UC-NRLF LA ^ A3 GIFT OF Report of the TEMPORARY EDUCATIONAL COMMISSION to the Governor and Legislature of the State of North Dakota Provided under Chapter 9, Session Laws 1911 DECEMBER, 1912 TABLE OF CONTENTS J Part A. Report I. Introductory 1. The Basis of the Report 2. What has been done 3. The Work of the Commission II. The North Dakota Educational System 1. Normal Schools 2. Industrial Schools 3. Agricultural College 4. University 5. Department of Public Instruction III. What a State Educational System should be IV. General Principles V. Conclusions Part B. Appendix I. The Basis of Institutional Organization 1. Constitutional Provisions 2. Statutory Provisions II. Scope of Institutions 1. The University of North Dakota 2. The Agricultural College 3. The Normal Schools 4. The Industrial Schools III. Financial Statements 1. General 2. Specific Statements 3. Statistical Tables IV. Views of Authorities 1. Definitions 2. Control and Government LETTER OF TRANSMITTAL DECEMBER 27, 1912. To the Governor and Members of the Legislature, GENTLEMEN : In acordance with Chapter 9, of the Session Laws of 1911, I am transmitting to you in printed form the report of the Temporary Educational Commission. . The report consists of Part A, in which are included the findings of the Commission, and Part B consisting of the views of educators, statistical tables, and data bearing upon the questions before the Commission, Respectfully submitted, FRANK L. McVEY, Chairman. GEORGE A. MCFARLAND, Secretary. PART A REPORT OF THE COMMISSION REPORT of the TEMPORARY EDUCATIONAL COMMISSION I. INTRODUCTORY 1. The Basis of the Educational Commission Senate Bill No. 285, Chapter 9, of the Session Laws, introduced by Hon. E. J. Davis, in the last session of the legislature, provides for the creation of a temporary Educational Commission. Its pur- pose is : (a) The study of the educational system, both in the United States and elsewhere. (b) With a view to the presentation of a report which will form the basis for the unifying and systematizing of the educational system of this state, and thereby provide for the removal of un- necessary duplication of courses in the institutions of the state, as well as to suggest such legislation as will tend to prevent any un- seemly competition among the institutions for appropriations. (c) A study of the several secondary schools and higher in- stitutions of learning: (d) And the Department of Public Instruction. (e) The preparation of a proposed bill embodying the recom- mendations. The Commission consists of Frank L. McVey, President of the University; John H. Worst, President of the Agricultural Col- lege; George A. McFarland, President of the State Normal School at Valley City ; E. J. Taylor, Superintendent of Public Instruction ; U. L. Burdick, Lieutenant Governor; J. M. Hanley, Speaker of the House of Representatives ; and one other member, George T. Webb, of Merricourt, appointed by the Governor. The Commission was given $1000 with which to pay travelling expenses, clerical work and printing. 2. What Has Been Done The Commission was organized in December, 1911, and has held during the past year ten meetings. These meetings took place at Grand Forks, Fargo and Valley City. During the summer of 1912 questionaires were sent to many of the leading educators in the United States and a great deal of material was collected, in addition to that relating to the different institutions of the state. At three of the meetings opportunity was given those who desired to express their views upon the educational situation in the state to do so. President Smith of the Academy of Science at Wahpeton, President Kings ford of the Ellendale Normal and Industrial School, President Hillyer of the Mayville Normal School, Professor Gillette of the University, Professor Weeks of the Agricultural College, and ex-Superintendent Stockwell, among others, were heard. From a study of these views and the material and reports collected, the Commission has attempted to formulate a statement of its con- clusions. 3. The Work of the Commission The work of the Commission, however, has been limited: first by the fact that the membership of the Commission consists of men already burdened with duties ; and second, by the fact that the amount of money allowed for the conduct of the work was not sufficient to admit of the employment of educational experts to make an investigation of a number of phases of the educational system which the Commission has not touched upon. The statistics presented in the appendix of this report have not been tested by specific examination of books and registrars' reports in the different institutions, and therefore show only the general situation. II. THE NORTH DAKOTA EDUCATIONAL SYSTEM The educational system of North Dakota consists of the usual three divisions of elementary, secondary and Jiigher learn- ing. The elementary division is governed by local boards of educa- tion and a superintendent, with general supervision from county authorities and the State Superintendent of Public Instruction. The secondary schools are under the direction of local boards of education, the superintendents of such schools and the High School Board. The higher institutions of learning are under the govern- ment of a president and faculty, with the control resting in boards of trustees appointed by the governor. There are eight state edu- cational institutions other than the School for the Blind, the School for the Feeble-minded, the School for the Deaf and Dumb and the Reform School. The attitude of the state toward these last named institutions should be to regard them as quasi-educational institu- tions, and in order to maintain this view the Commission is of the opinion that a Board of Visitors should be created to inspect and report to the Governor, Legislature and Board of Control from time to time upon the educational progress made by them. These eight educational institutions mentioned above may be grouped in four divisions : (a) The Normal Schools, consisting of the State Normal Schools at Valley City, Mayville and Minot. (b) The Industrial Schools, this term, for want of a better one, being used to designate the three schools which have an indus- trial purpose. They consist of the Manual Training and Industrial 8 School at Ellendale, the Academy of Science at Wahpeton, and the School of Forestry at Bottineau. (c) The Agricultural College. (d) The University. An examination of the situation shows that the Normal Schools are, within the scope of the law, performing the functions with which they are charged. The Industrial Schools as defined above present the most difficult problems before the Commission in that their scope and purpose as well as their coordination with the edu- cational system is least defined and satisfactory. There exist at Ellendale and Wahpeton two schools carrying largely the same line of work, excepting that the school at Ellendale has placed some emphasis upon the preparation of teachers of manual training and domestic science. In each of these schools the attendance is largely local, and at Ellendale in particular, the school has been recognized as filling the place of the local high school. This is not the function of a state-supported school, consequently definite courses of study confined within specific limits should be inaugurated. The purpose of the school at Bottineau is indefinite. The larger number of students enrolled are engaged in the study of commercial subjects. The in- tent of the law was to emphasize horticulture, forestry, and agri- culture, and while there are courses of study offered in these sub- jects, the intent and purpose of the school is not definitely pointed in this direction. The Agricultural College carries on a variety of functions, giving several courses of instruction in agriculture, general science-, including chemistry and biology, chemical, civil, mechanical and electrical engineering, domestic science, veterinary science and pharmacy, and directing under its agency the work of agricultural experimental stations and the analytical and police regulations re- lating to the enforcement of the pure food laws. A comparison of the courses offered by the Agricultural College and the University shows that, with the exception of a number of courses in engineer- ing, there is but little duplication of instruction by the two institu- tions. (See pp. 25-28 of this report). The Agricultural College in the conduct of these engineering courses should and supposedly does place emphasis upon the industrial rather than the professional side of them. The University maintains six colleges: namely, Liberal Arts, Mechanical and Electrical Engineering, Mining Engineering, Edu- cation, Medicine, Law and in addition an Extension Division, the State Public Health Laboratory, the Mining Sub-Station at Hebron and the Biological Station at Devils Lake. The purpose of the University is to afford the ultimate train- ing of the youth of the state for the various scientific callings which require an extensive scientific training based upon adequate liberal preparation, with the exception of those connected with Agriculture, including applied chemistry and biology, domestic science, and veterinary science. It prepares for the learned professions includ- ing teaching, engineering, chemistry, physics, geology, etc., besides banking, insurance and business. The fundamentals which it em- phasizes are adequate preparation and scientific expansion as a basis of study. It recognizes that it is exceedingly important for the welfare of the country that the members of the so-called learned professions shall be adequately rather than poorly trained. With the emphasis placed upon the industrial side of engineer- ing by the Agricultural College and upon the professional side by the University, there is little probability of interference or even of duplication in the work done by the two institutions, especially if it is clearly understood that the University is to carry on the graduate work which counts towards the Master of Arts and Doctor's Degrees and grant all professional degrees with the excep- tion of the degree of Doctor of Veterinary Science. The investi- gation of the Commission goes to show that the conditions existing in North Dakota at the present time relative to the matter of duplication and rivalry are not serious. The problem, however, is not what will happen to-day or to-morrow, but what will be the situation twenty-five years from now, and it is to this purpose that it is desirable that there shall be a clear-cut distinction between the functions of the different educational institutions of the state. The Department of Public Instruction, as at present organized under the law, has little authority over the educational situation in the state and cannot exercise much influence for unity and coordina- tion. The time of the f Superintendent of Public Instruction is taken in attendance upon numerous boards of which he is an ex- officio member, with a resultant breaking up of any continuous policy in the management of his department. Without question he should have the benefit of an advisory board composed of men who understand the educational system, and who might in addition take over some of the functions that are now scattered among the various boards created by the state legislature. This would be a step toward singleness of purpose that might be extremely helpful and beneficial in the administration of the educational system of the state. III. WHAT A STATE SYSTEM O*F EDUCATION SHOULD BE In a letter to the Educational Commission, Dr. K. C. Babcock, the Specialist in Higher Education of the United States Bureau of Education has set forth the following, which is quoted in full for the purpose of making clear the various divisions and relations in an educational system: Bureau of Education Department of the Interior Washington, D. C. This discussion of "a state system of education ideally out- 10 lined and operated" assumes (i) that such system should have the functions of its different parts so distributed as to insure unity, harmony, economy and efficiency; (2) that its higher education has well developed and coordinated elementary and secondary schools as a basis, with differentiation of secondary schools to meet the varying local needs for vocational instruction in agriculture, com- merce, and industrial arts ; ( 3 ) that the three groups of higher schools should admit only those students who have completed the course of one of the secondary schools. From present indications the vocational schools of elementary or secondary grade, even those of agriculture, will at an early day be distributed rather than cen- tralized as a part of a single agricultural college. The function of the state university should be (i) to give standard liberalizing courses in arts and sciences, covering four years and leading to a bachelor's degree; (2) to give engineering and technological courses, including agriculture, unless the state has a separate agricultural college, covering four or five years and lead- ing to a bachelor's degree \r^ some applied science ; in case of separa- tion of the agricultural college and the university, possibly a civil engineering course should be developed at the agricultural college; (3) to organize professional schools or some definite portion of a prescribed professional course, such professional work to have as its ultimate basis the first two years of the liberal arts or general science courses; (4) to develop a graduate school offering courses primarily for holders of bachelors' degrees and leading to the de- grees of master and doctor, where the requirements of the common- wealth constitute a sufficient demand and the resources of the state will permit; (5) to develop a department of extramural relations for reaching with information and inspiration persons whose age and occupation preclude their taking work - at the university. In such state universities there should be a department or a school specially organized for the preparation of teachers for secondary and higher schools in the state. The state agricultural college, when separate from a state university in which provision is made for standard engineering and technological instruction, should devote itself strictly and mainly to the development of courses in agriculture and such branches of engineering and mechanic arts as are allied to agriculture. The states are obliged, in accordance with the terms of the federal grant of land and money, to maintain on an approximate parity instruc- tion in agriculture and the mechanic arts, and it rests with the states to determine how the federal funds shall be apportioned to accom- plish this purpose. An ideally operated system involves the ulti- mate elimination from the agricultural college of work of a second- ary grade and work purely vocational in its character. A second ii feature of the work of the agricultural college and the agricultural experiment station should be the development of summer and win- ter short courses, farmers' institutes, cooperative demonstration work, and general agricultural extension and propaganda. The work of the agricultural college and the state university, in fundamental and general subjects, of the first year or the first two years should be so coordinated that students may at the end of either of these years change from one institution to the other, as their interest or inclination may dictate, and receive full credit for courses already taken, so far -as these courses jnay be counted at all for a degree in the second institution. The duplication of courses of the first two years, which require merely teachers, class- rooms, and modern equipment in laboratory and library, for ex- ample in mathematics, English, general chemistry, biology and economics, may go on indefinitely, provided of course that the faculty and plant necessary for the work in these fundamentals are fully employed. The wastefulness of