. The school at Silver City is well administered. The stu- dent records are well-kept and an examination of them indi- cates that high school and collegiate students are provided for in separate classes. It would add much to the morale of the school if a wider distinction should be made between the sec- ondary pupils and the students enrolled in standard normal school curricula. The former should have a measure of super- vision that the latter do not need. Wherever a secondary de- partment co-exists with a collegiate department in the same institution, it is my belief that the former should be separately organized with a separate staff and a separate budget, under the administration of a departmental principal. The Normal School seems to be particularly careful in pre- venting indi\ddual students from attempting programs that are too heavy. Those desiring to undertake more than sixteen semester hours are required to have an average standing of 85 in all subjects; each case is passed upon by a faculty commit- tee; and there is an understanding that twenty hours will be the maximum. 28 REPORT ON NEW MEXICO As at Las Vegas, the teachers are overloaded. Basing my calculations on the standards discussed in connection with the school at Las Vegas, I find that eight instructors have sched- ules ranging from twenty to twenty-six class hours a week, and averaging twenty-three hours. Schedules of this sort are far too heavy for the very important work that the preparation of teachers involves. The Normal School at Silver City offers a number of com- mercial courses. In so far as these are for the purpose of pre- paring teachers of commercial subjects in the high schools, their justification in a teachers' professional school is obvious. I find from the directory of teachers issued by the State Department of Public Instruction that the number of commercial teachers in the high schools of New Mexico is 24, outside of the State in- stitutions. Perhaps three or four are needed on the average each year. I am somewhat doubtful . that all or even a large propor- tion of the students enrolled in commercial courses at Silver City are planning to teach these subjects in the high schools. The folloMdng student program is fairly typical of the collegiate students who take this Avork : Psychology _ 5 hours U. S. History 2 hours Typewriting (laboratory practice) 10 hours Textiles and Clothing (laboratorj^) 5 hours English 2 hours Physical Training 2 hours This student is in the second year of the standard two- year curriculum (collegiate level). She is apparently prepar- ing to teach in a graded elementary school. To fit herself for this work she carried during the term in question 171/2 semes- ter-hours of work (exclusive of physical training) of which nearly one-half were devoted to subjects that had no discov- erable relation either to strictly professional preparation or to the broader culture that all teachers need. In response to an inquiry as to the justification of ten hours of typewriting in a program that is in itself all too brief to meet the needs of any teacher, I was told that she wished to learn typewriting in order to be able to earn money during the summer vacations. The motive is, of course, a sad commentary on the rewards of a pro- fession that is recognized as basic beyond all others to social welfare and progress; but I could not help asking Avhy studies were not required that would enable this prospective teacher to earn better even the small wage that she will receive for her teaching. The incident may seem to be trivial, but it reflects EDUCATIONAL INSTITUTIONS 29 all too clearly the slight respect in which both the public in general and students who seek to enter the service of the pub- lic schools view the work Avhich that service represents. The Spanish-American Normal School at El Rito. I did not visit this school. I took occasion, however, to discuss its or- ganization and its problem with several persons who, I had every reason to believe, were disinterested judges, I was in- formed that the school is not essentially different from the bet- ter class of New Mexico rural schools and that its contribution to the supply of trained teachers for the State is negligible. It is, in my judgment, a questionable policy to attempt to segre- gate the preparation of teachers for the Spanish-American dis- tricts from the preparation of teachers for the other parts of the State. The problem of the Spanish-American rural school is a real problem that cannot be neglected. The conservation of the valuable elements in the Spanish-American traditions and culture and the incorporation of these elements into the spirit and ideals of the commonwealth is likewise important. But both of these problems, I am confident, can be best solved by having in the teacher training institutions strong depart- ments devoted to the preparation of competent and sympa- thetic teachers for these schools, and by having in these insti- tutions and also in the University of New Mexico an adequate representation of the Spanish- American elements and interests. Fusion and integration should be the motto, not separation and segregation. B. THE STATE UNIVERSITY. I spent at Albuquerque only about twenty-four hours — far too_ brief a time to do more than gain a bird's eye view of the University and its environment. The city has been well selected as the seat of the State University. Not only is it the largest city in the State, but it is also central in its location and, of all towns in the State, ap- parently the most easily accessible from all sections. The people of the community have demonstrated their interest in the Uni- versity in many ways — most recently by providing funds for a building to house the department of home economics. The buildings of the University are well located, and con- stitute on the whole a fitting nucleus for later development. The University enrolled at the time of my visit 222 stu- dents, all of collegiate grade. The distribution among the sev- eral classes was as follows : 30 REPORT ON NEW MEXICO Freshmen 83 Sophomores 61 Juniors 30 Seniors 19 Graduates 1 Special Students 28 Slightly more than one-half of all of the students come from Bernalillo County. The distribution as to counties is shown by the following table: Bernalillo 128 Chaves 10 Colfax 9 Curry _ 2 De Baca 3 Dona Ana 1 Eddy 6 Grant 1 Guadalupe 1 Lincoln ' 1 Luna : 2 McKinley 5 Mora 1 Otero 2 Quay 3 Rio Arriba 1 Roosevelt 5 Santa Fe 3 San Juan 3 San Miguel _ 3 Union 1 Outside the State 30 Total 222 The University, then, like the Normal School at Silver City, is predominantly a local institution, although it is note- worthy that distant counties which have good high school fa- cilities send fairly large contingents of students to the institu- tion. This is more clearly shown in the distribution of last year's students; of the total number, Chaves county contri- buted 20, Colfax county 17, Curry 13, and Eddy 12. Approximately thirteen per cent of this year's enrollment is from outside the State. This proportion would probably be larger if one included the students who have assumed resi- dence in New Mexico merely for the purpose of escaping the EDUCATIONAL INSTITUTIONS 31 non-resident tuition fee. Last year, twenty per cent of the en- tire registration represented out-of-state residence. It is rea- sonable to assume that the attractiveness of the climate in New Mexico will always bring to the State institutions rather more than their fare share of out-of-state students. At the Univer- sity, the tuition for such students is now $24.00 for the year; the fee for residents is $10.00. In justice to the latter and in justice to the taxpayers of the State, I believe that the non- resident tuition fee should be increased for all institutions. Even if it were as much as $100 a year the proceeds on the basis of the present non-resident enrollment would be far below the proportion of the per capita cost of instruction that is borne by taxation within the State. The present administration of the University of New Mexi- co is sanely aggressive in its efforts to develop the institution. Preparatory work has been abandoned — and quite properly, I think, for this type of institution. The work of the business and registration offices seems to be exceptionally well organ- ized. To the efforts of the administration, also, is due in large measure the successful outcome of the campaign for the erec- tion of the home economics building. Very small classes in institutions of collegiate grade are frequently a source of criticism when the cost of maintaining such institutions is under scrutiny. It is questionable how far such criticism is justified ; it is clear however that a large pro- portion of small classes means that a relatively large amount of work is being offered for which the demand is slight. Out of a total of 96 courses reporting at the time of our visit to the University of New Mexico, 30 (or 31.2%) had enrollments of few^er than five students each. The distribution was as follows : 3 courses enrolled 1 student each 12 courses enrolled 2 students each 7 courses enrolled 3 students each 8 courses enrolled 4 students each The smallest enrollments were in the department of elec- trical engineering and the department of music ; in both de- partments no class enrolled more than four students. In ge- ology, three out of five classes had fewer than five students; in civil engineering, three out of six ; in biology and in home economics, tw^o out of five ; in education, one out of three ; and in Greek and Latin, two out of four. In the departments of English, philosophy and psychology, economics, physics, and the Romance languages there were no classes with fcAver than five registrations. The staff of the University of New Mexico is beginning to- 