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This book must not 
 be taken from the 
 Library building. 
 
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Report 
 
 to the 
 North Carolina Commission 
 
 on 
 UNIVERSITY CONSOLIDATION 
 
 by 
 Guy Stanton Ford 
 F. L. McVey 
 Geo. A. Works 
 
 May, 1932 
 
 This copy is a preprint of the first four 
 chapters of the report of the survey com- 
 mittee and is subject to correction of er- 
 rors and verbal changes. The reports by 
 the specialists will form chapters V, VI, 
 and VII. 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of North Carolina at Chapel Hill 
 
 http://www.archive.org/details/reporttonorthcarOOford 
 
CONTENTS 
 
 Chapter Page 
 
 Introduction ••••••••••••••••••••*. 1 
 
 I. Administrative and Educational Organization 10 
 
 II. Allocation of Functions 16 
 
 III* Preparation of Teachers •«■••••••••••••• 34 
 
 IV. Supplementary Suggestions ••••••••••••••• 57 
 
 Appendices 
 
 Appendix 
 
 A. Activities Undertaken by Graduates of the North Carolina 
 College for Women the First Year After Graduation ... 64 
 
 B. Activities in Which Graduates of the North Carolina 
 College for ^omen, 1922-31, Inclusive, Were Engaged in 
 
 the Autumn of 1931 65 
 
 •©-» Ave r age Sco re ana Standard Do^i ' Rti on ■ on Hi - ph Sohool Toots - 
 
 • of Mwtterta of C e n m er e o and Buoino e o Adffllni i str a tl o a - . • 63- 
 
 •&S- Te ntative Program for trecfariaag T e aah e rs of 0oimmu ' ol «3* 
 
 for Women - «47> 
 
 -ii- 
 
INTRODUCTION 
 
 The General Assembly of North Carolina, on March 27, 1931, ratified 
 an aot by 'which the University of North Carolina, the North Carolina College 
 of Agriculture and Engineering, and the North Carolina College for Women were 
 "consolidated and merged" into the "University of North Carolina." This act 
 further provided for a commission of twelve persons in addition to the 
 Governor "to -work out plans for the consolidation of the component parts of 
 the University." The Governor is ex officio chairman of this commission 
 which is known as the "Commission on University Consolidation." 
 
 The commission as finally constituted consisted of the following: 
 
 Governor 0. Max Gardner, Chairman. 
 
 Fred W. Morrison, Secretary, Raleigh, North Carolina. 
 
 Dr. Frank P. Graham, President, University of North Carolina. 
 
 Dr. E. C. Brooks, President, North Carolina State College. 
 
 Dr. J. I. Foust, President, North Carolina College for Women. 
 
 Dr. L. R. Wilson, Librarian, University of North Carolina. 
 
 Dr. W. C. Riddick, Dean, School of Engineering, North Carolina 
 State College. 
 
 Dr. Benjamin B. Kendrick, Professor of History, North Carolina 
 College for Women. 
 
 Mr. S. B. Alexander, Charlotte, North Carolina. 
 
 Mr. F. L. Jackson, Treasurer, Davidson College. 
 
 Mrs. E. L. McKee, Sylva, North Carolina. 
 
 Miss Easdale Shaw, Rockingham, North Carolina. 
 
 Judge N. A. Townsend, Charlotte, North Carolina. 
 
 -1- 
 
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 Responsibilities of the Commission 
 
 By this act, the commission was oharged with these responsibilities 
 among others: 
 
 "1» To work out a scheme to bring unification of the executive con- 
 trol in the University of North Carolina, North Carolina State College of 
 Agriculture and Engineering, and the North Carolina College for Women, so 
 that each of said institutions may best serve the needs of the people. 
 
 "2. To unify and coordinate the general educational program of the 
 University of North Carolina as herein provided for. 
 
 "3. To work out a scheme in which, and through which, all the problems 
 arising from the consolidation of the three existing institutions into the 
 University of North Carolina may, in their opinion, be best solved. 
 
 n 4» That the final location of all schools, departments, and divisions 
 of work now located at any of the three institutions shall be subject to 
 the study and recommendations of the experts and the commission without 
 prejudioe by any provisions in this bill*" 
 
 In the discharge of its responsibilities as set forth in the act, 
 the commission selected a survey committee consisting of the following: 
 
 F. M. MoVey, President of the University of Kentucky. 
 
 G. S. Ford, Dean of the Graduate School, University of Minnesota. 
 Geo. A. Works, Chairman, Dean of Students and University Examiner, 
 
 University of Chicago. 
 
 The three institutions, the University of North Carolina, the North 
 Carolina College of Agriculture and Engineering, and the North Carolina 
 College for Women have rendered distinctive service. Each institution in 
 its own way has made valuable contributions to the welfare of the state. 
 
 Each of the institutions furnished data on the enrollment as of 
 November 2, 1931. There were at Chapel Hill, 2,825 students; at Greensboro, 
 1,437| and at Raleigh, 1,793; making a total of 6,055. The student body 
 at Greensboro consists exclusively of women. At Chapel Hill, women are 
 
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 freely admitted above the junior college level, and to a limited degree in 
 the freshman and sophomore years. There was a total of 246 on the date 
 enrollment statistics were collected. At Raleigh, 78 women were enrolled. 
 