duplication usually falls most heavily in the intermediate and advanced courses. Broadly speak- ing, twenty sections of freshman mathematics may be as economic- ally administered in three places as in one. The state normal schools should be held to broad preparation of teachers and supervisors for the elementary schools. Such preparation should include some cultural and liberalizing elem- ents, in addition to the grounding in the subject matter and meth- odology of elementary education. When the normal schools as a whole have thus provided the elementary schools of the cities, vil- lages and rural communities with well trained teachers, supervisors and suprintendents, whose education and discipline represent sub- stantially a high school course plus two years of professional and general training, it will be time for them to request the privilege of further upward expansion and the power to grant standard de- grees. It is an undeniable fact that in scarcely a single state are the normal schools at the present time supplying more than 40 per cent of the annual demand for new teachers in the public school system. D Provisions for trade, industrial and commercial schools in a state essentially agricultural in its interests, may safely be made in the differentiated secondary schools and in technological depart- ments of the university and the agricultural college. The argument that a state should supply each of its citizens with any sort of an education that he may desire, does not rest upon a logical basis, nor should it lead to the establishment of all sorts of specialized schools by each state. Cooperation between states, and subsidies to promis- ing students to seek their instruction in the best possible schools, for example, mining or textile engineering, may well be adopted as a policy, rather than the establishment of various weak and 12 spiritless schools. A student in North Dakota who desires advanced instruction in architecture, marine engineering, or industrial chemis- try other than agricultural chemistry, should expect to seek instruc- tion outside the state. I see no sufficient justification for a "school of science" separate from the state university, agricultural college and vocational schools in any state. E The work in engineering should be done in connection with the university and agricultural college ; generally speaking, it should be done at the university, with its highly equipped departments of pure science, since engineering professions show a marked tendency to emphasize severe training in the principles and fundamentals of engineering, which can best b"e taught in a university spirit and in a university atmosphere. F In the original agriculture land-grant act of 1862, the terms "agriculture" and "the mechanic arts" are used coordinately. The federal authorities are insistent that each state accepting the land- grant, and later grants of money, must provide adequately for both forms of education. By common understanding the term mechanic arts has been interpreted to include all forms of engineering, though there is serious doubt in many quarters as to whether this was the original intent of the men who passed the act of 1862; in other words, the grade of instruction in agriculture and in mechanic arts should be the same; if one is of college grade, the other should be of college grade. While the vocational or industrial work both in agriculture and in mechanic arts will continue to need attention from the agricultural colleges for some years to come, there is good rea- son to believe that this is a passing phase and that the localities will ultimately provide for the greater part of such instruction. The agricultural college must become a college in fact as well as in name, no matter how differentiated its function. It must not continue to undermine the work which the various communities and the state itself are doing to build up sound secondary education throughout the state. G Neither efficiency nor economy dictates that the work of the normal schools should be extented under present conditions to include the preparation of teachers for secondary schools; on the other hand, the correlation between the normal schools and the state university and the agricultural college should be so worked out that students completing the normal school course and finding themselves eager for more thorough or specialized preparation could enter one of the other institutions, with definite credits toward a degree. By way of summary it should be said that it is high time, in the interests of efficiency and economy, that various states should think of their educational systems as a unity, subject to the 13 sovereign wisdom of the state, and that the state itself should dictate a far-reaching policy of coordination and control. K. C. BABCOCK Specialist in Higher Education. October, 12, 1912. IV. GENERAL PRINCIPLES The two principles that may be -laid down for the development of an educational system are coordination and freedom of govern- ment. Coordination implies the existence of a definite place for each institution in the work of state education, and that there is limited duplication in the relation of the institutions to each other. In the matter of definiteness of view, it may be said that in the case of the industrial schools there is considerable uncertainty as to their purpose and intent, and even in the instance of the agricultural college and the university some doubt exists as to the different func- tions of the two in the field of engineering. As yet, the normal schools have not raised the question of the higher courses beyond the two years above the high school, nor, as things stand in this state, should this question be raised until, as stated in the letter from Dr. K. C. Babcock, "the normal schools as a whole have thus provided the elementary schools of the cities, villages and rural communities with well-trained teachers, supervisors, and superintendents, whose education and discipline represent substantially a high school course plus two years of professional and general training, it will be time for them to request the privilege of further upward expansion and the power to grant standard degrees." It is to be doubted, however, whether the securing of definition of place and the limiting of duplication are to be attained by any administrative device that has yet been invented by a legislature. In fact, the creation of boards to take over this problem is nothing more nor less than the transfer of the problem from the legislature to a smaller group without solving it. The long experience of edu- cational institutions has shown clearly that institutions or groups of institutions of the same kind should have their own governing board, and this principle seems to be particularly clear in view of the fact that in no state has the centralized board been an unquali- fied success. Says Mr. Henry C. Wright, of New York, in his extensive report on "Methods of Fiscal Control of State Institutions" for the legislature of New York: "The larger costs noted in the cases of New York and Iowa are, in a large measure, the costs of super- vision of details of administration of institutions, which in Indiana remain in the hands of the superintendents of the institutions." He states again that: "Superintendents, stewards and boards of managers exercised as discriminating and reliable judgment in the selecting of and contracting for supplies as is now exercised by central bodies." 14 In fact, the last two years has seen a considerable change in the attitude of the public toward the question of state boards of control for educational institutions. It has been found that they do not solve the problem. For further consideration of this matter see appendix pp. V. CONCLUSIONS 1. The Commission accept as a satisfactory basis for the development of the educational system of the state, the provisions as outlined on pages 10-14. 2. The State University is the highest institution of learning in the state. "It is the culmination of a completely organized and properly related system of education, springing out of the common schools in the most elementary form and immediately based upon the work of the high schools and colleges. Its standards for en- trance and graduation should ultimately be so far in advance of other educational forms as to stimulate and strengthen them, but not to disconnect them or itself from the unity of the whole sys- tem. As the culmination of the system of education, it can have no rivalry with any other part of the whole, but should coordinate, strengthen, supplement, and develop the work of all." The Agricultural College is a school of agriculture and me- chanic arts. Under the provisions of the Morrill Act it may engage in the liberal and practical education of the industrial classes for the several pursuits and professions of life ; but when organized as a separate institution, as it is in this state, it should not compete with the University, but should offer a field of work of its own, differentiated from that of the other, but bearing a logical relation to it. In an agricultural state such as this it should give special emphasis to agriculture and farm mechanics. As now organized and conducted there is little conflict or duplication between the University and the Agricultural College, and such as there is can be removed by conference and agreements between the presidents of the two institutions and their boards of trustees. Between the institutions of the state there should be such coordination as to per- mit the student to pass from one institution to the other without loss of time and credit. 3. The Normal Schools should continue to emphasize the pre- paration of teachers for the grades, and should be under the govern- ment of one board, since they are schools of a similar kind. 4. In a previous paragraph the Commission has designated the schools at Wahpeton and Ellendale as Industrial Schools. In doing this the Commission had in mind the extension of the idea of industrial schools so that in time there should be developed five or six state schools engaged in presenting secondary training in trades and agriculture. The two schools at Wahpeton and Ellen- dale form a nucleus for this class of schools, and with their estab- 15 lishment would create a new class of such schools called State Industrial and Agricultural High Schools. In view of the consti- tutional provisions for the establishment of the two schools, some additions to these provisions for the curriculum of industrial schools might well be made above the I2th grade and not beyond the I4th year (second year of college.) In the Session Laws of 1911 a group of subsidized Agricul- tural High Schools was created, and under the provisions of the Gibbons Law of the same session, a special type of County Agri- cultural High Schools was created. Some plan of coordination for these three groups of (i) State Industrial Agricultural High Schools, of which Wahpeton and Ellendale should form the be- ginning, (2) of combined county and town Agricultural High Schools under the provisions of the Gibbons Law, that bill neces- sarily being modified by the removal of the clause compelling counties to create separate agricultural schools, and (3) of the subsidized high schools under the provision of Session Laws, Chapter 40. A plan of this kind would result in simplification and coordi- nation of a real system of agricultural and industrial schools. Unless such a plan as outlined above is accepted, it is practi- cally impossible to differentiate the school at Wahpeton from that at Ellendale, but by creating a new system of industrial and agri- cultural high schools throughout the state the Commission believes that it has suggested a plan that will have an important bearing on the growth of the state in the future. 5. Recognizing the principle of one board for one type of institution, the University should continue under a board as at present, the Agricultural College under another board, the Normal Schools under a third and the Industrial Schools under a fourth. The reasons for this view were arrived at after careful study of the statements of men in states where the government of institutions is centralized, the reports from such states, and the general condi- tions now existent in them. 6. In connection with the Department of Public Instruction, there should be a Board of Educational Advisers, who should take over the functions of the present State High School Board and the Board of Examiners. This board might further have the authority for calling upon each institution for the presentation of its needs prior to the meeting of the Legislature. 7. The passage of the one mill tax, by the Legislature of 1899, for the support of the educational institutions was real statesman- ship and should not be disturbed. The principle then developed should be carried further. The growth of educational institutions in North Dakota is an important element in state development. Provision of an adequate character should be made, but the irregularities of appropriations do not lend themselves to systematic planning and in the judgment 16 of the Commission a part of a mill tax should be levied for six years to be used for building purposes. 8. The Educational Commission recognizes the fact that the study of the work of several institutions together with a study of the educational system itself is a very big and broad problem. In presenting this report it does not feel that it has any more than entered upon the general phases of the problem. Any considerable legislation that may be undertaken in the future should be based upon a careful study of the situation in all directions by educational experts who shall have at their command sufficient funds to pro- vide for necessary clerical assistance for the examination of the books and plants, inventories, statistical records, and general methods of carrying on the work of such institutions. It is, there- fore, hoped that the Legislature in receiving this report will con- tinue the Commission with larger facilities for the preparation of a more extended report. This report together with the accompanying appendix is re- spectfully submitted. (Signed) FRANK L. McVEY, Chairman JOHN H. WORST GEORGE A. MCFARLAND, Secretary *E. J. TAYLOR U. L. BURDICK J. M. HANLEY GEORGE T. WEBB Temporary State Educational Commission December 23, 1912. Acknowledgement : The Commission acknowledges with appreciation the coopera- tion of many persons, and especially of Dr. A. J. Ladd, who directed the work of securing replies to the questionaires sent out by the Commission, of Miss Mabel Randolph and Mrs. Annie S. Greenwood. *Superintendent Taylor does not favor the creation of a Board of Advisers and withholds judgment regarding recommendations of the Com- mission as to the Academy of Science and Normal-Industrial School. 17 PART B APPENDIX APPENDIX STATEMENT The material gathered by the Commission during the past year has been compiled and is presented here in condensed form. This information contains no opinions of the compiler or of any member of the Commission. It was used for the purpose of studying the situation. I. THE BASES OF INSTITUTIONAL ORGANIZATION I. Constitutional Provisions \ ARTICLE VIII. EDUCATION Sec. 147. A high degree of intelligence, patriotism, integrity and morality on the part of every voter in a government by the people being necessary in order to insure the continuance of that government and the prosperity and happiness of the people, the legislative assembly shall make provision for the establishment and maintenance of a system of public schools which shall be open to all children of the state of North Dakota and free from sectarian control. The legislative requirements shall be irrevocable without the consent of the United States and the people of North Dakota. Sec. 152. All colleges, universities and other educational institu- tions, for the support of which lands have been granted to this state, or which are supported by a public tax, shall re- main under the absolute and exclusive control of the state. No money raised for the support of the public schools of the state shall be appropriated to or used for the support of any sectarian school. ARTICLE IX. SCHOOL AND PUBLIC LANDS Sec. 159. All lands, money or other property, donated, granted or received from the United States or any other source for a university, school of mines, reform school, agricultural col- lege, deaf and dumb asylum, normal school, or other educa- tional or charitable institution or purpose, and the proceeds of such lands and other property so received from any source shall be and remain perpetual funds, the interest and income of which, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and applied to the specific objects of the original grants or gifts. The principal of every such fund may be increased, but shall never be diminished and the interest and income only shall be used. Every such fund shall be deemed a trust fund held by the state, and the state shall make good all losses thereof. 