32 REPORT ON NEW MEXICO assume the characteristics of a true university faculty, al- though much needs still to be accomplished here. The salary schedule is quite inadequate ; the average for full professors is nearly $800 below the average for full professors in the institu- tions reported in a recent bulletin of the Federal Bureau of Ed- ucation. It is significantly below the average in the state uni- versities of the Rocky Mountain and Pacific Coast states. The institution will do Avell, I believe, to limit the expansion of de- partments until it is in a position to pay a more nearly ade- quate wage to the teachers that it already employs. Of the eighteen living graduates of the class of 1920, the occupational distribution is as follows: Teaching and other educational work 9 Chemist 1 Electrical engineer 1 Accountants 2 liraduate students 2 Newspaper work 1 At home „ 2 The chief vocational function of the University at the pres- ent time, then, seems to be preparation of teachers. It should be noted, however, that, of the nine now engaged in educational work, only five are serving in Ncav Mexico. The University at the present time is apparently not providing as many teachers for the high schools as are the two normal schools and the Col- lege of Agriculture. It is my opinion that the University does not have proper facilities for the preparation of high school teachers at the present time. Whether it should develop such facilities is a question that I shall touch upon later. C. THE STATE SCHOOL OF MINES. A day was spent at the State School of Mines. The location of this institution has to commend it the prox- imity of instructive geological formations and some mining works, now abandoned, that serve some of the purposes of field study. In so far as inspection of, and participation in, actual mining operations by the students are concerned, the location of the school seems to have little to commend it. The school is too far from town to be readily convenient. The buildings are cheaply constructed and impress one as not well kept up. The registration at the time of our visit was 97. Of these 21 were students assigned to the institution by the Federal Board for Vocational Education. Nine students are sub-colle- giate in status ; of these eight are Federal board students. EDUCATIONAL INSTITUTIONS 33 The distribution among the four collegiate classes was as f olloAvs : Freshmen .41 Sophomore 38 Junior 5 Senior 2 The graduating classes for the past four years have been very small because of the war. Of the five graduates in 1919 and 1920, four are engaged in mining or closely related pur- suits ; one is a graduate student at the University of Utah. None is practicing his profession in New Mexico. The students are non-resident in a measure unapproaehed, I believe by any other state-supported institution in the coun- try. Twenty-six students claim to be residents of New Mexico, but seven of these have come directly from other states and assume New Mexico residence presumably for the purpose of escaping the tuition fees. This leaves nineteen students bona fide residents of the state, as against 68 from outside of the state out of a total of 85. Of the nine sub-collegiate students, six are from outside the state. Of two special students, one is from New Mexico. A study of the student schedules and the teaching sched- ules of this school reveals in both cases overloaded programs. Students are permitted to carry from 25 to 32 hours of work each week (counting 2 laboratory hours as 1 class hour) ; while the average "load" of six collegiate instructors is 24 hours each week (counting II/2 laboratory hours as 1 class hour). It is clear that the School of Mines is not serving the state in measure that the vital importance of its field to the state's prosperity and progress demands. It is enrolling only a negli- gible proportion of New Mexico students ; none of its gradu- ates of the past two years is developing New^ Mexico mines; none of its professors, so far as I could learn, is officially en- gaged in the solution of the special problems involved in the state's mining interests. However one may view the other state institutions, there can be little question that the work represented by the State School of Mines should be radically reorganized. D. THE NEW MEXICO COLLEGE OF AGRICULTURE AND MECHANIC ARTS. I spent one day at the College of Agriculture and the Me- chanic Arts. The morning was given over in large part to a conference with the secretary and board of trustees in which the principal topic of discussion was the purpose of my visit ; 34 REPORT ON NEW MEXICO hence I was unable to give to the actual study of the College so much time as I had hoped that I might give. The president of the College was out of town, but Dean J. H. Vaughn showed me every possible courtesy. The College seemed to me to be fairly well located for its purposes as a school of agricultural instruction and investiga- tion. While the region roundabout is not typical of all parts of the state, it may be truthfully said that no single locality in so extensive and so widely diversified an area as that compris- ing New Mexico could possibly claim that distinction; and it should be said as well that the region of which Las Cruces and its environment are typical is a portion of the state that is very important agriculturally. Las Cruces, too, is centrally located as respects the south ern half of the state. It can be reached without much difficulty from points north as far at least as Albuquerque; from the southwestern counties either through Rincon or through El Paso ; and from the southeastern counties through El Paso. The buildings of the school do not impress one as so well constructed or so M^ell kept up as are the buildings at Las Vegas, Albuquerque and Silver City; but for the college farm, orchards, and gardens I should have nothing but the highest praise. At the time of my visit the College enrolled 326 students, of whom 103 were of collegiate grade, 77 were students as- signed by the Federal Board for Vocational Education and were largely of secondary grade, and the remainder were en- rolled in preparatory or secondary vocational courses. The distribution of the collegiate students was as follows : Graduate 1 Seniors 15 Juniors 13 Sophomores ' 24 Freshmen 39 Special Students 21 years old in collegiate courses 11 Total 103 Of the secondary students, 100 Avere in college prepara- tory courses, 44 in commercial courses, 28 in automobile me- chanics courses, and 46 in agricultural courses of secondary grade. The median age of the entire student body is 20.22 years; of the students in auto mechanics, 21.51 years ; and of the stu- dents in the agricultural short courses, 25.11 years. The student records seemed to be in good shape. Fifteen EDUCATIONAL INSTITUTIONS 35 high school units are required for entrance to collegiate classes (except for certain special students who are at least twenty-one years old) ; no advanced collegiate standing is given for secondary work beyond 15 units. The students' programs are well administered. The av- erage college student carries 18 semester-hours of work. The minimum is 15 hours, and the maximum 24. Every program beyond 18 hours must have the approval of the executive com- mittee. The graduates from collegiate classes in June, 1920 are en- gaged this year in the following occupations : Teaching _ 7 In Smith-Hughes work 1 In a college (biology) 1 In high schools 5 Engineering 7 Agricultural agent 1 Mercantile business 1 Total 16 The collegiate graduates for 1919 are distributed as follows : Agriculture 2 Engineering 1 Teaching 3 Housework 3 Secretarial work 1 Total 10 Dean Vaughn has furnished me with a table showing the distribution of the students enrolled in the College in 1919-20 as to their homes : Collegiate — From New Mexico, outside of Las Cruces and Mesilla Park 83 From outside of New Mexico 35 From Las Cruces and Mesilla Park 21 Post-graduate, all from outside of New Mexico 4 Preparatory — From New Mexico, outside of Las Cruces and Mesilla Park 123 From outside of New Mexico 20 From Las Cruces and Mesilla Park 21 36 REPORT ON NEW MEXICO Short Courses. In Agriculture — From New Mexico, outside of Las Cruces and Mesilla Park 30 From outside of New Mexico 12 From Las Cruces and Mesilla Park 3 In Automobile Mechanics — From New Mexico, outside of Las Cruces and Mesilla Park ^4 From outside of New Mexico 28 From Las Cruces and Mesilla Park 7 In Commerce — From New Mexico, outside of Las Cruces and Mesilla Park 46 From outside of New Mexico 6 From Las Cruces and Mesilla Park 16 Total enrollment 509 Note. — Two short courses are given in automobile me- chanics and two in commerce ; one course, in each case, requir- ing one year for completion ; the other, two years. Students in the short course in agriculture have the privilege of pursuing the course three or four years, if they desire to do so. Eleven of the commercial students were high school graduates. It will be noted that a goodly proportion of the students are from outside of New Mexico, and the question of an in- creased tuition fee for such students might well be raised here as it was in the discussion of the University of New IMexico. The generous provision of short courses in agriculture and engineering is to my mind most commendable. I am, however, somewhat in doubt as to the strict legitimacy of utilizing Mor- I'ill funds for students in commercial courses. The instructors at Las Cruces have, on the whole, somewhat more reasonable teaching programs than the instructors in the two normal schools and the School of Mines ; but the average is still higher than the standard accrediting agencies recommend. Some teachers, too, are seriously over-burdened at certain sea- sons of the year. One instructor, for example, carries