 The University 
 
 The University was the first 3tate university to be established in 
 this country. It3 charter was granted by the General Assembly in 1789. 
 The cornerstone of Old East Building was laid in 1793, and the University 
 was opened in 1795. Since that time the institution has been in continuous 
 operation except for a few years following the war between the states. It 
 has furnished many men who have rendered distinctive service to the state, 
 the nation, and the world wide commonwealth of learning. One needs only to 
 examine Bulletin 276 of the University, Research in Progress, to realize 
 that scholarly researclk is a genuine interest of the institution. Furthermore, 
 North Carolina is one of the ttiree or four states of the South that have 
 made a real contribution through the development of a general extension 
 service, to the life of the people. The institution has maintained high 
 standards of teaching, research, and of service for citizens of the state 
 who are unable to come to its campus for study. 
 
 State College 
 
 Nearly one hundred years elapsed after the origin of the University 
 before another institution was established. This second institution was 
 originally known as the North Carolina College of Agriculture and Mechanic 
 Arts. This name was changed to the North Carolina College of Agriculture 
 and Engineering in 1917. Like other land-grant institutions it has rendered 
 material assistance to agriculture arid to the industries of the state. 
 Farming, a basic industry of North Carolina, has benefited greatly from the 
 work of the agricultural experiment station. Under the stimulation of the 
 Smith-Lever Extension Act much has been done toward the development of rural 
 
life both on the farm and in the home. Throughout the state evidences can 
 be found of the results of research and extension that have been carried on 
 by North Carolina State College. In recent years by the preparation of 
 teachers of agriculture for the high schools and the training of oounty 
 agricultural agents, it has touohed farm life closely. Its influence for the 
 upbuilding of country life is to be found in all sections of the state. 
 
 The School of Engineering and the Textile School have not had the 
 stimulus of federal funds to lead them into the fields of research and ex- 
 tension to the degree that has been true in agriculture. As a result, their 
 activities have been more largely confined to resident instruction, but not 
 to the entire neglect of research and extension. 
 
 The College for Women 
 
 The North Carolina College for Women was established by the General 
 Assembly of 1891 and received students in the autumn of 1892. It was the 
 first effort on the part of the state to make provision for the higher 
 education of women. In its early days it was almost exclusively an institu- 
 tion for the training of teachers. The original name, in fact, was the 
 North Carolina State Normal and Industrial School. Even at the present 
 time it is primarily a teacher-training institution although the curriculum 
 has been greatly broadened in recent years to increase the opportunities of 
 general eduoation for the women of the state. 
 
 Through the cooperation of the alumnae office of the College the 
 survey committee was able to obtain information regarding the activities 
 entered upon immediately after graduation by the members of the classes 
 from 1922 to 1931 inclusive. The activities of these same persons were 
 gathered for the ourrent year. Reports were obtained from ninety-four per 
 cent of the persons who were graduated during the ten- year period. These 
 show that approximately three-fourths of the students at the time of leaving 
 college entered some type of teaching (Appendix A). There is but little 
 
-5- 
 
 change in the proportions during ihe past ton years except for a decline 
 in 1931, probably due to the inability of some of the members of that olaes 
 to secure teaching positions. At the time the data were collected slightly 
 more than one-half of those who had graduated during the ten-year period 
 •were still teaching (Appendix B). The institution in the main is well 
 equipped to prepare teachers and it would be difficult to overstate the 
 contribution made to the state's welfare through this service • 
 
 This brief statement regarding the founding of the 'three institutions 
 under consideration makes it clear that two decisions regarding policies to 
 be followed, are the chief causes of the present conditions. The first of 
 these was the decision to establish a separate land-grant college* This 
 decision was made beoause of the unwillingness of the University to comply 
 with the spirit of the Land-Grant College Act. The second decision was made 
 later when the need for the higher education of women became imperative, and 
 at that time those who were responsible for the guidance of higher education 
 elected to have this new demand met by the establishment of a third institu- 
 tion. 
 
 These decisions once having been made, the pressure for expansion of 
 the institutions on the part of the communities in which they were located, 
 became an important factor in their development. In fact, in the oase of 
 the land- grant college local pressure was undoubtedly one of the causes 
 that lead to its establishment as a separate institution* As the costs of 
 higher education have grown ihe looal character of many state- supported 
 institutions has been the oause of real concern in a number of the states as 
 well as in North Carolina. In any efforts made to change the situation in 
 North Carolina in a fundamental fashion, the results of this looal pride 
 are certain to be encountered. However, looal considerations should be 
 laid aside. Recognition should be given to the improvements in transpor- 
 tation and oommunioation that have been made in the last generation. 
 Cognizanoe should be taken of the tendency for the publio school system to 
 
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 expand upward through the junior college period. Finally, the financial 
 costs of maintaining good institutions of higher learning are great and may 
 beoome greater. With these basic facts in mind, those interested in the 
 welfare of North Carolina and especially in its program of higher eduoation 
 should be influenced in "their decisions only by considerations which relate 
 to the state as a whole. If tine decisions made by the state are determined 
 in the light of local conditions or pressures, the lapse of time is certain 
 to accentuate the unfortunate elements in the present situation with the 
 result that the state will not have the greatest possible development of 
 its program of higher eduoation, and will be saddled with mounting costs 
 due to a failure to make the state point of view dominant in the field of 
 higher education. 
 