21 ARTICLE XIX. PUBLIC INSTITUTIONS Sec. 215 (Amended) The following public institutions of the state are permanently located at the places hereinafter named, each to have the lands specifically granted to it by the United States in the act of Congress approved February 22, 1889, to be disposed of and used in such manner as the legislative assembly may prescribe, subject to the limitations provided in the article on school and publi elands contained in this constitution. The State University and the School of Mines at the City of Grand Forks, in the county of Grand Forks. The Agricultural College at the city of Fargo, in the county of Cass. A State Normal School at the city of Valley City, in the county of Barnes; and the legislative assembly in appor- tioning the grant of 80,000 acres of land for normal schools, made in the act of congress referred to. shall grant to the said normal school at Valley City aforementioned 50,000 acres and said lands are hereby appropriated to said institu- tion for that purpose. A State Normal School at the city of Mayville in the county of Traill ; and the legislative assembly in apportion- ing the grant of land made by congress in the act aforesaid for state normal schools, shall assign 30,000 acres to the institution hereby located at Mayville, and said lands are hereby appropriated for said purpose. Sec. 216 Third. An Industrial School and School for Manual Training, or such other educational or charitable institution as the legislative assembly may provide, at the town of 'El- lendale, in the county of Dickey, with a grant of 40,000 acres. A. School of Forestry, or other such institution as the legislative assembly may determine, at such place in one of the counties of McHenry, Ward, Bottineau or Rolette as the electors of said counties may determine by an election for that purpose, to be held as provided by the legislative assem- bly. A Scientific School, or such other educational or charitable institution as the legislative assembly may prescribe, at the city of Wahpeton, county of Richland, with a grant of 40,000 acres ; provided, that no other institution of a charac- ter similar to any one of those located by this article shall be established or maintained without a revision of this constitution. 2. Statutory Provisions (a) THE UNIVERSITY OF NORTH DAKOTA CHAPTER 10 ARTICLE I. OBJECT AND DEPARTMENTS OF THE UNIVERSITY Sec. 1050. The object of the University shall be to provide the 22 means of acquiring a thorough knowledge of the various branches of learning connected with scientific, industrial and professional pursuits, in the instruction and training of per- sons in the theory and art of teaching, and also instruction in the fundamental laws of this state and of the United States in regard to the rights and duties of citizens, and to this end it shall consist of the following branches or departments : 1. The college or department of arts. 2. The college or department of letters. 3. The teachers college. 4. The school of mines, the object of which shall be to furnish facilities for the education of such persons as may desire to receive instruction in chemistry, metallurgy, miner- alogy, geology, mining, milling and engineering. 5. The military department or school, the object of which shall be to instruct and train students in the manual of arms and such military maneouvers and tactics as are taught in military colleges. 6. Such professional or other colleges or departments as now are or may from time to time be added thereto, or con- nected therewith, and the board of trustees is hereby au- thorized to establish such professional and other colleges or departments as in its judgment may be deemed necessary and proper, but no money shall be expended by the board in establishing and organizing any of the additional colleges or departments provided for in this section, until an appropria- tion therefor shall have first been made. COURSES OF INSTRUCTION Sec. 1051. COURSES OF INSTRUCTION. The college or department of arts shall embrace courses of instruction in mathe- matical, physical and natural sciences, with their appli- cation to industrial arts such as agriculture, mechan- ics, engineering", mining, metallurgy, manufactures, archi- tecture and commerce and such branches included in the col- lege of letters as shall be necessary to properly fit the pupils in the scientific and practical courses for their chosen pur- suits, and in military tactics. In the normal department the proper instruction and learning in the theory and art of teaching and in all the various branches and subjects needful . to qualify for teaching in the common schools ; and as soon as the income of the university will allow, in such order as the wants of the public shall seem to require, the courses of sciences and their application to the practical arts shall be expanded into distinct colleges of the university, each with its own faculty and appropriate title. The college of letters shall be co-existent with the college of arts and shall embrace 23 a liberal course of instruction in languages, literature and philosophy, together with such courses or parts of courses in the college of arts as the trustees shall prescribe. (b) THE AGRICULTURAL COLLEGE ARTICLE IV. AGRICULTURAL COLLEGE Sec. 1106. The object of such college shall be to afford practical instruction in agriculture and the natural sciences connected therewith, and in the sciences which bear directly upon all industrial arts and pursuits. The course of instruction shall embrace the English language and literature, mathe- matics, military tactics, civil engineering, agricultural chem- istry, animal and vegetable anatomy, and physiology, the veterinary art, entomology, geology and such other natural sciences as may be prescribed, political, rural and household economy, horticulture, moral philosophy, history, bookkeep- ing and especially the application of science and the mechanic arts to practical agriculture. A full course of study in the institution shall embrace not less than four years, and the college year shall consist of not less than nine calendar months, which may be divided into terms by the board of trustees as in its judgment will best secure the objects for which the college was founded. (c) THE NORMAL SCHOOLS ARTICLE II. OBJECTS OF NORMAL SCHOOLS Sec. 1082. The objects of such normal schools shall be to prepare teachers in the science of education and the art of teaching in the public schools. The board of trustees, with the assistance of the respective faculties, shall adopt the full course of study prescribed for that purpose, which shall embrace the academic and professional studies usually taught in normal schools; provided, that such academic and professional studies shall not extend more than two years beyond the course of study prescribed in a high school of the first class. Such schools shall in all things be free from sectarian control. (d) THE ACADEMY OF SCIENCE ARTICLE III. OBJECT OF ACADEMY OF SCIENCE Sec. 1092. The North Dakota Academy of Science heretofore established at Wahpeton is hereby continued as such. The object of such academy shall be to furnish instruction in the pure and applied sciences, mathematics, languages, political science and history as is usually given in schools of technol- ogy below the junior year, the chief object being the training of skilled workmen in the most practical phases of applied science. A general science course may also be offered, con- 24 sisting of three years' work above the high school course. Upon completion of either of the above courses the board of trustees may grant appropriate certificates of the work accomplished. (e) THE INDUSTRIAL SCHOOL ARTICLE X. INDUSTRIAL SCHOOL Sec. 1172. Name and Objects: That the institution known as the industrial school and school for manual training, located at Ellendale, Dickey county, North Dakota, be henceforth desig- nated the state normal and industrial school, the object of such school being to provide instruction in a comprehensive way in wood and iron work and the various other branches of manual training, cooking, sewing, modeling, art work, and the various other branches of domestic economy as a coordinate branch of education, together with mathematics, drawing and the other necessary school studies, and to prepare teachers in the science of education and the art of teaching in the public schools, with special reference to manual training.* (f) THE SCHOOL OF FORESTRY ARTICLE XIII. SCHOOL OF FORESTRY Sec. 1231. Located. A state school of forestry, to be known as the North Dakota state school of forestry, is located at Bot- tineau, in the county of Bottineau, state of North Dakota, by virtue of the vote taken thereon according to law. The object of the school of forestry shall be to furnish the in- struction and training contemplated in an agricultural high school, emphasizing those subjects that have a direct bearing on forestry and horticulture. II. SCOPE OF INSTITUTIONS On this point the material presented consists of statements taken from advertisements of the different institutions of the state ; also some information from the catalogues of these institutions. A. The University of North Dakota From advertisement in the Quarterly Journal published by the University of North Dakota: THE COLLEGE OF LIBERAL ARTS Twenty-four departments offering more than two hundred dif- ferent courses of study. Specially arranged curricula for those who intend to become social workers or to engage in one of the various lines of business, such as banking, journalism, etc. *Opinion of Attorney General on meaning of name. 25 One year in the College of Law or two years in the School of Medicine or any of the Engineering Colleges may be elected, thus enabling the student to obtain the degree of Bachelor of Arts and a Law, Medical or Engineering degree in six years. Graduate courses leading to the degree of Master of Arts. THE SCHOOL OF EDUCATION Function: The preparation of teachers and principals for secondary schools, superintendents for city schools and instructors for normal schools and colleges. Entrance Requirements: The completion of a four-year high school course or its equivalent. Degrees and Diploma: The degree of Bachelor of Arts and the Bachelor's Diploma in Education (the professional instrument which entitles the holder to a first grade professional certificate for life) on the completion of the regular four-year course of study. Graduate courses are offered leading to the degree of Master of Arts. Special Certificates : In Commercial Work, Domestic Science, Drawing, Manual Training and Music, on the completion of two years of prescribed work. THE COLLEGE OF MINING ENGINEERING 1. The Curriculum. The courses give a broad technical and practical training for those occupations more or less closely associat- ed with mining, metallurgy, milling, coal and gas engineering, ce- ment, clay working, and other allied manufacturing industries. 2. Degrees. The four-year course leads to the degree of Bachelor of Science in Mining Engineering and an additional year of graduate work to the professional degree of Engineer of Mines. 3. Equipment. The equipment is high grade, including work- ing models for making brick, pottery and clay products, and for coal testing and treating, gas manufacture, etc. 4. Experimental Stations. At Hebron is situated a mining and coal and gas experimental station under the direction of the trustees of the University and the dean of this college. Here practical tests on a commercial basis are carried out. THE COLLEGE OF MECHANICAL AND ELECTRICAL ENGINEERING 1. The Curriculum. Courses are offered leading to the degree^ of Bachelor of Science in Mechanical Engineering and Bachelor of Science in Electrical Engineering. Five year courses lead to the advanced degrees of 'Mechanical Engineer and Electrical Engineer. 2. Equipment. The shops are well equipped with the latest machines. The mechanical and dynamo laboratories have, among other pieces of apparatus, a fifty horse-power suction gas producer and gas engine and two seventy horse-power boilers, each with a different type of furnace, including an automatic stoker. The facil- ities for offering thorough courses in power engineering and in re- 26 search work in the utilization of various types of power are ample and of the very best. The recent legislative appropriation of $17,000 for laboratory purposes has enabled the college to still fur- ther improve these facilities. THE COURSE IN CIVIL ENGINEERING 1. The Curriculum. The distinct professional lines to which attention is given in the course in Civil Engineering are the follow- ing: (i) surveying, (2) mechanics and bridge and truss stresses, (3) concrete construction, (4) railway location and construction (5) hydraulics and water power, (6) sanitary and municipal engi- neering. 2. Degrees. The degree of Bachelor of Science in Civil Engi- neering is conferred upon the completion of the four-year course. Upon completion of the fifth year the degree of Civil Engineer is awarded. 3. Equipment. The equipment consists of the usual instru- ments for measuring, testing, etc. Shops and laboratories of all colleges are open to engineering students. THE LAW SCHOOL Offers a three year course ; a four year course ; a five year course and a six year course. The Law School is a member of the Association of American Law Schools. It has a strong faculty and a good working library. THE SCHOOL OF MEDICINE Scope: The University School of Medicine offers to young men and young women the first two years of medical work. Entrance Requirements: Two years of prescribed collegiate work preceded by fifteen prescribed units of high school studies. Degree and Certificate: Upon the satisfactory completion of these two years of medical work the University grants the Degree of Bachelor of Arts and the Medical Certificate, which admit to the third year of medical colleges of good standing. Advantages: (i) Thoroly equipped teachers of all the subjects included in the combined curriculum; (2) splendid laboratory and library facilities; (3) small classes, making it possible for the in- structor to give a large amount of personal attention to each student ; (4) expenses reduced to the minimum; no tuition fee; only the semester incidental fee of $25 ; living expenses very low. A course of one year of college work for nurses gives advanced standing in leading training schools. GENERAL i. The College of Liberal Arts offers to men and women programs of study leading to the degree of Bachelor of Arts, which may be begun in September or February. 2. The School of Education prepares for the profession of teaching in secondary and high schools. Its graduates receive the degree of Bachelor of Arts and the Bachelor's Diploma in Educa- tion. The Model High School is maintained by the School of Edu- cation as a place of observation and practice. 