a 24- liour program in the second term; another, 25 hours in the second t'^rm and 22 in the first term ; and there is one case in which an instructor is supposed to carry 30 hours of work (12 hours' leaching and 36 hours' laboratory). An inspection of the class registration data for 1919-20 shows a large number of courses with very small enrollment. Out of 349 courses offered in 1919-20. EDUCATIONAL INSTITUTIONS 37 21 courses enrolled 1 student each 17 courses enrolled 2 students each 15 courses enrolled 3 students each 18 courses enrolled 4 students each In all, then, seventy-one courses (20.3%) had each an en- rollment of fewer than five students. Relatively small regis- trations were particularly characteristic of the collegiate courses in engineering. E. THE NEW MEXICO MILITARY INSTITUTE. I did not visit this institution. From an examination of its catalogue and from conferences with those who know this in- stitution, I am convinced that it is a military school of the best type and of the highest rating, offering chiefly college-prepara- tory courses with some effort toward the development of junior college work. It is my understanding that the Military Institute has a special land-grant which could not be diverted to other pur- poses, and that it is already largely self-supporting through the tuition fees of students from without the state. If the revenues from both these sources could make it entirely self-supporting, the problem would be materially simplified. In the sections that follow, I shall assume that the tax burden represented by the maintenance of this institution will either be eliminated or reduced to a negligible minimum. IV. POSSIBILITIES OF REORGANIZATION LOOKING TOWARD ECONOMY AND INCREASED EFFICIENCY. It is clear even to the casual observer that New Mexico is attempting to operate a larger number of separate tax-sup- ported higher institutions than the needs of the state warrant, and a larger number of such institutions than the taxpayers of the state are now either willing or able to provide for in a manner that would be consistent with the importance of the service that the various institutions should render. I believe that the truth and justice of the following statements cannot be reasonably controverted. 1. The Spanish-American Normal School at El Rito should no longer be a burden either upon the taxable wealth of the state or upon any revenues derived from Federal land grants. 2. The maintenance of the Military Institute should not be a charge upon the taxable wealth of the state. 3. The relatively small number of students of collegiate grade in the several institutions is proof conclusive that the 38 REPORT ON NEW MEXICO state should not attempt to support five separate degree-grant- ing institutions. At the time of my visits the aggregate colle- giate enrollment in the five institutions was 510 ; of these nearly 200 were from outside the state, leaving approximately 300 as the total of New Mexico students on the collegiate level. 4. The service that the School of Mines is rendering to the state as measured both by the number of New Mexico stu- dents enrolled in its courses and by the proportion of its gradu- ates who are developing the mineral resources of the state does not seem to justify the expenditures that its maintenance noAV involves. To continue the school as a separate organization would seem to be most unwise. At the same time the large pos- sibilities inherent in the minei-al wealth of New Mexico would speak strongly against any proposal to abandon mining educa- tion as an important phase of the state's educational efforts. 5. The large proportion of very small classes in the col- legiate engineering courses of the New Mexico College of Ag- riculture and Mechanic Arts raises at once the question whether the work in engineering endowed by the Federal government under the Morrill and related acts could not more profitably be incorporated with the engineering courses now offered at the University of New Mexico which is located much more fav- orably for the development of such work. 6. The State Normal School at Silver City is seriously handicapped by its location in rendering the service that it should to the State. 7. The salary schedules in all of the state institutions are far too low to secure and retain men and women of the ability demanded in the important work which the institutions are called upon to do. 8. The teaching programs in all of the institutions with the possible exception of the University are far heavier than is permitted by the standards now generally agreed upon by au- thorities in higher education. 9. While the normal schools at Las Vegas and Silver City are, in the main, concentrating their energies Avith commend- able earnestness upon the problem of preparing teachers for the public schools, this most important of all possible functions of the state's higher institutions is not being discharged with the measure of success that the state should demand. This is due in part to tlie limited resources of the schools, and these limited resources are in part due to the rival claims of other institutions. 10. The higher institutions of New Mexico are wasteful in part because they lack a unified administration. This lack permits local interests to thwart, often quite innocently, the broader interests of the state as a whole ; it encourages needless EDUCATIONAL INSTITUTIONS 39 duplications; it stimulates an unhealthy rivalry; it stands squarely in the path of both economy and efficiency. This is not to say that the local communities in which the separate institu- tions are located either willfully or maliciously betray the state's interests; nor is it to minimize the fine loyalty which most if not all of the local communities have shown to the schools located in their midst ; it is simply to recognize a basic fact of human nature — namely, the tendency of any community to put forth every effort to bring to itself as large a volume of business as it can. To expect from any community a thoroughly detached and a dispassionate consideration of the state's wider interests, especially Avhen such interests may conflict with local interests, is to expect the impossible. I am aware that all of the institutions under considera- tion have been located by constitutional provisions, and that any marked efforts toward reorganization must be based upon the possibility of securing certain amendments to the basic law. I shall assume in the following discussion that the people of New Mexico as a whole wish above all else to provide for the children of the state educational opportunities as generous and as efficient as their means will permit, and that, if they are clearly convinced of the need of constitutional amendments as a means to this all-important end, such amendments will be forth- coming. I may also be permitted at this point to say that I am view- ing the educational problem of New Mexico objectively. I have no personal interest in any locality, in any section, in any in- stitution or group of institutions within the state. I have no personal obligations to discharge to any individual or group of indi\aduals. I have assumed that the Special Revenue Com- mission which employed my services wished my unbiased judg- ment, whether or not it agreed with its judgment. Under no other conditions, of course, are my services in the market. In all fairness, however, I should add that, while I have no per- sonal interest or obligations. I do have a pronounced profes- sional interest in the problem. If my judgment is to be dis- counted in any way, it should be on the basis of my firm con- viction that the most fundamental of all educational problems in any state is the provision of competent teachers for the low- er schools. It is here that any suggestions that I make are most likely to diverge from those of other persons judging the situa- tion from the outside. If it be agreed that state support for the El Rito and Ros- well institutions should be discontinued, the next question has to do with the possibility of consolidating all or some of the five remaining schools. The clearest case is that of the School of Mines. As has 40 REPORT ON NEW MEXICO been said, the importance of New Mexico's mining interests implies an important place in the state's system of higher edu- cation for the work that this school represents. Substantial economies, however, could be effected by transferring the pro- fessional courses now offered at Socorro either to the Univers- ity at Albuquerque or to the State College at Las Cruces. First, such a transfer would save a considerable expense on the side of upkeep of plant and administrative overhead charges; sec- ondly, the duplication of general courses in mathematics and the physical sciences could be avoided; thirdly, duplication in certain professional courses, notably in civil engineering, could be done aAvay with, at least in part. The saving to the state could easily amount to $25,000 a year, probably more. Itis possible that neither Las Cruces nor Albuquerque offers quite so good a location for a mining school as does Socorro. I am not competent to speak with any measure of authority on this matter, but it is my impression that substantial work in mining engineering could be done at Albuquerque and possibly at Las Cruces almost if not quite as well as at Socorro. I am of the opinion that the plant at Socorro could be abandoned with a minimum of disadvantage. The possibilities of combining the normal schools now lo- cated at Las Vegas and Silver City are less convincing unless a single strong teachers' college were to be located at Albuquer- que which is the only city in the state large enough to supply training school facilities for the recruits which the public school will need if the certification of