 The problem tiie state now faces is to obtain such a degree of inte- 
 gration of the work of these three institutions as will result in one great 
 university tied closely to the life of the state through its teaching, 
 extension, and research. It is the high responsibility of this generation 
 to grapple with the task. It will grow increasingly difficult if it is 
 passed on to 3-teoeeding generations. The necessary changes should be made 
 regardless of the effects they may have on the three institutions included 
 in this survey. 
 
 Through their years of service, each institution has naturally and 
 properly developed a following. Allegiances have been formed by alumni, other 
 former students, parents of students, trustees, and other who have had an 
 opportunity to become acquainted with the work of the institutions. It will 
 naturally be difficult for persons with pronounced institutional loyalties 
 to see eye to eye in all instances with a group such as the survey committee 
 who approaohed the questions involved witiiout an institutional bias. The 
 attachments of alumni are certain to be strong. This is right and proper. 
 But in making decisions with referenoe to the university system contemplated 
 in the legislation and in this report, institutional loyalties should be 
 
-7- 
 
 subordinated to the welfare of the state. It is as citizens of North Caro- 
 lina, not as adherents of one of its institutions that graduates will be 
 called on to act and to justify the special privileges they have enjoyed. 
 
 The pages which follow record the deliberate judgment of the survey 
 committee regarding the steps to be taken to weld the three institutions 
 into a university organization that will contribute to the state's progress 
 in a larger degree than would be practicable for three separate institutions. 
 
 Temporary and easy expedients should be set aside. The idea of 
 trading one type of work in a given institution for some other type in 
 another, should not be tolerated. The only solutions alumni have any right 
 to consider are those that in the long run will give the state, within the 
 funds available, the strongest possible program of higher education. The 
 state made possible the existence of their alma mater and now their obli- 
 gation is to see that the state receives the maximum of return through dis- 
 passionate consideration of the future of higher education within its 
 boundaries. The survey committee had no alternative but to submit a report 
 which it believed to be fundamentally sound and of such character as would 
 ultimately bring the maximum benefits to the state rather than to temporize 
 with conditions that are more immediate. 
 
 In considering the recommendations in the chapters which follow it 
 should be borne in mind that the survey committee has not thought of these 
 as all going into immediate effect. A genuine unification of two or more 
 institutions comes by growth. However, on one point the committee is clear 
 
 — this growth in unity of spirit will come only as conditions are made 
 favorable for its development. The survey committee, therefore, wishes to 
 record its belief that certain important and radical immediate steps are 
 necessary in order that faculty, students, and trustees shall begin thinking 
 in state-wide terms and that the people of the state shall become accustomed 
 to the idea that a great task has been undertaken namely the task of securing 
 a spiritual union of three separate institutions in the new University of 
 
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 North Carolina. 
 
 Two major problems were before the committee: 
 
 1. The problem of securing the type of an administrative and edu- 
 cational organization that would be most likely to result in a great state 
 university — an institution worthy of a state that early learned to prize 
 higher education. 
 
 2. The problem of allocating particular functions among the three 
 institutions on such bases as would give to the state the largest possitle 
 returns for its expenditure on higher education. 
 
 In arriving at decisions regarding suggestions to be made, the survey 
 committee has worked under a serious limitation in two respects. In the first 
 place the state has three teachers colleges for whites; although they are 
 important elements in the program of higher education of the state, they were 
 not included by the legislature in the survey. In the second place the State 
 Department of Education which is in certain respects intunately connected 
 with the development of state supported higher eduoation was also omitted by 
 the legislature from the survey. Conferences were held by representatives 
 of the survey committee with persons from each of these institutions but 
 these conferences were incidental and not with the idea that the institutions 
 and their activities were to be canvassed as an integral part of the study. 
 
 At the first conference the chairman of the survey committee had 
 with the commission on university consolidation, action was taken giving 
 the committee complete freedom for its study and report. This condition 
 has obtained throughout the study. Furthermore, it should be recorded that 
 on the part of each institution there has been full and complete cooperation 
 by faculty and administrative officers. The collection of information needed 
 by the committee and the conferences necessary have thrown an extra burden 
 on these persons in a period that was, due to financial conditions, a trying 
 one. 
 
 The survey committee has had the services of the following individuals 
 
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 in the study. 
 
 Adult education: Morse Cartwright, Executive Secretary of the 
 Adult Education Association. 
 
 Business education: R. A. Stevenson, Dean of the School of Business 
 Administration, University of Minnesota. 
 
 Education for women: C. Mildred Thompson, Dean of Vassar College. 
 
 Engineering education! W. E. Wickenden, President of Case School 
 of Applied Science. 
 