3. The Law School offers a three-years course and grants the degree of Bachelor of Laws. 4. Courses of study leading to degrees of Mining Engineer, Electrical Engineer, Mechanical Engineer and Civil Engineer are offered in the School of Mines and the College of Mechanical and Electrical Engineering. 5. The School of Medicine provides instruction of high or- der for two years in medicine based upon two years of college work. A certificate in medicine is granted with the B. A. Degree. The course for nurses is affiliated with leading hospitals. 6. The Graduate Department presents advanced courses of study leading to the Degree of Master of Arts. 7. The Summer Session provides college and elementary courses for students and teachers. 8. Extension lectures and courses of study are offered by the University for persons otherwise unable to receive academic train- ing. 9. Laboratories and Stations are maintained at University, Devils Lake, Bismarck, Minot and Hebron, North Dakota. B. The Agricultural College From advertisement in the Westland Educator, February, 1912. The North Dakota Agricultural College offers To THE HIGH SCHOOL GRADUATE Four year courses in Agriculture, Biologic Science, Chemistry, Civil Engineering, Domestic Science, Education, General Science, Mechanical Engineering, Veterinary Sciences. Opportunity offered to specialize in all lines of science. Pedagogical work to fit for High School positions. To THE EIGHTH GRADE GRADUATE Three year courses in Agriculture, Domestic Science, Farm Husbandry, General Science, Pharmacy, Power Machinery and the most up-to-date high school in the northwest. All this work is of college-preparatory grade. A strong com- mercial department is maintained. New buildings. More and larger class rooms. Larger and better shops. Fine amateur athletics. Teaching force increased and strengthened. A dormitory for young ladies. 28 From catalogue of the North Dakota Agricultural College, January, 1912: "All modern courses of study in agriculture and engineering being the outgrowth of the Morrill Act, it is thus decreed by the highest legislative authority, both state and national, that the Agri- cultural College shall become the great school of science and tech- nology of the state of North Dakota." "The state is thus fortunate in having two institutions of high- er learning; one more especially equipped for training in profes- sional and the other in industrial pursuits, with a vertical line of cleavage separating their work, and yet admitting of the closest and most cordial cooperation for the benefit of the children and the varied interests of the state." C. The Normal Schools From Westland Educator, February, 1912: (a) THE STATE NORMAL SCHOOL, VALLEY CITY, N. D. Offers young men and women of the Dakotas a practical edu- cation that leads to permanent, profitable and honorable employment. Course of Study: A course of ten and one-half months, com- pleted within one year, gives a second grade certificate good in any county in the state. A full life diploma for four years work after the eighth grade, and to high school graduates after one year. Special two-year courses in Kindergartening, Music, Manual Train- ing, Commercial subjects and many other special branches, leading to the life professional certificate. The school makes its appeal to young men especially thru its athletics, its practical studies such as surveying, agriculture^ labora- tory courses in the Sciences, Manual Training, Band, Orchestra, Glee Club, Debating Clubs and Literary Societies. Advanced College Work is offered in many branches. These credits will be accepted for advanced standing in your university. Moreover, it teaches how to teach. Its graduates secure positions and succeed. From catalogue of the Valley City Normal School, 1912, p. n. "The Normal School at Valley City is maintained by the state for the purpose of training teachers. The curriculum and regu- lations of the school are formulated, therefore, with direct reference to this double purpose, the instruction and training of teachers. The studies are selected with reference to their pedagogical value. It is not the aim to give a mere academic view of them." (b) THE STATE NORMAL SCHOOL, MAYVILLE, N. D. From Westland Educator, February, 1912. "The sole purpose is to train teachers and supervisors for the public schools, especially for the elementary schools in rural and village communities. 29 Tuition is free. Registration and library fees are small. Liv- ing expenses are low. Dormitory accommodations are excellent. There are five general courses of study: A ten and a half months course for eighth grade graduates and leading to a second grade certificate; a four year and a five year course for eighth grade graduates and leading to a state certificate ; and a one-year and a two-year course for high school graduates and leading to a state certificate. There are five special two-year courses for high school grad- uates and leading to a state certificate in Agriculture, Domestic Science, Manual Training, Music and Drawing and Physical Cul- ture and Expression." From catalogue of the Mayville Normal School for 1912, p. 21. "The aim of this school is to prepare young people for the teaching service of the state of North Dakota. It does not give general culture for its own sake. It does not aim to prepare young men and women for college nor for the general pursuits of life." D. The Industrial Schools (a) THE STATE SCIENTIFIC SCHOOL OF NORTH DAKOTA, WAH- PETON, N. D. From Westland Educator, February, 1912. The school for a practical education. Experienced faculty, ex- cellent buildings, complete equipment, low expenses. The following courses are offered : General Preparatory, Gen- eral College (3 years), Domestic Science, Commercial, Mechanical Engineering, Steam Engineering, Electrical Engineering, Chemical Engineering. From catalogue of the Academy of Science for 1912, p. 9. "In accordance with this object, several well organized courses are offered and the practical purposes of the school are kept con- stantly in mind, and at the same time courses coordinate with these in the general college course may be selected if desired." (b) STATE NORMAL AND INDUSTRIAL SCHOOL, ELLENDALE, N. D. From Westland Educator, February, 1912. The school that exalts labor. Normal Department: Latin and English; Manual Training Courses; Diploma leads to First Grade and Life State Certificates. No other school in the state offers so complete a course in manual training. Industrial Department: Nine regular industrial courses, in- cluding Steam Engineering, Home Economics, Commercial Arts, Printing, Mechanic Arts, Library Methods, Fine Arts, Instrumental Music, Dressmaking. 30 From catalogue of the Ellendale Normal and Industrial School for 1912, p. 9. "It is believed with this broad but well defined mission that the Normal and Industrial School offers superior advantages to the young people of the state. The educational thought of the day is constantly emphasizing more and more the practical and everyday duties and problems along with the processes of formal culture. This school is well located and abundantly equipped to give this many-sided and full preparation for the complete life." III. FINANCIAL STATEMENTS I. General The material under this head was compiled from an article on the Cost of Education in North Dakota, by J. W. Wilkerson, Secre- tary of the University of North Dakota, which appeared in the Quarterly Journal of the University of North Dakota for July, 1912, LAND GRANTS FOR HIGHER EDUCATION The generosity of the Federal Government did not stop with the common school grant. It had reserved seventy-two sections for University purposes in an act on February 18, 1881, and the Enabl- ing Act granted this land to the state for the purpose named. Fifty sections were granted for the purpose of erecting public buildings at the capital for legislative, judicial and executive purposes. Ninety thousand acres were granted for the support of an agricultural col- lege. In addition to the above grants, 500,000 acres were given to the state in lieu of grants as provided in the acts of September 4, 1841 and September 28, 1850. The act of September 4, 1841 provided that 500,000 acres be granted for purposes of internal improve- ments. The act of September 28, 1850 provided that swamp and overflow lands be granted to the state, the proceeds from which were to be used for draining them. The Enabling Act provided that this grant of 500,000 acres should be made as follows : For School of Mines 40,000 acres For Reform School 40,000 For Deaf and Dumb School 40,000 For Agricultural College 40,000 For University 40,000 For State Normal Schools 80,000 For Public Buildings at the Capital 50,000 For Other Educational and Charit- able Purposes 170,000 (Additional) (Additional) (Additional) Total 500,000 acres 31 A study of the report of sales of lands belonging to the educa- tional institutions shows that 1,262,817.40 acres have been sold for $19,216,059.84. This amount is not a cash fund but represents sales of land on contract, and only $6,008,645.57 of it has been paid in. The remainder, $13,207,414.27, is yet to be paid by the pur- chasers and these deferred payments on contracts bear interest at the rate of six per cent. The constitution of the state provides that the purchaser shall pay one-fifth of the price in cash and the re- maining four-fifths as follows: One-fifth in five years, one-fifth in ten years, one-fifth in fifteen years, and one-fifth in twenty years, with interest at the rate of not less than six per cent, payable annually in advance. Of the amount paid on contracts, $4,634,210.39 has been invested in bonds of the state, of school corporations, of counties or townships within the state, bonds of the United States, or in municipal bonds, all bearing interest at four per cent; $1,068,300 in first mortgages on farm lands in the state, with interest at five per cent, and $44,192.85 on first farm mortgages with interest at six per cent. At this point we present for convenience a table showing the number of acres belonging to the common schools and to the insti- tutions of higher learning that have been sold, the selling price and the acres remaining unsold on July i, 1910: Acres sold Common schools 964,421.00 Agricultural College 93,776. 16 Industrial School ^ 28,100.67 Normal Schools 57,833.93 Scientific School 29,118.82 School of Mines 27,163.45 University 62,403.37 Price Acres unsold $15,351,440.73 1,219,360.77 364,403.03 743,185.25 374,345.8o 354,001.05 808,423.21 1,578,898.07 36,223.84 11,809.33 22,166.07 10,881.18 12,836.55 23,676.63 1,262,817.40 $19,216,059.84 1,696,581.67 The following statement shows in detail how these funds were invested on July I, 1910: Common Schools $ Common Schools Indemnity Contracts- Agricultural College Industrial School Normal Schools Scientific Schools School of Mines University Land Contracts 6 Per Cent 9,611,366.48 741,184.20 902,544.10 269,865.17 547,903.22 276,579.98 259,931.61 598,039.51 Bonds 4 Per Cent $3,741,690.45 294,930.45 78,627.46 153,022.96 83,133.36 86,379.44 196,426.51 Rentals and 9 Hay Permits $75,821.89 Annual Income 2,465.05 692.70 1,576.77 668.04 787.58 1,451.51 $ 902,709.11 68,414.90 2O,O2O.7O 40,576.77 20,588.04 19,838.58 45,187.51 the $13,207,714.27 $4,634,210.39 $83,463.54 $1,117,339.61 The Constitution of the state provides that in order to insure continuance of a high degree of intelligence, patriotism, in- *Quarterly Journal, July 1912, P. 367. 32 tegrity and morality, and the prosperity and happiness of the people the legislative assembly shall make provision for the establishment and maintenance of a system of public schools. For the purpose of putting into force and of carrying out these high ideals, the dif- ferent legislative assemblies have passed and repealed many laws bearing on the topic of education. Conditions change rapidly in a new state and laws that were adapted to our needs in the earlier days have been found faulty and incomplete and have been dis- carded and replaced by laws that meet the new conditions. On account of limited space it is not possible to recount all the various laws relating to the finances of education that have been passed or that are now in force. The following schools receive support from the state: Institutions of Higher Learning (including all educational institutions wholly supported by the state.) Rural, Graded and Consolidated Schools. High Schools. Agricultural Schools and Agricultural Departments. In addition to the above, state aid was rendered to the State University and the Agricultural College for maintenance and im- provements of stations established in connection with these insti- tutions and for other special purposes as follows for the biennial period ending June 30, 191 1 : State University Maintenance Improvements Biological Station $ 6,000 $ 5,000 Geological Survey 2,000 Mining Station 10,000 2,000 Public Health Laboratory 10,000 Total $28,000 $ 7,000 Agricultural College Pure Food $ 15,000 Demonstration Farms 24,000 Geological Survey 2,000 Serum Institute 6,000 TJ ..-pf ,, ^afirl oo Appropriations for stations and special purposes 160,500.00 Total aid to institutions of higher learning for biennial period $1,293,098.91 33 Dividing this sum by two we find that the state appropriates annually $646,549.00 for the support of the institutions of higher learning. These statements also show that of this amount $185,000 is appropriated to the University, $178,000 to the Agri- cultural College, $165,000 to the Normal Schools and $118,000 to the other schools, namely, School for the Deaf, School of Forestry, State School of Science and Industrial School. This total annual appropriation is equivalent to a tax levy of approximately two and three-tenths mills on the dollar of the total valuation of the state and a per capita cost of $1.12 based on the total population of the state. In addition to the federal and state aid, each of the state insti- tutions of higher learning has different sources of local annual in- come. These are given as follows:* (Experiment Stations not in- cluded. ) University Fees from students $ i3,537-n Dormitories 8,878.82 Miscellaneous 2,844.29 $ 25,260.22 Agricultural College Sundry receipts in Special funds $ 1,697.75 Beverage fund 27,262.81 Farm and local station 10,555.04 $ 39,515-60 State Normal at Valley City Fees from students $ 3,421.80 State Normal at Mayville Fees from students $ 2,857.50 Miscellaneous collections 838.20 Dormitory 2,393.14 $ 5,088.84 School for the Deaf Miscellaneaus collections $ 638.04 Industrial School Miscellaneous collections $ 1478.71 Total $ 75,403.21 The annual cost of the various branches of education in North Dakota for one year is $5,903,372.00 exclusive of private schools. This figure is for the fiscal year ending June 30, 1910, that being the date on which the last published reports were made. Of this sum *Quarterly Journal, July, 1912, P. 369. 34 $1,369,674- was f r permanent improvements, $425,134.00 for special purposes and $4,108,564.00 for maintenance. Of the total sum expended, eighty-two per cent was used for the common schools and high schools and eighteen per cent for the institutions of higher learning. Seventy-nine per cent of the sum was raised by taxation, eighteen and seven-tenths per cent was derived from the school land grant, one and one-tenth per cent was received by direct appropriation from the Federal Government and one and two-tenths per cent was collected in fees and other local income. 143,551 students were enrolled during the year, excluding those attending private schools.