teachers is placed upon an adequate institutional basis. If such a combination were impracticable, there would still remain the possibility of mov- ing the Silver City school to a point more readily accessible. Perhaps the plant at Silver City could be used for another state institution in connection with which the question of ac- cessibility is not so significant as it is in the location of a teach- er training institution. The economies that would be effected in the consolidation of the normal schools merit consideration at this point. A cer- tain amount could be saved in the upkeep of the plant, although this amount would be relatively smaller than in the transfer of the School of Mines to Albuquerque or Las Cruces, for the num- ber of students to be provided for is larger in teacher training courses than in mining courses. Administrative overhead Avould be substantially reduced. The saving from eliminating duplications would be worth considering. A teachers' college, wherever located, should have its OAvn staff, but there are pos- sibilities of giving certain courses to groups representing dif- ferent vocational aims and thus effecting appreciable economies. EDUCATIONAL INSTITUTIONS 41 The transfer of the engineering eourses from Las Cruees to Albuquerque has already been suggested. This would be a step in the direction of efficiency as well as economy, for Albu- querque is more centrally located and much more clearly repre- sentative of industrial enterprises than is Las Cruees. The saving here would come primarily in eliminating duplications, it should go without saying that, if this transfer is made, the School of Mines should also be incorporated in the University. Probably the best plan would be to develop a College of Engi- neering with special departments of civil, mining, chemical, electrical, and mechanical engineering. One further possibility remains : namely, the incorporation of the College of Agriculture ^^'ith the University at Albuquer- que. Of all the possibilities, this presents the most serious dif- ficulties as well as some that are not so serious as they may appear at first glance. Of the latter, there is one that should be rather briefly referred to. I was told by certain persons in New Mexico that the College of Agriculture and Mechanic Arts was a national and not a state institution, and consequently that it could not be removed without national consent. This, of course, is not true. The land grants for the colleges of agriculture and the mechanic arts were grants to the states and not to institutions within the states. The same is true of the continuing money grants under the Nelson, Adams, and Smith- Lever acts. It is my opinion that the state can legitimately remove its College of Agriculture from its present location to any place within the state that it may choose, and divert to the college in its new location the Federal funds that are now allotted to the institution in its present location. The College of Agriculture is a federally-aided institution; it is in no es- sential respect even a federally-supervised, far less a feder- ally-controlled institution. The most important difficulty in the way of incorporating the College of Agriculture with the University at Albuquerque lies in the disadvantage of giving up the farms, gardens, and orchards that have been developed at a large expenditure of time and money at Las Cruees, and the duplication of which anywhere else would be both expensive and time-consuming. The present site of the University at Albuquerque is not well adapted naturally to the location of a College of Agriculture. There is an abundance of unoccupied land directly contiguous to the campus, but this land is now unwatered. To water it from wells would be expensive but it might be practicable. There is also a possibility of diverting a mountain stream for irrigating purposes. It is hardly necessary to say that these possibilities should be thoroughly canvassed before any definite policy is proposed. 42 REPORT ON NEW MEXICO If the College of Agriculture were to be removed to Albu- querque, it would still be necessary, I believe, to retain the college farm at Las Cruces as an experiment station. It is my understanding that the station now is the only one in the country that is undertaking investigations in this special type of environment. The savings that might be effected by incorporating the College of Agriculture with the University in connection with upkeep, overhead, and economy of instruction are probably larger than any that the other possibilities discussed would in- volve. They would be offset in part, of course, and perhaps entirely by the interest on the permanent investment involved in the development of a college farm and the erection of new ])uildings at the University. Without a careful inventory and tabulation which I have not had time to make it is impossible for me to do more than very roughly to estimate either the savings or the added costs. The plant at Las Cruces was val- ued in 1917 at $380,640.67. Assuming that the provision of an equally good plant at Albuquerque Avould cost at least as much, we have at once an investment of $380,000 to consider. Bonds in this amount would involve an interest charge of nearly $23,000 annually. This does not include the provision of a sinking fund that will eventually liquidate the indebtedness. Assuming that the bonds would be retired in twenty years, the total annual expense to the State during this period would be $42,000. At this annual cost the State would have within two decades its new institution developed and paid for. Would the consolidation effect a sufficient saving to make it a good "business proposition" irrespective of any possible educational benefits derived? In 1917, the College of Agriculture cost the taxpayers of the State $61,243.23 (New Mexico Tax Review, January, 1917, p. 5). To save even one-third of this through consolidation without letting the work deteriorate would seem to be a very dubious possibility. Even if we left the sinking fund out of account, I have serious doubts as to the actual money-economy of the proposal in question. There are, hoAvever, factors which the above rough calcula- tion does not sufficiently consider. It may be that, if an ex- periment station were retained at Las Cruces, the investment in a new plant at Albuquerque Avould not need to be so heavy. In fact, it is conceivable that farms and farmbuildings that would be sufficient for instriictional purposes could be pro- vided at a much lower cost than would be the case were ex- tensive experiments to be provided for. On the other hand, if the experiment station were retained at Las Cruces, there would be a certain measure of duplication of staff at the col- lege and the station, and there would be in addition an educa- EDUCATIONAL INSTITUTIONS 43 tional disadvantage in not having the instruction linked very closely as it now is with the experimental investigations. Another factor, too, needs consideration. It is possible that the citizens of Albuquerque might be Avilling to furnish funds that would greatly lessen the investment that the State would otherwise need to make in a duplication of the agricul- tural college plant. I am frank to say that an arrangement of this sort impresses me unfavorably, for if a community "buys" an interest in a state institution, it is likely to remember the fact whenever the policies of the institution happen not to meet local approval. The arrangement is commonly made in the location and re-location of state institutions throughout the country, however, and the objection may not be so serious as I have assumed. Passing from the question of money-economy to that of educational economy, I believe that the case for consolidation is much more convincing. Albuquerque is more centrally lo- cated than Las Cruces, and its railroad connections are far better. It is the center of an agricultural district that seems to be somewhat more closely typical of most of the State's agriculture than is Las Cruces, although as I have pointed out, the region about Las Cruces represents certain types of agri- cultural development that are very important and that are not nearly so well reflected in the country around Albuquerque. A question of large importance with reference to the educational effects of consolidation is this : Will the other de- partments of the University tend in any way to overshadow or relegate to a subordinate position the work of an agricultural college? To this question, I belive, a strong negative answer can safely be made. When the agricultural colleges were in their infancy, it is true, the separate institutions made more progress and enrolled more students in strictly agricultural courses than did the institutions connected with universities. This was clearly the case in Michigan, where the college was (and is) a separate institution, as contrasted with Wisconsin where the college was from the outset a part of the State Uni- versity ; it was similarly true of Iowa as compared with Illinois, and of Kansas as compared \Aath Nebraska. During the past thirty years, however, this tendency of the other departments of a University to overshadow the agricultural college has been fully counteracted and in some cases quite reversed. In Illinois, Wisconsin, and Nebi-aska today, the colleges of agriculture are among the most largely attended colleges of the University, and the colleges of agriculture in these institutions do not in any way suffer by comparison with the still separate institutions of ]\Iichigan, Iowa, and Kansas. Under present conditions, indeed, 1 believe that the case for, university colleges of. agriculture is 44 REPORT ON NEW MEXICO much stronger than is that for separate colleges. The assemb- iing of students Avith different