 Training of teachers: C. H. Judd, Dean of the School of Education, 
 University of Chicago, and W« S. Gray, Director of Teacher Training, 
 University of Chicago. 
 
 On the basis of reports submitted by these persons and its own 
 study of conditions, the survey committee prepared an outline of tentative 
 proposals involved in the consolidation. Those proposals were then discussed 
 in a conference attended by the members of the committee and the following 
 persons who had not previously participated in the study: 
 
 L. D. Coffman, President of the University of Minnesota, and member 
 of the Survey Commissions of Texas, Kansas, and New Jersey. 
 
 E« C. Elliott, President of Purdue University, formerly Chancellor 
 of the University of Montana. 
 
 F. J. Kelly, United States Office of Education. 
 
 Henry Suzzalo, President of Carnegie Foundation, Chairman of the 
 California Survey Commission. 
 
 Geo. F. Zook, President of Akron University, formerly specialist on 
 higher education of the United States Office of Education, and director 
 of several state surveys. 
 
 The reports of the special investigators and the results of the 
 discussions have been U3ed in the formulation of the report, but the survey 
 committee must take the responsibility for the present form of this report. 
 
CHAPTER I 
 
 ADMINISTRATIVE AND EDUCATIONAL 
 ORGANIZATION 
 
 In planning for the new University of North Carolina, one of the most 
 important considerations is to secure on the part of Faoulty, Trustees, and 
 Administrative Offioers, a realization that for the first time in the history 
 of the state a single publioly supported higher institution of learning has 
 been projected to serve, within the limitations appropriate to higher education, 
 the white population of the state without reference to sex or occupation. 
 Each of the three institutions now combined, worked with certain limitations 
 with respect to these factors when it was independently organised. Any branch 
 of the University organization, will still have limitations, but the new 
 University as a whole will be limited in its service only by the resources the 
 state puts at its disposal. The transition from a local to a state point of 
 view, from the old institutional to the new institutional outlook, from the 
 interests of groups to the interests of all, will not be easy. It is, there- 
 fore, highly important that administrative provisions be made for keeping the 
 state-wide outlook dominant. 
 
 Board of Trustees 
 
 The legislation provides for a Board of Trustees of one hundred to be 
 
 chosen by the Legislature, with the Governor and the State Superintendent of 
 
 Public Instruction as ex officio members. Boards of this size have in general 
 
 proved so unwieldy that tho results were not satisfactory. True, the University 
 
 and the State College have both had large boards with results apparently 
 
 satisfactory. However, in this new University it must be borne in mind that 
 
 until a real integration of the three branches is achieved, there is danger 
 
 that old loyalties will conceal larger issues. In the opinion of the survey 
 
 -10- 
 
-11- 
 
 committee, a small board - eight to ten members - is to be preferred to one 
 of the size provided in the Act. However, if it does not appear to be 
 practicable to ohange to a small board, it is suggested that the policy followed 
 in the past by the boards of State College and the University be followed, 
 viz., of creating an executive committee and giving it large powers. 
 
 The survey oommittee makes the following recommendations bearing on 
 this suggested Executive Committee: 
 
 1. That the Board of Trustees select in such manner as it deems best 
 an Executive Committee of eight members. As members of the Board are chosen 
 for eight year periods it will be possible to have an executive committee which 
 would normally have the terms of two members expiring every other year. It is 
 highly important for the periods of service to be of sufficient duration so 
 that a member has an opportunity to become thoroughly acquainted with the 
 University system long before the end of his term. Likewise, it is undesirable 
 to have changes in a large percentage of the membership at one time. The 
 suggested plan of staggering the appointments would meet this situation. 
 
 2. That the Executive Committee be given large powers by the Board. 
 It should pass on appointments, budgets, and allocation of faculty and staff 
 subject to recommendation by the President. This Committee should also make 
 such rules and regulations as may be necessary for the government and the 
 successful administration of the University system. 
 
 3. Thflt none of the ex officio members of the Board of Trustees should 
 serve on the Executive Committee. A report* recently approved by the National 
 Association of State Universities covers this phase so well that it is quoted 
 here: 
 
 The custom of having ex officio members of Board of Trustees or 
 Regents fortunately has not prevailed very widely* The theory is 
 thoroughly unsound, the practice is even worse. In the first place, 
 
 1 Report of Committee on University Control, 1S31. 
 
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 these people are irregular in their attendance and always limited in 
 their information. In the second place, any conscientious man in 
 such a position would recognise his limitations and be embarrassed 
 by attempting leadership. Acquaintance with the important policies 
 of a modern state university requires years of experience and definite 
 application to their study. This is fundamentally why members of such 
 Boards should have a long tenure of office. In the third place, an 
 ex officio member is subject to the change of politioal motives and 
 of having, a status somewhat different from the status of a regularly 
 appointed or elected Trustee. It is not good administration to have 
 two different classes of memberships in a Board dealing with a 
 permanent institution and especially so when these ex officio members 
 are temporary in their relation. 
 
 An additional point worthy of note is that frequently an ex officio 
 member in the discharge of his official duties is called upon to take a stand 
 ragarding questions upon which he has already passed as a member of the 
 Executive Committee. Both he and his associates, if he were on the Executive 
 Committee, would at times be embarrassed by this. The University is entitled 
 to the consideration of men who are single minded to its interests alone. 
 