* Theoretically, institutions are supposed to spend each year one- half of their biennial appropriations for improvements; in fact, however, the greater portion is expended during the first year of the biennial period. At this point it may be interesting to see how much North Dakota spends on education as compared with some of the neigh- boring states. This comparative data is set forth in the following table: Annual Expenditures S. Dakota Minnesota Wisconsin Maintenance $3,556,924 $3,386,490 $11,745,416 $12,575.944 $ 9,461,415 Improvements _ _ 1,002,734 535,930 i,979,O2i 1,135,522 1,774,356 Bonds redeemed _ 72,390 145,591 Total $4,829,231 $4,068,011 $13,724,427 $I3,7H,466 $11,235,771 Enrollment 139,802 126,253 440,083 Cost per pupil based on cost of maintenance 25.44 26.05 26.69 Cost per capita based on popula- tion of state _ _ 6.16 5.63 5.66 510,661 460,4^0 24.62 25.47 5.65 4-8i A few interesting facts may be gleaned from the above table. Each person in North Dakota contributes more to support educa- tion than does the average citizen in neighboring states. To offset this, however, we spend less per pupil than do our neighboring states except Iowa. This situation is explained by the fact that North Dakota has a larger number of children attending school in proportion to her population than these other states. Twenty-four per cent of North Dakota's population attended the common schools, during 1909-10 as compared with twenty-one per cent in South Dakota and Minnesota, twenty per cent in Wisconsin and twenty-two and one-half per cent in Iowa. The published reports of the county superintendents as given in the report of the state superintendent do not show the cost per student in the rural, graded, consolidated and high schools. On account of the limited time given by the editors for the preparation of this article it was not possible to collect statistics from the dif- *Quarterly Journal, July, 1912, pp. 372-373. 35 ferent counties of the state. We have, however, been able to secure such data for Grand Forks County, which is shown in the following table, in which is also included the cost per student in the higher institutions : TABLE SHOWING PER CAPITA COST OF EDUCATION IN NORTH DAKOTA SCHOOLS Enroll- ment Cost Per Student Per Annum Cost Per Student Per Month Cost Per Student Per Day of Actual Attendance Average Monthly Waee of Teachers Men Women First class high schools and grades Second class high schools and grades Third class high schools and grades _ Graded schools doing high school work _ Graded schools Township con- solidated graded sch'ls Village consol- idated graded schools 20 _ _ Rural schools _ University _ _ Agricultural College2i _ _ Valley City Normal22 _ _ Mayville Norm'l School for Deaf $3L03 27.8l 27.IO 29.38 27.00 62.14 4 s 26.58 223.00 203.13 108.50 190.00 405.00 $ 3-45 3.09 3-01 3-33 3-00 6.90 3.84 2.95 24.77 22.57 I2.OO 21.00 49-00 $ 0.20 .20 .21 25 .22 47 27 30 $142.75 IOO.OO 100.00 82.66 75.00 65.00 100.00 52.00 $70.92 57.18 56.25 54-77 52-33 55-00 56.25 48.35 736 IIQO 722 216 76 2. Specific Financial Statements for the Year Ending July i, 1911. These items do not show all expenditures in some cases such as buildings, but do show expenditures for instruction and main- tenance. (a) The University of North Dakota Amount of income $320,620 Sources of income: Mill tax $ 79,500 Land 48,000 Fees from students 17,200 Board and dormitories 47,000 Special appropriations 36,800 Building appropriations 59,ooo All other sources 32,720 36 Expenditures : Maintenance of plant, heating, lighting, repairs, janitors $ 49,9*0 Purchase of equipment 13.000 Salaries of administration I9,50O Maintenance of dormitories 4i|000 b- t Maintenance of boarding department 40,500 Salaries of instruction H3>5OO (b) The Agricultural College The figures below do not include expenditures for experimental stations, nor receipts from federal government for that purpose. Amount of income $158,693 Sources of income: Mill tax $ 48,124 Land 58,514 Fees from students 4,560 Boarding department 24,204.68 Building appropriations 105,000 Received from federal government 45,ooo Expenditures : Maintenance of plant heating, lighting, repairs, janitors $ 37,939 Purchase of equipment 20,380 Salaries of instructors 85,418 Salaries of administration 22,480 Maintenance of boarding department 21,311.08 (c) State Normal School, Valley City, N. D. Amount of income $160,044 Sources of income: Mill tax $ 35,520.76 Interest 742.78 Fees from students 3,123.25 Board and dormitories 24,012.99 Special appropriations 99,186.18 Building appropriations 25,358.11 Balance from previous year 44,000.00 Expenditures : Maintenance of plant, heating, lighting, re- pairs, janitors $ 74,946.31 Purchase of equipment 6,313.48 Salaries of instructors 47,786.23 Salaries of administration 13,040.00 Maintenance of dormitories 22,085.62 (d) State Normal School, Mayville, N. D. Amount of income $ 91,365.83 Sources of income : Mill tax $ 31,276.60 Lands 11,793.66 Fees from students 1,748.50 Board and dormitories 13,361.00 Special appropriations 11,899.31 Building appropriations 20,000.00 All other sources 1,286.64 Expenditures : 37 Maintenance of plant, heating, lighting, re- pairs, janitors $ 16,098.48 Purchase of equipment 5,494.47 Salaries of instructors 20,053.21 Salaries of administration 3,955-oo Maintenance of dormitories i,573-OO Maintenance of boarding department 11,827.39 Other expenditures on grounds 19,198.54 (e) Academy of Science, Wahpeton, N. D. Amount of income $ 61,923.69 Sources of income: Mill tax $ 9,222.45 Lands 12,917.98 Fees from students 1,827.35 Board and dormitories 6,005.91 Special appropriations 15,430.06 Building appropriations 20,000.00 Expenditures : Maintenance of plant, heating, lighting, re- pairs, janitors 8,397.50 Purchase of equipment 13,058.01 Salaries of instructors 15,315.10 Salaries of administration 4,660.00 Maintenance of dormitories 976.08 Maintenance of boarding department 15,430.06 Grounds and buildings 34>99i-45 Total $ 69,669.26 Deficit $ 7,642.57 (f) State Normal and Industrial School, Ellendale, N. D. Amount of income $ 44,766.11 Sources of income : Mill tax __$ 16,815.10 Lands 13,843.70 Fees from students 602.45 Board and dormitories 5,052.70 Special appropriations 1,400.00 All other sources 7,052.00 Expenditures : Maintenance of plant, heating, lighting, re- pairs and janitors 16,424.85 Purchase of equipment 8,405.77 Salaries of instructors 13,468.28 Salaries of administration 3,087.76 Maintenance of boarding department 1 4,801.85 (g) State School of Forestry, Bottineau, N. D. Amount of income $ 18,248.00 Sources of income: Mill tax $ 4,816.00 Fees from students 378.00 Special appropriations 6,628.00 Balance 6,426.00 38 Expenditures : Maintenance of plant, heating, lighting, re- pairs, janitor $ 3,107.00 Purchase of equipment 4,949.00 Salaries of instructors 8,189.00 Salaries of administration 3,200.00 3. Statistical Tables (a) LAND AND BUILDINGS Land Endow. Acres Acreage Sold Acreage Remaining Campus Extent Acres No. Buildings Value Buildings University I26,OOO 89,5OO 36,5OO 1 2O 15 $5OO,OOO Agricultural College _ _ Valley City Normal 130,000 5O,OOO 93,776 36,223 IOO* C7 M Q 532,000 ^2,000 Mayville Normal Academy of Science 30,000 4O,OOO 8,250 21,750 25 2O 4 6 165,000 I38,OOO Normal and Industrial School 4O,OOO 51 6 I24,OOO School of Forestryf 1C -10 7 38,OOO *Does not include the Experimental Farm. fi5 acres purchased. Additional Features At the University is maintained the Public Health Laboratory of the state, with branches at Bismarck and Minot. Besides this, there is under the direction of the Board of Trustees, the Biological Station at Devils Lake and the Mining Sub-Station at Hebron. The Agricultural College maintains an Experimental Station at Fargo, supported by the federal government and the state. It also carries on under the direction of the Board of Trustees, the work at the various district experimental stations, as well as the work provided for under the Pure Food Laws, Pure Seed Law, and the registration of stallions. (b) NUMBER OF OFFICERS, INSTRUCTORS AND EMPLOYES Admin. Officers II < OL, 5 js % < 3 University ________ Agricultural College 5 5 10 II 19 25* 14 26 27 I? 10 16 20 Valley City Normal _ _ 4 6 16 38 T-I Mayville Normal _ 2 2 17 Academy of Science 2 I 9 6 J Normal and Industrial School 2 2 14 7 School of Forestry _ _ I 2 5 2 ^Includes heads. 39 (c) SALARIES President Deans Full Prof. Asso. Prof. Asst. Prof. Instr. Assts. University _ $6000* $3500 $2500 3OOO $20OO 2^00 $1500 20OO $ 800 I5OO $ 500 800 Agricultural College 1 Z.AQQ 24OO I4.OO 7OO 3OOO 2^OO I80O moo Valley City Normal CQOO 22^0 l6oO 675 !Mavville Normal 3600 2OOO 800 AraHpmv of Science 3000 Normal and Indus- trial School 2^00 i6=;o IOOO QOO School of Forestry _ 2OOO 2OOO 5*^* 765 '"House. (d) STUDENTS 1911-12 College H. S. Grades s. s. Short Course Corr. Courses Total Regis- tration University 611* 194 167* 50* 26 37 140 493 472 135 147 163 54 O 425 211 45 240 125 645 164 91 94 9QI 1117 1493 352 328 366 68 Agricultural College _ _ Valley City Normal _ _ Mayville Normal _ _ Academy of Science Normal and Industrial School Incl. ir grades 68 62 School of Forestry _ _ _ ^Includes Summer School Students of College Standing. SUMMARY OF LOCAL AND STATION APPROPRIATIONS FOR STATE EDUCATIONAL INSTITUTIONS FOR PAST TEN YEARS. UNIVERSITY || AGRICULTURAL COLLEGE Local Stations Total Local | Stations Total 1911 $135,200 151,000 84,235 78,000 $ 53,000 53,000 14,000 2,000 2,000 1,000 $125,000 $188,200 204,000 98,235 80,000 2,000 1,000 $573,435 $252,000 203,000 150,000 105,400 11,000 24,000 $745,400 $ 57,600 61,500 50,775 22,000 12,000 1,000 $204,475 $309,600 264,500 200,775 127,400 23,000 25,000 $950,275 1909 1907 1905 1903 1901 Totals $448,435 SUMMARY OF TOTAL APPROPRIATIONS FOR STATE EDUCATIONAL INSTITUTIONS FOR PAST TEN YEARS University Agricul- tural College Valley City Normal Mayville Normal Industrial School State School of Science School of Forestry Minot Normal 1911 $188 200 $309 600 $ 82,100 $ 31,8991 $ 35,500| '$ 31,250 $ 12,000 $200,000 1909 204000 264,500 133,875 56,500 36,800 59,700 20,000 1907 98235 200775 57 563 53 500 133 800 32600 25000 1905 80000 127 400 80695 45000 49,400 7 000 1903 2000 23000 24,000 1901 1000 25 000 15 000 15000 14000 Totals $573 435 $950 275 $369,233 $201,899 $193,500 $130,550 $ 57,000 $200,000 | 40 IV. VIEWS OF AUTHORITIES During the summer circular letters were sent to presidents of universities, agricultural colleges and normal schools, and to super- intendents of public instruction in different states. From many of these letters were received in reply, and the following matter has been gathered from these replies from many sources. I. Definitions "The State University, in short, should include all the functions of education above those performed by the secondary schools." "The provisions made by the State for trade or industrial schools in such a state as you indicate naturally would not be so comprehensive as the provision made for agricultural interests." "In my opinion there is no justification for a school of science separate from the other institutions." "So far as the original act of Congress is concerned, my opinion is that the mechanic arts should not be construed as relating to the School of Science, but rather to industrial departments in which youth are trained for the intelligent use of those arts. It does not follow at all that all these should be subsidiary to agriculture." 'The pedagogical departments of the state, which in my judg- ment should be included in the state university, should include the training of teachers for secondary and elementary schools." H. P. JUDSON, President of the University of Chicago. '"The University should continue the education of those who have completed work in local high schools and others of equivalent training; should give extension work to people of intellectual zeal who are isolated from educational opportunities ; should investigate particularly problems of state interest exclusive of the agricultural field; should train teachers, lawyers, engineers. 'The agricultural college should serve essentially the same pur- poses, but confining the work to agriculture in a broad and compre- hensive way." "A normal school trains teachers for grade and country school positions. Whether the normal school should train for secondary schools is a debatable question." I am of the opinion that the engineering school should be connected with the state university. Engineering in its various leading phases should be recognized in such a school and the experimental side should be fully emphasized. I interpret the term "mechanic arts" of the Morrill Act in a rather restrictive way." C. P. GARY, Supt. of Public Instruction, State of Wisconsin. 41 "The State University should carry on the work in literature, law, medicine, fine arts, and the humanities ; the agricultural college, agriculture and industrial subjects, including engineering. The well trained university student does not need the normal school. The normal school was designed to teach the teacher how to teach. The University can do the same thing, though it may not be in reach of as great a number as the normal. "The agricultural college should do what the law creating it says it should do. It has a mission of its own, different from any other institution. The agricultural college should require or provide a good foundation in English for the other courses. History and economics should not be neglected." "A large majority of the schools have interpreted mechanic arts to mean thorough courses in all engineering lines, which is the proper interpretation. They are essential to the full development of our industrial resources. They are closely akin to agriculture, only depending upon the other in the most substantial way/' R. T. MILNER, President, Texas College of Agriculture and Mechanic Arts. "The State University should be the capstone of the educational system, and this institution should reach down into every educa- tional institution in the state. The State Agricultural College should have general direction of all scientific investigation in behalf of agriculture and should be in charge of all research work in that field. The state normal school should have direct charge of the professional training of teachers for the public schools of the state. The State Agricultural College should be a department of the State University and under its control. The State Normal School should be entirely distinct and separate. There should not be a separate School of Science. "The School of Engineering should also be a department of the University, and should include the work which is generally given in engineering institutions. "The normal schools of the State should train teachers to give instruction in the elementary schools, and in states of sufficient population there should be a separate institution of college standard, such as a State Normal College, or something similar, for training teachers for secondary schools." THOMAS E. PRUEGAN, Third Commissioner of Education, New York State. "The State University should be the crown of the educational system. The agricultural college should educate men and women for farming. The normal schools should prepare teachers for the schools in the state. The functions of the University should be broader, deeper and higher than those of the agricultural college. 