vocational aims in the same uni- vcTsity center is an advantage both to the student and to the state. Apart from all economies in administration, upkeep, and the elimination of duplications, the educational advantages are, I believe, incontestably on the side of concentration. The most significant danger lies in the possible swamping of the profes- sional spirit of the several colleges constituting the University by the more pervasive spirit of the institution as a whole. With separate faculties and in some measure separate buildings, how- ever, the integrity of each component technical or professional college can be conserved and the same time a too narrow pro- fessionalism will be precluded. Another question of long standing now presents itself. In a large state is it not better to have two or three higher insti- tutions in different locations than a single central institution? Those who answer this question in the affirmative lay large em- phasis upon the fact that, throughout the country, the colleges almost Avithout exception draAV a majority of their students from within a radius of one hundred miles. They also point to the well-established fact that the opening of a new institution very seldom causes a decline in the enrollment of existing in- stitutions. A third argument is the danger of excessively large numbers of students in single institutions and the consequent lack of personal oversight and individual attention. The claim that the state's funds should be distributed for the pecuniary benefit of as many communities as possible is obviously spe- cious although it is openly defended by some. Those who favor centralization commonly urge that a state that distributes its available funds and its energies among sev- eral institutions is unable to provide in any one of these insti- tutions educational opportunities as good as would be those that could be provided in a single centralized institution. The advantages of a commingling of students of different vocational interests is another argument in favor of the central institu- tion. Economy in administration and upkeep and the greater ease of unifying all of the interests involved are also put for- ward in defense of the centralized policy. It is my opinion that this question can be answered only in the light of conditions within each state. If Ncav Mexico had a population of a million or more people I should not hesi- tate to say that it should have more than one state institution of collegiate grade. Even under present conditions, it is pos- sible that it should have more than one. I do not believe that it should have five as it now has ; nor do I believe that it should support even Uvo or three unless it is Avilling to put into them at least as much money as it is noAV expending on five. EDUCATIONAL INSTITUTIONS 45 As I view the situation, there are three possible courses of action, any one of which will do something to make the higher institutions yield a larger return upon the present investment than they yield today. I shall state as objectively as lean the advantages and disadvantages of each of these possibilities : 1. The consolidation of all of the higher institutions at Al- buquerq'ue under the general designation, The University of New Mexico. This would mean the disposal of the plants at Las Vegas and Silver City, or it might be, the use of these plants for other slate institutions. It would mean either the abandonment of the plant at Las Cruces or the use of this plant as aa experi- ment station or (in addition to the experiment station) the use of the buildings for a state secondary school of agriculture and mechanic arts under the Federal subsidies provided by the Smith-Hughes act. It would mean the abandonment of the plant at Socorro. At Albuquerque, it would mean the further development of the following colleges : (a) The liberal arts college, now located there. (b) A central State Teachers' College, to take the place of the present normal schools and to do in addition the work of preparing teachers now undertaken with inadequate equip- ment by the liberal arts college of the University and the Col- lege of Agriculture. This teachers' college should offer at the outset well-organized curricula on the high school level for the preparation of rural school teachers, with the understanding that these low-grade curricula are to be replaced within a stat- ed number of years by curricula for the same purpose on the collegiate levef. It should also offer two-year curricula on the collegiate level for the preparation of elementary school teach- ers with the understanding that these are to be expanded into three-year and four-year programs. It should offer four-year collegiate curricula for the preparation of high school teachers and for the preparation of special teachers and supervisors of music, household arts, agriculture, commercial subjects, and in- dustrial arts. It should plan later to provide graduate courses for school administrators and supervisors. It should continue the good work that has for years been accomplished by the normal schools through their summer sessions. In no case should a teachers' college be located at Albuquerque or else- where unless as many of the public schools of the city as are necessary can be used under reasonable regulations for train- ing-school purposes and unless at least four rural schools within fifteen miles can be secured as rural training centers. (c) A State College of Agriculture. This college should offer four-year curricula of collegiate grade in general agri- 46 REPORT ON NEW MEXICO culture, in household arts, in horticulture, in animal husbandry. It should co-operate Avith the College of Engineering in offer- ing a curriculum for irrigation engineers, and with the Teach- ers' College in the courses for the preparation of rural school teachers and of teachers of household arts and agriculture in the high schools. It should continue the Avork now offered at Las Cruces in secondary agriculture, household arts, and farm mechanics, at least until these branches are adequately pro- vided for in local high schools under the provisions of the Smith-Hughes act. (d) A State College of Engineering. This should com- prise collegiate departments of civil engineering, mining en- gineering, chemical engineering, electrical engineering, and mechanical engineering. The College of Engineering should co- operate with the College of Agriculture in offering the curri- culum for irrigation engineers and with the Teachers 'College in the courses for teachers of industrial arts in high schools. It is possible that it should also conduct secondary courses similar to those in automobile mechanics now offered at Las Cruces until this work has gained a permanent foothold in the local high schools. (e) A State College of Commerce. This should offer one- year, two-year, and four-year curricula of collegiate grade in general business organization, administration, and accountancy. The College of Commerce should also co-operate with the Teachers' College in the preparation of high school teachers of commercial subjects. (f ) Until the high schools of the state are more fully de- veloped, it would be necessary I believe to have at the Uni- versity a State Preparatory School limited, if possible, to pupils from districts that do not as yet provide high school facilities. This preparatory school should especially aim to "feed" the State Teachers' College and the College of Agriculture. Outside of the necessary outlay for new buildings, the or- ganization that I have suggested could, I am sure, be financed at the outset at a total expense substantially below that now provided annually for the seven existing schools. All of the land-grant and Federal funds now accruing to the several in- stitutions would accrue to the central institution with the ex- ception of- the Federal subsidies for the experiment station in the event that this were left at Las Cruces. The Teachers' Col- lege could be operated for tAvo or three years on a budget some- what beloAv the present combined budgets of the three normal schools; later, of course, the budget of the Teachers' College would have to be increased considerably if the plan suggested above for the training of public school teachers were to be car- ried out. It is probable that the Federal Government by that ' EDUCATIONAL INSTITUTIONS 47 time Avill have adopted some plan of co-operating with the states in the support of teacher training agencies. In suggesting that the annual cost of operating a single institution would be for some time appreciably less than the present cost of operating seven institutions, I am pre-suppos- ing that the quality of instruction will not only not be lower than it is now, but that it will be considerably advanced. I am pre-supposing, too, that salaries will be higher and teaching programs somewhat lighter. The saving will be effected most largely by doing away with small classes and needless duplica- tions thus permitting the same amount of work to be done by a much smaller staff than the combined faculties of the seven in- stitutions now represent. Administrative overhead would not be reduced in the same proportions, for each college must have its dean and the deans should receive not less than the presi- dents of the existing institutions. Clerical overhead, on the other hand, should be substantially reduced, while operating expenses in connection with supplies, fuel, and library should also show a considerable reduction. The estimated lower cost of the single institution, it should again be noted, does not take into account the interest on the investment that would be involved in extending the plant at Albuquerque to accommodate the new institutions. Any form of centralization, of course, would mean doing away with the present