 Eduoational Leadership 
 
 The educational leadership of the new University is an important 
 consideration. To this question the survey committee has given serious study. 
 As a result of its deliberations, the following recommendations are made: 
 
 1. The educational leadership should center in a 6ingle individual 
 responsible to the Board of Trustees on one hand and to the Faculty of the 
 University system on the other. The title of President is suggested for this 
 position. Needless to say, the choice of this individual is a vital matter. 
 One readily sees he must be a man of broad vision, fine courage, keen sense 
 of justice, and, with all, human. He will find it necessary in the early years 
 
-13- 
 of the new University, in season and out, to insist that the state's needs are 
 to be the first consideration. Petty jealousies, local pride, institutional 
 rivalry, must all be subordinated to the development of a new University great 
 enough to encompass all of the larger needs of the state. 
 
 2. The office of the President should have such an organisation as 
 experience may prove necessary in order to coordinate the aotivities of the 
 new University. The survey committee forecasts one position in this office. 
 There should be a University comptroller appointed on the recommendation of 
 the President and responsible to him. The new University will have one budget. 
 It will be necessary to have an official to administer this budget and to follow 
 expenditures subject to direction from the President. The relationship between 
 finance and the educational policy in a university is intimate. The control 
 of expenditures is so closely identified with the life of the institution that 
 the comptroller should be responsible to the President. No other arrangement 
 will prove satisfactory over any considerable period of time. In the opinion 
 of the survey committee this would be a step looking toward economical 
 administration. 
 
 In this connection it should be pointed out that a grave danger exists 
 in North Carolina lest the encroachments of the State Budget Bureau so tie the 
 hands of eduoational authorities that they will have but little voice in the 
 determination of policies for the University syBtem. No one would gainsay the 
 right of the General Assembly to fix the amount to be made available for higher 
 education for a given biennium. However, having taken that action, it should 
 give those who are responsible for the new University the maximum degree of 
 latitude in determining how the expenditures are to be made within the budget. 
 If the administration of the University system is not competent or dependable 
 in this respect, it should be changed rather than to transfer the authority to 
 an officer who is far removed both in point of location and experience from the 
 problems involved. 
 
 The survey oomnittee is also of the opinion that it will be desirable 
 
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 to make provision for a central direction of Extension, the Graduate School, 
 and the Summer Session. 
 
 Administrative Council 
 
 3. The President should have an Administrative Council whose members 
 are chosen for one year at a time, consisting of the following: 
 
 a. One member to be chosen by the Faculty of each branch of the 
 institution, i. e., Raleigh, 1 Greensboro, and Chapel Hill. 
 
 b. The Vice President of each branch of the new University. 2 
 
 c. Nine members to be appointed by the President with due regard 
 to the size of student body, number of departments and size of 
 faculty of each of the three branches. 
 
 d. The President should be chairman of this Council. 
 
 This Council should have the responsibilities ordinarily carried by 
 such bodies in universities. It will serve as a body in which administrative 
 policies and procedures will be considered from the viewpoint of the whole 
 University system. 
 
 Provision should be made for a University Senate having as members 
 all persons with the rank of assistant professor or higher. The size of this 
 body and the distances will preclude frequent meetings. It should be the 
 deliberative and legislative body in questions of educational policy affecting 
 the University organization a6 a whole, e. g., entrance requirements, graduation 
 requirements, etc. The Senate as a body should have the privilege of approach 
 to the Sxeoutive Committee of the Board of Trustees if circumstances make such 
 action desirable. If committees are appointed to deal with minor questions, it 
 would not be necessary for the Senate as a body to meet more than two or three 
 times a year. The President should preside over its meetings. 
 
 1 Subject to the recommendations made later in the report. 
 
 2 See the discussion under local organization. 
 
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 Orgaiii cation at Each Branch 
 It will be necessary to provide for some administrative organization 
 at each of the tranches of the new University, These organizations should be 
 kept as simple as ie practicable, consistent with the demands of the local 
 situation. The survey committee makes the following recommendations: 
 
 1. The chief administrative officer at a branch of the University 
 system should be known as a Vice President* 
 
 2. Local educational and business authorities should be responsible 
 to the President through the office of the appropriate Vice President. 
 
 The preceding discussions; have included frequent reference to the 
 need for the development and maintenance of a state-wide point of view 
 regarding the types of work to be undertaken at the different branches of the 
 University system. This breadth of view should extend beyond the office of the 
 President. The sooner it permeates the thinking of the several branches of 
 the University system the better it will be for the institution and for the 
 state. The Administrative Council and the University Senate should serve 
 valuable purposes in this connections 
 
 The University Senate will provide means for the consideration of the 
 questions of educational policy affecting the University system, that are of 
 major importance. In the Administrative Council, problems of administrative 
 policy and prooedure will be discussed. Final readjustments in the work of the 
 branches of the University system and their relationship tG one another would 
 naturally be made by the President, subject to the Executive Committee of the 
 Board of Trustees. In the opinion of the survey committee, this relatively 
 simple organization will be adequate for administrative purposes. It has 
 purposely been sketched only in outline. It is much better to let the details 
 grow out of experience than to attempt to predict them in advance. It is 
 important that the organization be flexible enough tc permit faculty and 
 administrative officers to adapt it to the needs of the new University as it 
 develops. 
 