42 There should be no antagonism between the University and any other state institution, for if each has a faculty made up of high- minded men all will work in harmony to secure the best results for each. "The Agricultural College should really be a great trade school. Other trade schools should be subjects of consideration only after the university, the agricultural college and the normal schools are well provided for. Engineering should be carried on in connection with the University, civil, mining, electrical, according to the interests of the state." PROFESSOR H. M. SLAUSON, University of Michigan. "The State University, in my judgment, differs chiefly in the greater diversity of courses offered, and is, or should be, more highly professional. I personally can find no justification for a School of Science separate from the State University and Agri- cultural College. I see no objection to maintaining engineering courses in both university and agricultural college. The differentia- tion should be chiefly in the extent and professional character of the work done. "The phrase "mechanic arts" has caused perplexity in every state in the union. I incline very strongly to the notion that the original intent of the term was a course of study that should be subsidiary to the needs of the agriculturalist and shop man. I am aware that the trend of the normal school to-day is to cover the entire field of educational training. While there is excellent argu- ment in favor of this, I am strongly inclined to the view that the highest function of the normal school is to train particularly for the elementary school. I see no objection, however, to a training that should include in its purpose proper preparation for secondary work. I look with considerable doubt upon the college idea a? connected with the normal schools, and do not believe that they are prepared to do the work in education now so well established in many of our universities." E. T. FAIRCHILD, Supt. of Public Instruction, State of Kansas. "The University should give universal education above sec- ondary grade. The agricultural college should give agricultural education strictly. The normal schools should carry on the training, but not the education of teachers. Agriculture should be a small part of the University. Engineering should be carried on at the University." "Mechanic arts refers to such arts as the farmer would need to use; certainly not mining or electrical engineering. E. G. LANCASTER, President, Olivet College, Mich. 43 "The University should carry on higher education, including research and professional training of all kinds. The Agricultural College should carry on higher education for the pursuit of agri- culture and leadership in the field of agriculture. The Normal Schools should carry on the technical training of teachers for the elementary schools. The University should aim to teach education as a function of society and as the means of training secondary school teachers, principals, superintendents of schools, normal school teachers, college and university teachers of education. "Engineering should be given in connection with the state university or the state agricultural college or both, the last if the institutions are widely separated in a large state. The term "mechanic arts" as applied to the work of the agricultural college should in general be interpreted to mean such aspects of the me- chanic arts as are contributory to training in agriculture or subsid- iary to the practical needs of the agriculturalist. PROFESSOR PAUL H. HANNIS, Harvard University. "Engineering should be carried on by the University. The institution should be prepared to do this work more economically than any other, and at the same time the work can be done to better advantage. "The term "mechanic arts" is broadening very much in the last few years; it may have to receive a definition from the courts. Engineering is naturally connected with agriculture in this state, as we have so much irrigation and reclamation work, and if electricity is to be used on the farms to any great extent in the future." EDWARD HYATT, Supt. of Public Instruction State of California. "The State University should train teachers for the secondary schools, and the normal schools for the elementary. This means that the University must be provided with experimental and prac- tice schools. "Engineering should be carried on in connection with the University. "Mechanic arts in the original statutes seem to me to mean trade schools or industrial schools. The term may be interpreted possibly to include engineering schools. It clearly does not mean a general school of science, but applied science, as in engineering. Do not follow Michigan, Iowa, Missouri and New York in creating separate colleges unless you can equip your state university in a way to make its training practical and effective." PROFESSOR THOMAS M. BALLIOT, New York University. "The State University should be the scientific and literary head of the state educational system. The Agricultural College should 44 be a professional school of agriculture. The Normal School should train teachers for the elementary schools of the state. I think a few secondary schools in the trades and agriculture may wisely be maintained, and in close connection with the university and its school of agriculture. "I doubt whether a separate school of science of collegiate grade is justified. "Engineering is best carried on in connection with the state university. The interpretation of the Department of the Interior has warranted payments for engineering subjects in schools separate from but coordinate with the agricultural college." ELMER E. BROWN, President of New York University; Former U. S. Commissioner of Education. "It is a great blunder to separate the university from the agri- cultural college. To make either effective there must be large libraries and laboratories in science, and thus much duplication is necessary. "The normal school is more or less temporary and should not atempt specialized work outside of education. "Provision should be made for trade and industrial schools, though less than in a manufacturing state. "Engineering may be carried on in one or the other, ultimately in both ; usually in the agricultural college first, and later duplicated in the university. "Mechanic arts is usually interpreted as engineering; better, a real school of science with practical bearings, as agriculture, forestry, engineering. "Normal schools should not duplicate the work of the college of arts or become degree-granting institutions. Do all you can to concentrate higher training." DAVID STARR JORDAN, President of Leland Stanford University, California. "The University should train secondary teachers, the normal schools, elementary. A state university will dry up unless it has modern applied education. I would suggest branches of engineering, law, medicine, business, etc. "Engineering should be carried on mostly in the University. It would be suicidal to have a separate school of engineering. What should be done is to unite the University and Agricultural College. In this case, mechanic arts applies only to such arts as are needful in agriculture." PROFESSOR CHARLES DEGARMO, Cornell University. "I believe that the function of the State Normal School is to train elementary teachers. "I believe it is the function of the agricultural college to cultivate the applied arts of agriculture and commerce. 45 "I believe that the State University should be the most compre- hensive institution and should include departments of all types. I believe the State University should have a vigorous department of education, devoted primarily to the training of elementary teachers and supervisors and the pursuit of scientific study of educational problems. I do not believe there should be any rivalry between these departments and the State Normal School. "How far the Agricultural College and the Normal School should cultivate the higher branches of scientific research depends, it seems to me, entirely upon the ability of the state to support ade- quately more than one department for scientific research along various lines. I should say that research should always be in some measure a part of the duty of all faculties. "I believe that the engineering school can be most advantag- eously operated in conjunction with the State University. I believe that this arrangement is more advantageous than the relation between the Agricultural College and the Engineering School. "As I have before stated, it seems to me that any good institu- tion must carry on some research work in science. I believe, there- fore, that there is some justification for the interpretation of the term "mechanic arts" in such a way as to include the sciences. I should not, however, be disposed to believe that the chief facilities for scientific investigation should be located at the Agricultural School. The University seems to me to be the better center for this scientific work. "I believe that a state institution should be interested in indus- tries at least through extension courses. Personally, I am in favor of taking care of industrial education through the enlargement and modification of existing educational institutions : that is, Elementary and High Schools throughout the state." "Whether Normal Schools should duplicate the work of the College of Arts would depend not so much on the desirability of training secondary school teachers as on the means of training adequately the number of elementary school teachers now needed for our public schools. The relatively few teachers who can be turned out from our normal schools now are urgently needed to develop our elementary schools. To withdraw any of the energy or support of the normal school from the elementary schools in order to do a little work in the training of secondary school teachers seems to me to be inadvisable. I believe that the better arrangement would be for the normal schools to cultivate so intimate a relation with the state university that a student may be transferred without losing credit from a normal school to a university if he turns out to be the kind of person who can make a good secondary school teacher. The normal school could, I believe, with great advantage confine its attention to the problem of training elementary teachers." PROFESSOR CHARLES H. JUDD, Director, School of Education, University of Chicago. 46 "The State University should have charge of those branches of science and literature which can be pursued only or chiefly by men who have leisure for a long course of liberal education ; and it should have as integral parts of it those lines of professional study, like medicine or law, which require long periods of preparation. The State Agricultural College should occupy itself with the teaching of agriculture and allied subjects to those who have less time at command ; and the normal school should prepare for teach- ing under similar conditions. "The School of Science in general should be a part of the State University. The school of sciences more immediately related to agriculture may go with the agricultural college. "First class work in engineering, particularly mechanical and electrical engineering, involves so much higher mathematics that it is best done in connection with the university. "I have never been able to decide definitely just what Congress did have in mind in the phrase 'mechanic arts'; but I believe that there is enough latitude in the phrase to allow the state authorities to apply the grant under either interpretation. "It does not seem to me that the normal school should duplicate the work of the college of arts; but it might perhaps with advan- tage have special courses in which people who intended to be teachers, who had already taken a course in arts, should prepare themselves for work in the higher classes of secondary schools." ARTHUR T. HADLEY, President of Yale University. "The State University should affect the standards of the sec- ondary schools of the state and should prepare teachers for such schools, also superintendents and other leaders. The State Agri- cultural College should prepare agricultural teachers; the normal schools should train only teachers for the secondary schools. The State University should attend to higher general education and other professional education than that of the agricultural college and the training of elementary school teachers. My preference is that the engineering work should be done in the University, but certain departments, such as sanitary engineering, might come more under the agricultural college. "It seems to me that the words 'mechanic arts' are now quite meaningless in this connection. They have been interpreted to mean the enginering profession. I cannot see any reason for the separa- tion." DAVID SNEEDEN, Com'r of Education, Massachusetts. "The University should carry on general instruction and inves- tigation in the arts and sciences and the practical arts of govern- ment, law, medicine, commerce, journalism, and others. The Agri- cultural College should carry on the study of sciences in their 47 practical application to agriculture and the mechanic arts. The normal school should carry on the preparation of teachers for all grades of the public school system. "Engineering may properly be united with agriculture or be put in a separate institution. "The State Universities should administer all forms of higher education other than normal school work and agricultural work. The State Agricultural School should have for its special function the development of agriculture. This, according to the Merrill grant, should include the mechanic arts, but not technical engi- neering. The science of engineering should be taught in the State University. "Mechanic arts were originally intended to include the prac- tical application of engineering in the industrial walks of life. I do not believe that technical scientific schools were ever contem- plated in the Morrill grant. "The normal schools were not designed to prepare teachers for secondary schools. FREDERICK E. BOLTON, Department of Education, University of Washington. "The State University differs from other institutions in being a universal institution for doing the highest grade educational work done in the state. The high grade professional engineering should be done* at the University. The mechanic arts and necessarily associated engineering work should be done at the agricultural college. "Mechanic arts refers' to industrial departments, as I under- stand it ; the words have never been legally interpreted. The United States department has interpreted them, however. "The normal schools should not prepare teachers for the secondary schools. FRANK E. STRONG, Chancellor of University of Kansas. "The University should act as the head of the educational system unhampered. The agricultural college should handle in a broad way agricultural education. The normal schools should prepare teachers for the grades. "Engineering should be taught in the University, where it will be able to have its first and largest development. "Mechanic arts was originally thought of as subsidiary to the needs of the agriculturist. A consistent educational policy would hold to this view as far as a separate agricultural college is con- cerned. "The logical place for a real school of science is in the university. "Normal schools should not prepare teachers for the secondary schools or grant degrees." THOMAS F. KANE, President, University of Washington. 48 "The University should deal with every phase of knowledge save the two special fields reserved to the agricultural schools and the normal schools. Its true functions are, first research, second the conservation of knowledge and traditions, and third the dissem- ination of knowledge and the direction of external efforts seeking to solve the problems of society and the state. "The agricultural college should guide the agricultural products of the state, disseminate agricultural knowledge throughout the state, experiment, and train teachers of agriculture. 