governing boards of the several insti- tutions and the organization of a new single board. Whether consolidation is effected or not, the advantages of a unit board for the higher institutions as against multiple boards merit serious consideration. In so far as I am informed, every state that has in any significant manner reorganized its higher histi- tutions during the past two decades has adopted the single- board policy. My own belief is that such a board should be made up of seven or nine persons each of whom will serve for a term of five years. Students of the problem are not in thor- ough agreement as to whether such a board sholild be appointed by the governor of the state or elected at large by the people. The elected board, in my opinion, is to be preferred, chiefly on account of its direct responsibility to the people. From my own observations and from my experience in working under various forms of state educational administration, I am fairly well con- vinced that the more unfortunate types of political influence do not affect small boards elected at large in the measure that such influences affect appointive boards. It is generally agreed that boards of control for higher edu- cational institutions should be made up of laymen rather than of persons engaged professionally in the work of education. There should, however, be advisory boards or councils repre- 48 REPORT ON NEW MEXICO senting the professional interests. In a university organization such as that under discussion, it would be advantageous to have an advisory council for each of the professional colleges. These councils could then co-operate with the faculties of the several colleges and with the general senate of the University (made up of the full professors of all of the colleges) in the construction of educational policies Avhich Avould then be submitted to the board of control representing all of the people for adjustment where different interests conflicted and for final approval or rejection. As I have said, the single-board policy should in my judg- ment be adopted by New Mexico whether the institutions are to be united or whether they are to remain in separate localities. Unity in administration will in itself do much to promote co- ordination and prevent a wasteful competition among the sev- eral institutions. I have discussed hitherto only the possibility of promoting economy and efficiency through a consolidation of the degree- granting institutions in an enlarged University of New Mexico to be built up around the present University at Albuquerque. It would be possible, of course, to choose some place other than Albuquerque for the consolidated institution. In view of the expense that would be involved in moving the College of Agri- culture to Albuquerque, the location of all of the colleges at Las Cruces suggests itself at once as an alternative. The diffi- culty in this solution of the problem lies in the fact that Las Cruces is a relatively small city, and, while well located to serve the southern portion of the state, is much more remote from the other sections than is Albuquerque, which, in its turn, is rea- sonably accessible from the South. The size of a city and the nature of its industries we have already found to be vital fac- tors to be considered in locating two of the important colleges — the Teachers' College and the College of Engineering. In so far as I can see, there is no other town or city in the state that offers for the location of the proposed institution advantages comparable with those that Albuquerque affords. 2. A second solution of the problem is to unite all of the institutions except the normal schools in a single State Univer- sity and to unite the three normal schools in a single teacher training- institution. If the present normal schools were replaced by a single school, the new institution, in my opinion, Avould have to be lo- cated at Albuquerque as the only city in the state large enough to provide training school facilities. If this were done and if the new University were also located at Albuquerque, there would be two separate state institutions next door to one an- other in the same city. Obviously if the two are located in the EDUCATIONAL INSTITUTIONS 49 same town, they could very profitably be united. The location of a separate teachers' college at Albuquerque, however, would remove one of the objections to uniting the other colleges in a single institution at Las Cruces. On the whole, I should speak strongly against separating the teacher training functions so sharply from the other phases of higher education. In practically every state this sharp dis- tinction is made today with the result that the teacher training agencies occupy a very subordinate position. They are not only discriminated against in the matter of appropriations; their subordinate status also makes them less attractive to the type of young manhood and young womanhood that the state needs in its public school service. Thus to set off the normal school as an inferior institution and to give it the lean end of public support is not alone or primarily an injustice to the in- stitution, to its faculty, or to its students ; beyond all this, and vastly more significantly, it is an injustice to the children of he_ state who deserve the best teachers that can be attracted to this most important bi-anch of the public service. As I have said, most of the states today are compounding this injustice by nonchalantly permitting their normal schools to remain in aii inferior position. If a state has the opportunity that New Mexi- co has to place the preparation of all grades of public school teachers on a dignified and attractive plane, I do not believe that it should let the opportunity slip by. 3. There is a third possibility which will obviate the diffi- culty that I have just referred to. In the event that a consoli- dation of all institutions should prove to be impracticable, I suggest a reorganization on a plan analogous in many ways to that adopted within the past decade by Montana, but with some important differences. Montana now maintains at Missoula, a college of liberal arts and a college of la^v; at Butte, a school of mines; at Dillon, a state teachers' college; and at Bozeman, a college of agriculture and a college of engineering. These colleges, located at four different centers, form together the University of Montana, operating under a single administrative board of control and with a single executive head known as the Chancellor of the University. I believe that, if New Mexico could not see its way clear to a single, centrally-located State University, it could at least avail itself of the advantages involved in the Montana plan and even make some important improvements upon that plan. The organization that I should suggest would be, in essence, a Uni- versity of New Mexico, comnrisinR- the colleges and secondary schools that I have already described, but located in three dif- ferent centers as follows : (a) A Northen State College, located at Las Vegas or at 50 REPORT ON NEW MEXICO some other point readily accessible from the northern sections of the state. If located at Las Vegas, of course, the present plant of the Normal University could be utilized as a nucleus for whatever buildings might be needed. The only work of collegiate grade in this institution for some time at least would probably be that involved in the preparation of teachers. The emphasis here would be primarilj^ upon training teachers for the rural and urban elementary service. One-year and two-year curricula would be developed firet, but these should later be expanded into three-year and four-year curricula. Certain types of high school teachers and special supervisors might also be advantageously prepared here through four-year curricula. Until the high schools of the state are well developed, this in- stitution should maintain a preparatory department. It should, also, in my opinion, offer vocational programs of secondary grade in agriculture, home economics, the commercial branches, and industrial arts. With the co-operation of the Federal gov- ernment through the provisions of the Smith-Hughes Act, the expense of such courses to the taxpayers of the state would not be excessive and a real ser\'ice would be rendered to the young people of northern New Mexico. Short courses in agriculture and home economics for adults could also be developed with small expense and very great profit. Perhaps, A\4th the co- operation of the Federal government, a branch experiment sta- tion could at some time in the near future be located nearby. It seems to me that such a station is needed in the northern part of the state. (b) A Central State CoUege, located at Albuquerque. This would comprise the present college of liberal arts and a college of engineering made up of the present departments of engineer- ing together A^-ith the engineering courses transferred from Las Cruces and Socorro. AMien the needs and resources of the state should warrant additional developments, a College of Law and a Central State Teachers' College might well be added. (c) A Southern State College, This would best be located at Las Cruces in order to take advantage of the plant already developed. It would comprise on the collegiate level the State College of Agriculture and a State Teachers' College, the nu- cleus of the latter to be the departments transferred from the present State Normal School at Silver City. The Teachers' College should provide at the outset one-year and two-year pro- grams for the preparation of elementary rural school and urban school teachers; later these should be expanded into three-year and ultimately into four-year programs. In co-operation with the College of Agriculture, it Avould also prepare, through four- year