CHAPTER II 
 
 SUGGESTED ALLOCATION OF 
 FUNCTIONS 
 
 One of the tasks set the survey committee was to reoommend a division 
 of the work among the branches of the new University. As a background for the 
 changes proposed, the units for instruction, research, and extension in opera- 
 tion in each institution at the time of the study are given. They were as 
 follows J 
 
 1. The North Carolina College for Women. 
 
 a. The College of Liberal Arts (including library science). 
 b» The School of Education. 
 o. The School of Music. 
 
 d. The School of Home Economics. 
 
 e. The Commercial Department. 
 
 f. The Extension Division. 
 
 g. The Summer Session. 
 
 h. The Graduate Division. 
 
 (A currioulum in library science is integrated with the program 
 
 of the College of Liberal Arbs.) 
 
 2. North Carolina State College of Agriculture and Engineering. 
 
 a. The School of Agriculture (including forestry and the Experi- 
 ment Station). 
 
 b. The School of Education. 
 
 c. The School of Engineering. 
 
 d. The School of Soience and Business. 
 
 e. The Textile School. 
 
 f. College Extension. 
 
 -16- 
 
-17- 
 
 E # The Summer School. 
 
 (The College at one time had a Graduate School. This was recently 
 discontinued although the work continues under another plan.) 
 3. The University of North Carolina. 
 
 a. The School of Liberal Arts. 
 
 b. The School of Applied Science (engineering). 
 
 c. The School of Education. 
 
 d. The School of Commerce. 
 
 e. The School of Public Vfelfare. 
 
 f. The Graduate School. 
 
 g. The Summer School. 
 
 h. The Extension Division. 
 
 i. The School of Law. 
 
 j. The School of Medicine (two year curriculum). 
 
 k. The School of Pharmacy. 
 
 1. The Graduate Library School. 
 
 (There are two other units of importance from the viewpoints of 
 
 research and publication. Reference is to the Institute for 
 
 Research in Social Science, and the University Press.) 
 
 Duplications 
 
 The preceding statements show the existence of certain duplications 
 of work and arouse a lively apprehension as to what may happen in the future. 
 There is a School of Engineering at Raleigh and also one at Chapel Hill. The 
 same is the case in business and commerce. The College for Women has a 
 course for the training of librarians, and there is also provision for the 
 training of libraries at Chapel Hill. Each branch has a school of education, 
 and each maintains a program of general extension activities aside from the 
 extension work in agriculture and home economics which oenters at Raleigh, 
 This is the type of duplication regarding vriiich question may properly be 
 
-18- 
 raised. Is it necessary? 
 
 Such subjects as English, history, mathematics, etc are taught at 
 each place. Obviously, it is necessary to have instruction in the elementary 
 phases of these subjects at each center. This is a form of duplication that 
 is inescapable as long as the University system maintains three branches. 
 Duplication of instruction at the elementary level in institutions of the 
 size included in this study , is not so expensive as at higher levels. This 
 is due to the fact that classes are usually of sufficient size to keep in- 
 structional costs lower than is possible in the more advanced phases of a 
 subject* However, the results of recent studies which have been made demon- 
 strating that large group instruction is apparently as efficient as small 
 group instruction, make one much reluctant to make a statement even as 
 guarded as the above. At the higher levels the increased instructional 
 costs resulting from small classes, become more obvious. Data collected on 
 size of classes in the three institutions show clearly that the instructional 
 costs in the last two years of college and at the graduate level are higher 
 than would be necessary if the three institutions were on one campus. 
 
 The survey committee has confined itself primarily to what it con- 
 sidered major duplications and to those which were deemed unnecessary, 
 although in its recommendations it has been influenced by the type of dupli- 
 cations first discussed. The acceptance of the recommendations made in this 
 report will provide the necessary administrative organization for eliminating 
 or reducing the minor duplications to a minimum as long as the same type of 
 work is continued at more than one center. This same organization will make 
 it possible to provide a mobility of teachers and students among the branches 
 that has not obtained in the past. This mobility will further minimize un- 
 necessary expense in the new University. 
 
 Major Recommendations Affecting Allocation 
 of Work 
 
 The survey committee has two major suggestions to make affecting 
 
-19- 
 the work of the branches of the university organization. They are: 
 
 1. The transfer of State College from Raleigh to Chapel Hill. In 
 making this transfer, it may perhaps be wise to make provision for leaving a 
 program of general education carried through the junior college level at 
 Raleigh. Whether or not this should be entirely state supported or maintained 
 by a combination of state and local support should be determined by the state's 
 future policy regarding the maintenance of publicly supnorted junior colleges. 
 