'The normal school should train teachers for the elementary schools. "The State University should be the crown and head of the public school system, and in this capacity should be the leader, inspirer and director of all other divisions of the system. To this end, it should not only be the conserver of ideals and of knowledge, but also the direct servant of the various constituencies of the state and a ready contributor to the solving of social problems. "I think the state should provide few, if any, trade schools. Its activity in this line should be determined by two principles : first, the greatest good to the greatest number; and second the devel- opment of future resources and the means of administering them. "Engineering should be carried on either in a separate school or in a separate college or department of the University; certainly not in the agricultural college. "The term mechanic arts is interpreted as the development of only so much of the mechanic arts as is essential to the completer understanding of agriculture. "The normal schools, if they fulfill their duty, will have all they can to do to prepare teachers for the elementary schools. Exper- ience too is proving, I think, that teachers for the secondary schools can best be prepared in the college or university." PROFESSOR C. O. DA VIES, Dept. of Education, University of Michigan. "Mechanic arts applies to the application of mathematics, chem- rstry and physics, the testing of material, machinery and mechanical appliances. All these are vitally connected with the development of an agricultural state where the natural rainfall is less than 25 inches. DAVID FELMEY, President, Illinois Normal University. "My own conviction is strong that a public system of education with the state university at the head, if ideally organized, would not have separate institutions of any kind of college rank. That is to say, I vastly prefer that the agricultural college and all other colleges aiming at vocational or any other kind of education should be a part of the state university. The original act of Congress alluded to was passed at a time when education was preceding under its 49 old definition, and aimed at the education of a very few people as ladies and gentlemen of the governing class. Now education has come to have a new meaning, and some agricultural and mechanical arts colleges that were established by the land grant act, and which doubtless under the circumstances had to be considered as separate institutions, are now succeeding best when they have been made an integral part of the university. I think the statement cannot be successfully challenged, that the strongest work in agriculture is now being done in the state universities rather than in the separate agricultural colleges. If this is true, it shows decidedly the trend of education in America. E. DAVENPORT, Dean and Director of College of Agriculture, University of Illinois. "The State University should be the head of the school system and do all of the higher work in the arts and sciences usually called collegiate work, and maintain professional schools for the training of necessary leaders in professional and civil life. It should admit only from the high school. The agricultural college, if separate from the university, should not seek to duplicate university courses except so far as necessary to do so. The agricultural college should do the work in agriculture. Some duplication is inevitable, but the agricultural college should meet the farmers of the state more than half way. It may be desirable, therefore, to maintain a standard of admission lower than that/>f the university. "The agricultural college should be free to work in all lines, regardless of collegiate traditions or generally accepted standards. I doubt whether it is worth while for such a state as North Dakota to attempt trade or industrial schools. Your interest is chiefly agriculture, and until you do that well and provide for all who need it, you cannot afford to undertake what is difficult at best and always expensive." "Engineering should always be done at the State University, unless for local reasons it is inexpedient. Whatever may have been the purpose of the founders, recent experience shows conclusively that mechanic arts as taught in the agricultural college should always be subsidiary to the practical needs of the agriculturalist. First class engineering should be of university grade; agriculture may be, but it should also meet any standard desirable for the interests of the farmer. "Normal schools should not prepare teachers for the secondary schools, provided proper provision is made by the university. The trouble is that the university does not do its work well, but considers mere academic training sufficient. No other type of professional training could thrive in such a way." JAMES E. RUSSELL, Dean of Teachers College, Columbia University, New York. 'The University looks toward professional study. The state college looks toward agriculture and the mechanic arts. The normal school looks toward the training of teachers. A growing state like North Dakota can afford to duplicate some work in these institu- tions. "Engineering should be carried on in the University and in the agricultural college. Mechanic arts must be based on the sciences; otherwise the pupil is cheated in the kind of education given him by the state." NATHAN C. SHAFER, Supt. Public Instruction, State of Pennsylvania. "The State University carries on universal education, an exam- ination of all fields. The agricultural college prepares experts in agriculture. The normal school prepares teachers. "There is no justification for a separate school of science. "Engineering should be carried on in the University. "The expression 'mechanic arts' should be interpreted to cover all schools whose work relates to mechanic art as a foundation." PROFESSOR JOHN W. COOK, Illinois Normal College, DeKalb, III. "The State University should include the State Agricultural and State Teachers' College. Normal schools should be special schools for training those who are to teach in the grades and the small high schools where salaries and outlook will not justfy employing per- sons with a full collegiate training. "I would have the engineering done in the University, the college of engineering being one of the colleges of the university on a par with the college of agriculture and the teachers' college. If, however, the land grant college is a separate institution, I should have it done in that school, permitting the University to confine its attention more particularly to the arts, law, medicine, etc. Of course we all know that those who framed the original act of Congress under which agricultural and mechanic arts colleges were established had very hazy notions of education as it now exists. I think your interpretation of mechanics arts as engineering is a fairly legitimate on ein view of our educational development. "The normal school might very well make provision for two years of the college course and then permit their students to go to the university to take their final degrees. Only those who have had a four years training and two years at a real university or college of the first rank ought to become teachers in the better high schools. The brightest of those who take approximately two years work in the normal school might very well teach in the high schools while studying to complete their work in the university." S. A VERY, Chancellor of the University of Nebraska. si "In a state in which agricultural interests predominate, pro- vision should be made for agricultural trade schools. Engineering should be carried on either at the state university or the agricultural college, preferably the former. "The interpretation of mechanic arts under the law of Congress should be on a practical rather than a theoretical basis. In the strictly agricultural college it should be restricted to so much of mechanic arts as pertains to agriculture. By no possibility should the words be interpreted to justify a school of science. In short, my interpretation is that mechanic arts should be subsidiary to the practical needs of the agriculturalist." CHARLES R. VAN HISE, President, University of Wisconsin. "The State University should consist of a graduate school, professional colleges and a college of liberal arts. Their functions are dependent upon local circumstances. The university should be a school for liberal education and training in the professions. The agricultural college should be a technical school to train for indus- trial occupations. "A normal school should be special and technical, as a school for the training and developing of public school teachers. "The agricultural college should stop its scientific work with the bachelor's degree. It ought to have rural and mechanical high schools as its foundation rather than liberal arts high schools. Mechanical and agricultural engineering have an appropriate place in the agricultural college. "Mechanic arts should imply the teaching of such high grade workmen as are now obtained from Europe. We need to care for the common man. "Normal schools should prepare teachers for escondary schools." H. H. SEELEY, President, Iowa State Teachers College. "The State University furnishes the broadest possible educa- tion of selected men and women for leadership in all lines of public service. "The Agricultural College, whether of the university or a separate institution, should render to the state a service similar to that rendered by each university department, namely, to train experts in this field, in order that the science of agriculture may be promoted. "The state normal school should prepare trained efficient teachers for any and all teaching positions in the state school system ; should promote educational experiment and research ; should promote the development of a professional ideal among teachers touching scholarship, culture, ethical relationships and public service. 52 "Since the university offers so many of the courses required by engineers, it would be economical to make the college of engineering a dpartment of the university, This is especially desirable, since the technical demands upon the modern engineering college are likely to deprive its students of the cultural opportunities which the uni- versity is designed to furnish, and neglect of which endangers the highest welfare of the students. "I interpret the words 'mechanic arts' as coordinate with agri- culture. It seems clear that the intent of the act was to promote agriculture on the one hand and schools of applied science on the other. "Not all the normal schools of the state, perhaps, should attempt to prepare teachers for secondary school work; but in many states it would add greatly to the efficiency of educational measures if one normal school most favorably situated in all respects should assume the functions of a college for teachers and undertake the preparation of teachers as indicated above, as its sole endeavor." J. F. MILLSPAUGH, President, Los Angeles State Normal School, California. "The University should carry on the work of the liberal arts and professional schools, the agricultural college, applied science and technology, normal schools, the training of teachers. The Morrill Act which established the land grant colleges, provides for the teaching of engineering in those colleges. This question does not admit of any discussion. It is the natural place for the teaching of these subjects and they should be provided for in the agricultural colleges and not elsewhere. "The term 'mechanic arts' has always been interpreted and approved of in the practice of all the land grant colleges in the country with scarcely any exception. It does not mean a trade school; it does not mean a department of a school, but it means a school in which agriculture and engineering branches are on an equal footing and being pursued to an equally advanced standing, according to the needs of the communiy served by the college." W. E. STONE, President, Purdue University. The function of the State University is to furnish the oppor- tunity for a four year non-professional course of liberal study with additional years for graduate work and also adequate training for preparation for the recognized professions including teaching. The Agricultural College should furnish the technical training necessary for scientific living on the farm ; and the Normal Schools the prepa- ration of teachers for the common schools. The State University should furnish educational opportunity of every kind beyond the high school except that agricultural training may be given in another college if that be separately organized and preparation for elementary school training may be given in the normal school. 53 The College of Agriculture, if separate! v organized may dupli- cate so much of the general courses of the university as may properly be included as a minor culture element in a curriculum which is professedly technical, or to put it better, the agricultural college curriculum should include a fair amount of these general studies which are basic and contribute to the purpose of agricultural train- ing. The normal school will propably duplicate or parallel the college curriculum only by including elementary instruction in psychology and education and by that amount of teaching of the subject matter of general studies as is necessary to illustrate sound methodology in the common schools. The work in engineering should in my opinion be done in con- nection with the state university and the character of the course should be distinctly technical in definite preparation for one of the various branches of that profession. I interpret the words "me- chanic arts" as subjects subsidiary to the needs of the agriculturist. For reasons of economy, harmony and sound standardization I believe that the field of the normal school in a state system of edu- cation is defined in the preparation of elementary teachers. PRESIDENT GEORGE E. VINCENT, University of Minnesota. "The best service to the state will be rendered if the state uni- versity has direct control of all higher education in the state, includ- ing the state agricultural college, but excluding normal schools. The development of trade and industrial schools should keep pace with the needs of the state. There is no logical provision or other justification for a school of science separate from the state university. "The work in engineering should undoubtedly be a part of the state university. It should involve such phases of engineering as the particular commonwealth is most likely to be in need of. "I have no doubt that the intention was to interpret mechanic arts to include the development of industrial departments directly in connection with the needs of agriculture. The presidents of agricultural colleges, however, have chosen to give the widest pos- sible interpretation and to include in mechanic arts every possible phase of engineering or any other subject, no matter how directly or remotely related to agriculture. "It would be seriously detrimental to the interests of the state to attempt to equip normal schools and to extend the course suffi- ciently to enable them to prepare teachers for the secondary as well as the elementary schools. I am personally a graduate, with both a bachelor's and a master's degree, of such an enlarged normal school, and I am confident that I would have been better prepared for secondary teaching if I had taken the last two years of the four years course in a university." PRESIDENT STRATTON D. BROOKS. University of Oklahoma. 