programs, high school teachers of the sciences, of agricul- ture, and of home economics. EDUCATIONAL INSTITUTIONS 51 The facilities for the development of a teachers' college at Las Cruces are worth serious consideration. The public schools of Las Cruces are representative of the school problems of a small city; Mesilla Park presents the problems of the smaller American community; -ndthin a mile is a native ^"illage repre- senting still another type of school problem important in New Mexico; and within reasonable distance are rural schools that could well serve as rural training centers. The advantages of having a teachers' college in close affiliation "sWth an agricul- tural college A^dll also be ob^-ious. The rural training depart- ment of the former aa^II be in a position to work in close co- operation with the county agricultural agents, the boys' and girls' club work, and the other activities encouraged by the Federal government through the States' Relation Sers'ice of the Department of Agriculture. On the secondary level, the Southern State College should continue the vocational courses and the short courses now of- fered by the College of Agriculture. There would also be a place for some years to come for a preparatory department leading to matriculation in the Teachers' College or in the Col- lege of Agriculture. By way of summary, the suggestions for this possible form of reorganization mav be outlined as folloAvs : 52 REPORT ON NEW MEXICO w S 2^- C iocs C OJ c T^~ O &-> d 0). o 73 M O ° " & 4» a^ o 0) o o t. *-' (U 04 m K 01 - O O 3 55 K too > <" . i; C 3 E -" " E c 2 w m bt o X! So -s ^, D o a; 2 -^ w a o h 3 S* Pi -s 72 O ^ aj^ C CJ i) j: ^"^r - ?! H O'^ K ~ M C J v.OMf-7 a> c -« ^ m m" '^ "I- = S-^ o O = i2 0} o s - o 1^ r E a; S ~ c - m aid J' o o a; P o« ^JK Is o — ■ y aj IS • • ^ ° «>; ai ^ C 3: S * .0 r^ cs Q 3 y 'K y y 0,' O o U £ ■g 2 ^» SS y o '21 " -St n . s- y * > O m t.'3 y EDUCATIONAL INSTITUTIONS 53 The immediate economies that could be effected by the plan just described would be somewhat greater than the im- mediate economies involved in the concentration of all of the higher work in a single institution at Albuquerque. This would be due largely to the fact that the retention of three of the plants would do away with the necessity for the large invest- ment in new buildings, farms, etc., that an enlarged single in- stitution would involve. The expenses of upkeep and overhead would of course be higher than for a single institution. It is altogether likely that a single institution would prove more economical in the end, and that this greater economy would ultimately overbalance the larger initial investment that the unit form of reorganization Avould involve. This question I could not answer Avithout making a very close study of the ex- penses that would be involved in the development of an agri- cultural college plant at Albuquerque. If this three-institution organization of the University of New Mexico Avere to be adopted, I should suggest a single board such as that proposed for the single-institution plan dis- cussed above. Each institution would have its own president and, where more than one college is included, a dean for each college. ]\rontana's plan of a chancellor to serve as an execu- tive for all of the institutions may be essential to the best re- sults in administration. I should however, suggest as a possible alternative the appointment of an executive secretary of the governing board who would not necessarily rank higher than the heads of the three colleges, but Avho would in some measure personify the unifying functions of the board. There are doubtless combinations that are possible in addi- tion to the three that I have discussed. No others seem to me, however to merit serious consideration. In conclusion and by way of a brief summary I should re- commend to the people of New Mexico: (1) that they lay the foundations of a strong and pervasive system of public educa- tion by making the primary purpose of their higher institutions the preparation of teachers for the public schools; (2) that they encourage the development of high schools throughout the state; (3) that they emphasize in the higher institutions, in ad- dition to the preparation of teachers, the kinds of education upon which the state will be most directly dependent for its material prosperity, especially technical education in agricul- ture and mining; "(4) that, until the high school system iswell established, secondary work be provided for in the state insti- tutions Avith especial emphasis upon agricultural, industrial, and household arts courses in the maintenance of Avhich the Federal government will participate under the terms of the' 54 REPORT OX NEW MEXICO Smith-Hughes Act ; and {5) that the existing higher institutions be united preferably in one strong central institution, or at most in three state colleges under a unified control. Respectfully submitted. WILLIA]^! C. BAGLEY. New York Citv. December IS. 1920. EDUCATONAL INSTITUTIONS 55 Stanford University. California. January 6, 1921. Mr. H. J. Hagerman, Chairman Special Kevenue Commission, Santa Fe, New Mexico. Dear Sir : On my arrival home from a trip into Arizona and Southern California I find the report prepared by Professor Bagley. for your Commission, awaiting me. I have read it through care- fully three time ; first hastily to get its general outlines ; sec- ond as a careful study, vriih such data as I could collect on your institutions in our library here ; and finally again as a hasty going over to get it once more as a whole. We happen to have a fairly good collection of catalogues here, and I have gone over these, as well as U. S. Commissioner of Education data. I have spent something near four days in studying the conditions, as well as one could at a distance, and in trying to estimate the value of the various recommendations which Pro- fessor Bagley makes. Since I agree with him in almost all his recommendations, I take it that you do not want a detailed statement from me, but rather a brief estimate of what he has reported to you. I thoroughly agree with him that the State of Xew Mexico is maintaining far too many state institutions, and that these should be combined into not more than three. The Spanish- American Normal School at El Rito. I should recommend abandonment of entirely, and for the same reasons as given by Professor Bagley. The Military Institute at Roswell. I am in- clined to recommend should also be abandoned, though, from my examination of its catalogue. I am inclined to believe that this is an unusually efficient institution. My recommendation in this case is based, as in the case of the Spanish- American Normal School at El Rito. on the fundamental proposition that there can be little reason in the future, regardless of what may have been the motives at the time they were created, for the taxing of the state to maintain schools of secondary grade. The maintenance of such should be a local matter, and as a part of the public school system, the state confining itself to higher education. The School of !Mines at Socorro should also be abandoned. I can see little justification for the maintenance of a separate institution for instruction in mining, and many reasons for the combining of such instruction with other engineering and scientific work at the University. Stanford University has. for a quarter of a century, trained mining engineers for all parts 56 REPORT ON NEW MEXICO of the world, and we have no mmes near at hand. One of the most successful School of Mines in the United States is at Co- lumbia University, in New York City. Generally speaking, over the United States, Schools of Mines that have been inde- pendent and isolated have amounted to little, while the suc- cessful institutions have been a part of a large university in- stitution. For educational reasons, as well as for motives of economy, I would recommend the abandonment of the School of Mines at Socorro and the transfer of the work to the State University at Albuquerque. While the state's greatest professional need at present, and probably for a long time to come, will be for teachers, I quite agree with Professor Bagley that the Normal School at Silver City is poorly located, and ought to be abandoned as a normal school and the work transferred and combined with one or more of the other existing state institutions. The question then remains of three institutions or one. I tend to favor the three-institution plan, as outlined by Pro- fessor Bagley in his report on page 52. The three institutions at Las Vegas, Albuquerque and Las Cruces are well located to meet the needs of the three main lines of travel in your state, the plants represent value and are fairly well adapted to the needs of the future, the agricultural work at Las Cruces repre- sents a type of farming that Ncav Mexico needs to experiment with, and would need to be maintained as a branch institution under any plan, and it is almost certain that three institutions, located iii the three main sections of your state and accessible through the three main lines of travel, will meet the needs of a larger number of students and be of more service to your state than will one. It seems to me to be almost certain that if all are combined in one now it will only be a matter of a short time, in a state so large as yours, before a succeeding legisla- ture will recreate some one or more of the abandoned schools, and the economies now effected will be lost and new expenses involved that will ultimately cost the state still larger sums. I also approve heartily the division of work between the three institutions, and the plan for their future development, as outlined bv Professor Bagley on page 62. It is sensible, and at the same time an economical program. New Mexico is