 2. The transfer from Greensboro to Chapel Hill of the forms of pro- 
 fessional and specialized training that are now found at Greensboro. In the 
 recommendations which follow, exceptions to this general rule are made in the 
 case of the professional training of teachers and of the work in secretarial 
 science. The state should adhere in the future to the policy of locating at 
 Chapel Hill such new types of specialized and professional training as are a 
 part of the University system. 
 
 The survey committee believes these solutions offer the greatest 
 promise of making the new University most useful to the state with the minimum 
 expense. Not to give frank expression to this conviction would be most unfair 
 to the state. 
 
 Transfers from Raleigh to Chapel Hill: These suggestions will be 
 considered in turn. The relation between engineering on the one hand and 
 the basic sciences, such as physics, chemistry, and biology, mathematics, and 
 increasingly the social sciences on the other is so intimate that no out- 
 standing school of engineering can be developed independently of them. The 
 contacts with business and educational leaders oonvinced the committee that 
 they believe the state desires a School of Engineering which will compare 
 favorably with the better schools of the country. If this is true, such a 
 school can be developed only at an institution in which the work in basic 
 sciences is better developed than is now true at Raleigh. The argument made 
 for the intimate relationship between engineering and the sciences is equally 
 true of agriculture. The strongest colleges of engineering and agriculture 
 
-20- 
 
 oan not be developed independent of strong departments in the basic sciences, 
 mathematics, and economics. 
 
 Other Solutions Considered 
 
 The survey committee gave consideration to other plans short of the 
 above possible solution. The most obvious suggestion would be to transfer 
 engineering; to Raleigh, and business and commerce to Chapel Hill. It would, 
 however, call for two important changes! 
 
 1. The development of the expensive departments of physics, chemistry, 
 biology, and mathematics to the level approximated now at Chapel Hill but not 
 now at Raleigh* This could be done over a period of years but only at a very 
 considerable expense in laboratories, library, and staff. 
 
 2. The reduction of the work in sciences at Chapel Hill to the junior 
 college level and the division of graduate work between the two centers. 
 
 In the opinion of the s-irvey committee, the state does not now have, 
 nor is it likely to have, the resources with which to maintain year after 
 year two centers for high grade research and instruction at the upper levels 
 of science. 
 
 If the proposal to develop strong science departments at Ralei ,h were 
 accepted, it would mean an institution at Chapel Hill concerned with in- 
 struction in all general fields through the junior college period, and above 
 that level it would be concerned alone with the humanities and the social 
 sciences and their applications. At Raleigh, the branch would offer in- 
 struction in the general fields throuj^h the junior college period and above 
 that level it would be devoted to work in the basic sciences and their 
 applications. This arrangement would also call for the transfer of the 
 School of Medicine to Raleigh, for medicine is the application of biology, 
 chemistry, and other sciences to human health and care, not to be wisely 
 divorced from then. 
 
 The rejection of this proposal in favor of the one recommended by 
 
-21- 
 which engineering and agriculture would be transferred to Chapel Hill, was 
 due to the belief on the part of the committee that the separation of the 
 sciences and their applications, from the humanities and social sciences 
 would be unfortunate from an educational viewpoint. There are certain 
 values obtained from the intimate mingling- of students and faculties from 
 the two groups, that are lost even when the distance is no p.rsater than the 
 thirty miles which separate Raleigh and Chapel Hill. The committee was so 
 firmly of this opinion that it felt confident that if the attempt is made to 
 transfer the basic sciences to Raleigh it would commit the state to a gyeat 
 expense with results that "rould not be satisfactory. That state is fortunate 
 whose future lawyers, doctors, engineers, bankers, industrialists, and leaders 
 in agriculture are brought together in their period of training on one campus 
 and share the social and educational opportunities. For those who in the 
 future will demand new curricula drawn from all fields, training for careers 
 we can not anticipate, it is vital that every facility the state can afford 
 be mobilized at one center. The committee was so firmly of this opinion, it 
 felt confident that if a division is chosen it will commit the state to a 
 great expense with results that will not prove satisfactory. 
 
 A third solution was also considered. This was the transfer of 
 engineering only, from Raleigh to Chapel Hill and the retention of a program 
 of general education through the .iunior college period, and the further de- 
 velopment of agriculture, forestry, and a division of industries at Raleigh. 
 A beginning in this last field has already been made through the work in 
 ceramics and textiles. Both ceramics and textiles offer much larger possi- 
 bilities than have thus far been realized. There are other industries as 
 yet undeveloped. The rejection of this plan by the survey committee was due 
 to the need for good instruction in soience in connection with agriculture, 
 and to a degree in connection with the type of instruction proposed in the 
 industries. 
 
 The survey committee is fully aware that its proposals if accepted 
 
-22- 
 in full, would not effect all the hoped for economics, but it doubts whether 
 any plan short of the abolition at all three centers of certain schools or 
 departments would result in any considerable immediate economy. Such a 
 withdrawal from ground already occupied, in response to state needs, can be 
 executed only by state action. A move as drastic as this could not be ad- 
 vised by a committee from outside of the state. The relative values placed 
 on these sohools and departments is a question that can be answered only by 
 the people of the state. 
 