54 2. Control and Government "My judgment is that the best solution for the problem which arises between the State University and Agricultural College is to have friendly joint conferences between the trustees of the two institutions." PRESIDENT W. L. BRYAN/ University of Indiana. "In the South it has seemed to me that the combination of the agricultural college and the state university has not been so suc- cessful as each of these working alone. I believe it would be best for each institution to have its own trustees and let these be directed by the state to get together and mark out a course of study for each institution, a course in which there would be no conflicts." PRESIDENT D. H. HILL, North Carolina College of Agriculture and Mechanic Arts. "The State Legislature three years ago passed a law providing for a commission known as the Board of Higher Curricula. This board was given authority to make the necessary investigation to determine the extent to which, if at all, there was unnecessary dupli- cation of work, and to establish or abolish courses at either insti- tution as it might deem best. After an investigation extending over a period of several months an order was issued under which the agricultural college was to continue the courses as heretofore an- nounced, including mechanical engineering, electrical engineering and mining engineering, and the University was to discontinue the courses in mining and mechanical engineering. The University had for some years been announcing a course also in chemical engineer- ing, but as there had been no students pursuing this course, it was understood by the Board of Higher Curricula that it would not thereafter be announced. No special reference, however, is made to this in the official order issued to the board. At present the University is ginving courses in electrical and civil engineering." PRESIDENT W. J. KERR, Oregon Agricultural College. "Permit me to say that if you have two institutions you must of necessity have duplication. Placing them under a single board will, in my judgment, not remedy the matter in the least, nor will it remove the necessity for duplication. Let me suggest again that the matter of duplication is a bugbear and nothing else. I would suggest that the best method of getting rid of duplication in your state is by uniting the two institutions in one and on the same spot. I do not mean to suggest that this is the best thing to do, but if the bugbear of duplication faces you that is the only sane way of getting rid of it. I know it is suggested from time to time that if the two institutions in a state where there is a state university and an S3 agricultural college were put under a single board it would eliminate the rivalry and enable such a board to lessen the cost and lessen duplication. I am quite sure the rivalry will in no sense be lessened by this means, nor will the cost or duplication, unless the work of the institutions is seriously crippled and hampered. I believe that in years to come the existence of the two institutions in Washington will be looked upon as a great blessing to the state." PRESIDENT E. A. BRYAN, State College of Washington. "Finally, may I say that the whole question is one that can be answered only with reference to conditions prevailing in the state. In a large state, with large population and abundant means, it is questionable if the opposition to the separate agricultural college rests upon a sound foundation. In a small state like Utah and others it was thought an error in the beginning to separate the two. In this state, however, now that two separate institutions have existed for so long, consolidation would probably result in a state condition that would be much more harmful than the expenditure of a few thous- and dollars annually because of some little duplication. I believe the legislature of our state did a wise thing in defining the fields of the two institutions. In other states where the two schools are sepa- rate this would probably be the very best means of settling the difficulty." PRESIDENT JOHN WIDSON, Utah Agricultural College. "I am of the opinion that the only proper solution of the great question of duplication o'f work in the higher educational insti- tutions of our state is the complete consolidation of these institutions. To maintain an agricultural college and a university separately on separate sites and under separate management means, I believe, that there will always be a scramble for money before the legislature and always more or less disagreeable feelings between the two institu- tions. According to my idea, to maintain these two institutions sep- arately is like dividing the two parts of a family into factions." PRESIDENT E. R. KINGSBURY, Utah State University. "It has always seemed to me that the plan of directing all the institutions through a single board of control is not the best method of preventing such duplication and is likely to introduce evils more serious than any that are cured by it. If the fields of the two insti- tutions are too vaguely defined, why would it not meet every need if a commission such as this should be authorized to make a thorough study of the situation and present to the legislature a draft for a bill defining the field of such institutions in such a way as to exclude duplication ?" PRESIDENT W. E. GARRISON, New Mexico College of Agriculture and Mechanic Arts. 56 ''Doubtless there is some unneccessary duplication of work, particularly in the agricultural college and the university. However, in the conferences of the presidents of the University, the Agricul- tural College and the School of Mines, held four times each year, the matter of duplication is considered, and we seek so far as possible to avoid it. Before these conferences were established it was felt that there was much unnecessary duplication, and doubtless that was the fact. Some still remains, but it is our expectation through these conferences to eliminate much that now exists and to guard against further duplication in the future." PRESIDENT H. B. HUTCHINS, University of Michigan. I note that North Dakota is having some of the same difficulties that we, in West Virginia, have had and are having. At present we have a committee of the State Teachers Association, working on the same problem that your commission is attempting to solve. This applies to all institutions of higher learning within the state. We have, as you doubtless know, a single board of five men, the State Superintendent being a member ex officio, which has charge of all state institutions including the University, two Preparatory Schools, all of the State Normal Schools, and the two Colored Insti- tutes. We find this plan much more satisfactory than a separate board for each institution, though as yet the committee of the State Association has made no definite report concerning plans which could be devised tending to bring the denominational schools in closer touch with the state school system. M. P. SHAWKEY, State Superintendent of Free Schools, Charleston, West Virginia. In Minnesota we have no Board of Education having charge of the various state educational institutions. The University is directed by the Board of Regents, consisting of twelve members ; and the five normal schools are governed by the Normal School Board, consisting of nine members. The State Superintendent is an ex-officio member of each of these bodies. The high and graded schools are under the direction of the so-called High School Board, consisting of five members, the President of the State University, the President of the Normal Board and State Super- intendent of Public Instruction being ex officio members. This arrangement has worked very satisfactorily in Minnesota without any appreciable friction or rivalry among the different institutions. An effort was made at the last session of the legislature to create a State Board of Education to take the place of the State Normal Board, State High School Board and one or two minor boards, but the bill was not presented to the legislature as inves- 57 tigation proved that the present arrangement was very satisfactory and workable. C. G. SCHULZ, Superintendent of Public Instruction, St. Paul, Minnesota. The presidents of the University of Michigan, the Michigan Agricultural College and Michigan College of Mines have been in conference recently in regard to arranging their courses so that there will be as little duplication as possible in their institutions. In addition to this the State Board of Education has just decided to emphasize the special lines of work in the various normal schools instead of in each school. For example, the domestic science will be given at Ypsilanti, manual training at Kalamazoo and agriculture at Mt. Pleasant. LUTHER L. WRIGHT, Superintendent of Public Instrction. Lansing, Michigan. A somewhat long personal experience as a regent, covering a period indeed of eight years, has afforded me unusual opportunities for a study of this problem. For a long time I felt certain that separate boards represented the very best solution of the problem. Later it seemed to me that a single board would represent a distinct advantage. Now, I have returned to my former conviction and feel that separate boards can best serve the interests of separate institu- tions. Much has been said as to the evil of duplication of courses and plants. I have not been impressed with this argument at any time, and can see no good reasoir'why students at the Agricultural College. for illustration, should be deprived of the opportunity for training in engineering, in letters, or in any other needed development. Students at a normal school have an equal right to receive in addition to special training for teaching, such other and wider training as will best fit them for the highest type of citizenship, and which will at the same time make of them better and more efficient teachers. I believe that we can safely trust to the good judgment and intelli- gence of the governing bodies of the several institutions to guard against the needless or unneccessary introduction of new courses. Instead, therefore, of definite and inelastic lines of demarkation I think that the most rational solution of the problem of the interre- lation of the higher educational institutions is through a sub-com- mittee representing each of the three boards, clothed with authority to approve or veto any policies that are to affect the activities of am- or all of the institutions concerned. E. T. FAIRCHILD, State Superintendent of Public Instruction. Topeka, Kansas. In Pennsylvania we have not found it advisable either to put al] institutions of higher learning under one Board of Control nor 58 have we found it desirable to destroy the rivalry between different State Institutions which aim to do the same work. Such a policy would be ill-advised in a growing state like North Dakota. NATHAN A. SCHAFFER, State Superintendent of Public Instruction, Harrisburg, Pennsylvania. We have a State Board of Education appointed by the Gov- ernor which has control of the high schools and general supervision over all the public schools. Each state institution has a board of supervisors appointed by the Governor with full power to manage these institutions. The leading teachers and citizens of this state are convinced that we are working under a poor system, and I feel reasonably sure that this conviction will be crystallized into board, probably elected by the people, which will have general supervisory power over all educa- tional matters of the state. This will prevent the unnecessary dupli- cation of which you speak, and also avoid the injection of politics at such times as the election of new state officials. C. H. HARRIS, Superintendent of Education, Baton Rogue, Louisiana. Your question as to duplication of work in higher institutions of learning and possibility of dealing successfully with these diverse educational interests is an interesting but perplexing one. You will doubtless find much diversity of opinion on the question. Personally I am of the opinion that it is possible to err on the side of placing these institutions under a single board of management. I can believe that such a board might in some places work, for a time at least, very satisfactorily, but as I see problems here in Wisconsin (where a similar board has been suggested) it would appear that the uni- versity would be likely to control the board in the long run. Our normal schools, if that happened, would be disgruntled and handi- capped. Some of our people would like to have a state board of education, or something equivalent to that, possibly say of five mem- bers, each receiving say $5,000 a year, to control all the public edu- cational interests of the state. I think in the first place we should thus get a debating society and we should have about the same kind of efficiency that an army would experience under a group of gen- erals each with equal authority. But all these commissioners or board members could agree upon would almost inevitably be the commonplace and ordinary, anything unique or out of the ordinary would be likely to be turned down by some members of the board and action hindered if not prevented. I have never felt that the dupli- cation of work, except where the equipment was very expensive, was a very serious matter. C. P. GARY, State Superintendent of Public Instruction, Madison, Wisconsin. 59 ''There has been no disposition in Indiana to seek to bring the two institutions under one board. Whenever the matter has been mentioned it has been met with the most energetic opposition on the part of the two institutions and their friends. We all felt that it would be a catastrophe were any such step to be taken. There is a certain institutional loyalty in every institution which permeates its students, faculty and friends, this spirit of loyalty would, in my judgment, be effectively destroyed were we to feel that we were all subject to the supervision of one central board which had no special interest in any particular institution more than in another. "Wise action on the part of the institutional authorities will avert any necessity for this or any desire on the part of the people to have it. So far as my information goes, the experiments which have been undertaken in Minnesota and also in Iowa have worked to the detriment of the institutions involved." PRESIDENT W. E. STONE, Purdue University, Indiana. "There are two plans which seem to meet the approval of many states that are thinking along this subject. One is a single board of regents in charge of these three educational institutions. The other plan is the broader and more comprehensive one ; it implies the organization of a board of six men, known as the Board of Education ; three of these men to be the offiical heads of the normal institution, the agricultural college, and the State University; the other three to represent the rural schools, the city schools and the denominational schools of the state. The last three members of the educational board to be appointed by the Governor and confirmed by the senate. The six members of this board should have power to appoint a superintendetit of education, who should not be elected by a popular vote. This man should be a first class man who should be in touch with the educational work of the United States as well as the entire educational work of the state. If necessary, his salary should be made large enough to procure the highest possible talent. "The Board of Regents of the three institutions to be maintained, six presiding over the internal affairs of each, and seeing that the public funds are properly used in their several institutions. "The co-ordination of work is to be referred to the general Board of Education and the Superintendent, which would be the court of last resort. "The Board of Education would make up its budget for the three institutions and pass the same to the legislature. It should also have a general supervision over the rural school and the grade and high school work of the state. This should be a simple machine and a successful one. HON. SCOTT HOPKINS, Board of Regents, University of Kansas. "The various institutions of higher learning in this state are under separate boards, so that we have no experience in the plan of 60 placing these institutions under a single board of management It has always seemed to me, however, that duplication of work might be prevented and the running expenses considerably reduced, and unnecessary rivalry largely eliminated by a single central board of management. To what extent such a plan would affect the spirit and enthusiasm of the institution, the loyalty and support of its alumni, individual initiative, and generous and stimulating rivalry, I am not prepared to say." J. Y. JOYNER, Superintendent of Public Instruction, Raleigh, N. C. "We have found it desirable to have a single board of manage- ment for our normal schools. The only other higher educational institution under the state government is the state college. That is under a separate board of trustees. H. C. MORRIS, Superintendent Public Instruction, New Hampshire. 61 vJOUU I Gaylord Bros. Makers Syracuse, N. Y. PAT. JAN. 21,1908 UNIVERSITY OF CALIFORNIA LIBRARY