certain to increase in population in the near future, possibly rather rapidly, but even though no increase in population should occur there is certain to be a marked in- crease in high school pupils and graduates in the near future. Teaching, too, Avith better salaries for the work and a slowing down of the many new lines of employment which were opened to women by the war, is almost certain to come back as an at- tractive career for women and draM^ many into it who now go EDUCATIONAL INSTITUTIONS 57 to other lines of service. Looking ahead only a few years, it seems to me, you can count on from 800 to 1000 new students entering the three state institutions each year. While this number could of course be accommodated in one central state university, the limits of practice school facilities there, the de- mands of your agriculture, and the need for looking ahead and anticipating demands in the future for the creation of new state institutions, together with the desirability of providing institutions so located that the needs of your state may be best met, all incline me to recommend the three-institution plan as outlined by Professor Bagley on page 52. In only one recommendation do I strongly disagree with Professor Bagley, and that relates to the creation of a unifying state board to control the three state institutions, should your legislature so decide the problem. He favors their election by the people, while it seems to me that the evidence from prac- tice in the United States distinctly favors their nomination by the governor. Better men can be secured for the work of man- agement, and the institutions kept freer from politics, assum- ing that governors are inclined to be favorable to educational interests. The most desirable men for such positions seldom get nominated under the popular election plan. In closing let me urge that, while economy in operation is desirable, there can after all be little cutting down of expenses for so important and so rapidly growing an undertaking as ed- ucation. The demands of the future are certain to be larger and more costly, and a constantly larger percentage of the state's children will come up demanding to be cared for. The problem is not one of reducing expenses, but rather one^ of spending what must be spent in a better way, and of securing as large returns as possible for the money that is expended. Expressing my appreciation of the importance of what you have undertaken, and wishing you success in effecting combinations, I am, Very truly yours, ELLWOOD P. CUBBERLEY, Dean School of Education, Stanford University. 58 REPORT ON NEW MEXICO January 21, 1921. Mr. H. J. Hagernian, Chairman, Special Revenue Commission, Santa Fe, New Mexico. My Dear Mr. Hagerman : I have read carefully Dr. Bagiey's report on the Higher Educational Institutions of New Mexico, and I am glad to re- port to you that I find myself in agreement with his major recommendations. Nothing in my opinion is more important than that the qualifications of teachers should be raised during the period of the next six years as is proposed in Dr. Bagiey's report. The standards Avhich he suggests and the movement from the pres- ent situation to the higher standards seems to me to be entirely feasible. I agree with Dr. Bagley as to the necessity of revis- ing the curricula of the schools, and the advisability of aban- doning the school at El Rito. It seems to me most unfortunate that teachers of Spanish speaking children should be educated separate from the other teachers of the state. I should hope that the state should soon require English to be the language of instruction in all schools, and that all teachers be well quali- fied in the English language. If the Americanization of the Spanish part of the population is to be carried forward, I know of nothing more important than that those who are to teach Spanish speaking children be themselves taught in schools along with others who are preparing to teach. I am persuaded that Dr. Bagley makes a clear case with respect to the School of Mines. The benefit derived is certain- ly very small, and the school as a separate institution should certainly be abandoned. I agree as well with his recommendation with respect to the Military Institute. I understand that a special land grant together with the fees of students furnish the funds for the greater part of the institution. I assume, therefore, that it can be continued without adding in any considerable degree to the tax burden of the state. Neither the El Rito Normal School nor the School of Mines, as separate institutions, should continue to be a burden upon the taxable wealth of the state. Courses offered in the School of Mines could very well be taught in the School of Ag- riculture, unless it is decided to transfer all engineering courses to the University of New Mexico from the Agricultural College. It seems to me very clear that higher education should be under one board. I am inclined to believe that a small board EDUCATIONAL INSTITUTIONS 59 elected at large is less apt to play politics, or to be affected by unfortunate political influences than is an appointed board. With respect to the possible consolidation of institutions, I think the ideal situation would be to unite all of them into one state institution. If this is not done, the one most desirable procedure in my judgment would be to provide, as Prof. Bag- ley has suggested, a northern state college at Las Vegas, a cen- tral college at Albuquerque, and a southern at Las Cruces. I agree with his recommendations with respect to the curricula to be offered in these three institutions. In stating my agreement with Prof. Bagley's recommen- dations I do so with a firm conviction that he has a sufficient basis in fact and in first hand view of the situation to have jus- tified what seems to me to be the very sound argument back of his recommendations. Yours sincerely, GEORGE D. STRAYER. 60 REPORT ON NEW MEXICO APPENDIX Data Copied From "'Who's Who in America." BAGLEY, ^V^.LLOI CHANDLER.— University prof. ; b. Detroit. March 15. ISci: s. William Chase and Ruth (Walker) B.: B.S.. Mich. Agrl. Coll.. 1S95 : M.S.. U. of Wis.. 1898; Ph.D.. Cornell U., 1900; (Ed.D., R. I. State Coll., 1919) ; m. Florence MacLean Winger, of Lincoln Xeb., Aug. 14, 1901. Teacher pub. schs., and normal schools. 1895-7, 1901-8 ; prof, edn., U. of m.. 1908-17. Teachers Coll. (Columbia U.) 1917—. During the war edited Nat. School Service (Com. on Pub. Information). Trustee Berea Coll., Ky. Fellow A.A.A.S. ; mem. X.E.A. (mem. emergencv Commn.. 1918 — ). Xat. Soc. for Studv of Edn. (pres., 1911-12). Soc. Coll. Teachers of Edn. (pres.. 1918-19). Sigma XI. Kappa Delta Pi, Phi Delta Kappa, Phi Delta Theta. CLub: Authors. Author : The Educative Process. 1905 : Classroom Management. 1907 ; Craftsmanship in Teaching. 1911 ; Educa- tional Values. 1911; Human Behavior (with S. S. Colvin), 1913 : School Discipline. 1915 : History of the American People rwith C. A. Beard), 1918: The Preparation of Teachers (with W. S. Learned). 1919. Home: Pleasant ville. X. Y. EDUCATIONAL INSTITUTIONS 61 CUBBERLY. Ellwcod Patterson, university prof.; b. An- drews Ind June 6. 1S68 : s. Edwin Blanchard and Kate i Cor- vell) C.; A. B. Ind. U.. 1891; A. M.. Columbia. 1902. Pb. D 1905 • m' Helen Van Uxem, of Ricbmond. Ind.. June lo. Ib92. Prof 'and pres. Vincennes U., 1891-6 ; city supt. schs.. San Diego, Cal 1896-8 : Asso. prof. edn.. Leland Stanford Jr. L .. 189b-06. prof 1906—. Lecturer. Columbia U.. 1907. 14. 16. Chicago L ., 1910 Harvard U 1910-11. Mem. Baltimore Ednl. Commn.. 1911, Butte Sch. SurA-ev Bd.. 1914: dir. Portland (Ore.) Sch. Survey 1913 Salt Lake Citv School Survey. 1915. and Oakland. < L a U School Survev. 1915. Author : Syllabus of Lectures on the His- tor yof Education, 1902. 2d edit.. 1904: School Funds and Their Apportionment, 1905 : Certification of Teachers. 1906 ; Chang- ing Conceptions of Education. 1909 : The Improvement of Rural Schools 1911 ; Rural Life and Education. 1913 : State and Coun- tv Educational Reorganization. 1914 : Public School Adminis- tration. 1915 : School Organization and Administration. 191b : Public Education in the United States, 1919 : and (with E. C. Elliott) State and Countv School Administration. Vol. II. Sources. 1915. Editor Riverside Text Books in Education series. Address : Stanford Tniversity. Cal. 62 REPORT ON NEW MEXICO STRAYER, George Drayton, college prof. ; b. Wayne, Pa., Nov. 29, 1876 ; s. Daniel Jacob Reese and Mary Anna Walton (Ott)S.; Bncknell U.,1896-7; A.B., Johns Hopkins, 1903 ; grad. scholar, 1903-4, fellow in edn., 1904-5, Ph. D., 1905, Columbia ; m. Cora Bell, of Baltimore, Sept. 17, 1903. Teacher and prin. of elementary schs., 1893-6, secondary schs., 1898-1903 ; instr. ele- mentary edn., 1905-7, adj. prof., 1907-10, prof, of edn. adminis- tration, 1910—, Teachers Coll. (Columbia U.). Mem. N.E.A. (pres. 1918-19), Nat. Council N.E.A., Nat. Soc. for Study of Edn. (pres. 1918-19), Assn. Coll. Teacher's of Edn., Phi Beta Kappa; fellow A.A.A.S. Home dir. Y.M.C.A. Overseas Ednl. Commn., 1918 ; dir. sch. campaign for Nat. War Savings Com.. U. S. Treasury Dept., 1918, chmn. Commn. on Emergency in End., N.E.A., 1918 ; chmn. Advisory Com. on Federal Pub. Schs., 1918. Presbyn. Author: City School Expenditures, 1905; The Teaching Process, 1911 ; Retardation and Elimination in Schools and Colleges, 1911 ; Educational Administration (with E. L. Thorndike), 1913; How to Teach (with Naomi Norsworthy), 1917; The Class Room Teacher (with N. L. Engelhardt), 1920. Editor of American Educational Series, for Am. Book Co. ; editor Jour. Ednl. Research. Member bd. editors Educational Administration and Supervision. Pub. lecturer and contbr. to ednl. mags. Address: Teachers College, New York, N. Y. / \ LIBRftRY OF CONGRESS 022 115 195 1