 Transfer Should be Gradual 
 
 The work in business and commerce should gradually be removed from 
 Raleigh by not admitting freshmen to the ^vork after the academic year 1931-32. 
 The training of teachers in fields other than agriculture and industrial arts 
 could be eliminated by not admitting students to t; em in the junior year after 
 1S31-32. These two changes would effect some minor economies, and they might 
 well be made without reference to the larger plan. 
 
 When the state resources will permit the erection of new buildings, 
 the first funds should be spent on the development of the engineering plant 
 at Chapel Hill with the idea of transferring the engineering work. Agri- 
 culture could follow and later the work in industries, leaving only a general 
 junior college at Raleigh, as the survey committee has recommended. The loss 
 to the state as a result of the abandonment of the buildings at Raleich would 
 be sms.ll indeed as compared with the cost of replacements and additions at 
 Raleigh and the increased cost of maintenance over a period of twenty or 
 twenty-five years resulting from a decision to maintain two separate institu- 
 tions of excellence. Furthermore, the single institution would be, from an 
 educational standpoint more satisfactory than two separate units. 
 
 The decision to advise the physical consolidation of these two 
 branches has only been reached after careful consideration. It is recom- 
 mended with confidence that if the people of the state face the issue sauarely 
 
-23- 
 
 and make the change suggested, they will have rendered a service to the 
 state that over time will be of almost immeasurable value from an educational 
 viewpoint and that will ultimately mean a large financial saving. 
 
 Transfers from Greensboro to Chaoel Hill 
 
 The seoond major suggestion deals with the transfer of specialized 
 types of training from the branch of the University at Greensboro to Chapel 
 Hill. 
 
 Training of Librarians 
 
 Provision has been made for the training of librarians both at the 
 North Carolina College for Women and at the University. In the College for 
 Yfomen the training is given in the senior year. At the University the 
 instruction is at the graduate level during the regular academic year, but 
 during the summer, work is given at the undergraduate level. The work at 
 Greensboro is designed exclusively for school librarians, and at Chapel Hill 
 the instruction is planned to train personnel for school^ college, and public 
 libraries. 
 
 Courses were first offered in library science at Chapel Hill in the 
 Summer School of 1904. That same year some instruction was developed for the 
 student assistants in the library. About 1920 the library science offered 
 in the summer school, was adapted to the needs of school librarians. Finally 
 in 1931 the Graduate Library School was opened. The program of instruction 
 in this field was developed a year or two earlier at Greensboro than at 
 Chapel Hill. 
 
 During the summer of 1931 there were 140 students enrolled in library 
 science at Chapel Hill and 29 during the first term at Greensboro. No work 
 was offered during the second term. At Greensboro the enrollment at the time 
 of the survey was 22 and at Chapel Hill 35. The budgets at Chapel Hill for 
 the current year are summer school, 5)2200 o 0C »6«demic year, $18,000.00. At 
 
-24- 
 Greensboro the corresponding figures are $292.50 and $4400.00. 
 
 The survey committee is of the opinion that the instruction in library 
 science should be dropped at the end of this year* This recommendation is 
 based on the following* 
 
 1. Evidenoe does not indicate the need for more than one oenter. A 
 large share of the persons preparing for school library work will do so through 
 the s-ummer schools and if the branch of the University system at Chapel Hill 
 offers instruction in both terms of the Summer School, the saturation point will 
 soon be reached as far as school librarians ere concerned. If there should 
 prove to be need for additional persons, members of the staff from the Sohool 
 at Chapel Hill could offer six or eight semester hours of work for school li- 
 brarians, to students during their senior year at Greensboro. 
 
 2* The committee is lead to the location of the work at Chapel Hill 
 rather than at Greensboro for the following reasons j 
 
 a. The bibliographical resources at the former place are much 
 better than they are at Greensboro. For sometime prior to the 
 establishment of the School at the University, the authorities 
 had been planning for the School and were collecting the needed 
 resources* 
 
 b. A new library building has reoently been completed at Chapel 
 Hill with ample space for the School and for library purposes. 
 At Greensboro the library is somewhat small for the student 
 body and the space used for instruction in library soience is 
 needed for general library purposes. 
 
 The saving would not be great if this change were made as the amount expended 
 for this purpose at Greensboro is not great. It should be done primarily on 
 the basis of the better quality of work that can be done at Chapel Hill, due 
 to the superior quality of its facilities and the better training of the in- 
 structional staff. The present staff at Chapel Hill would be able to handle 
 50 students. 
 
-25- 
 
 The survey committee recommendations regarding the training of 
 librarians is based on the assumption that a school of library science is to 
 be maintained by the state. The committee believes the question of the de- 
 velopment of such a school, in view of present conditions, may well have 
 further consideration before the question is considered closed* 
 
 The suggestion regarding the transfer of the work in library science 
 is indicative of a movement that in the opinion of the survey committee should 
 be carried forward as rapidly as resources will permit, viz., the transfer of 
 all forms of specialized preparation except the training of teachere and the 
 work in secretarial science, from Greensboro to Chapel Hill. Work in the 
 fine arts should be developed, and the state can not afford more than one 
 center for this purpose. The proper plaoe is Chapel Hill. The acceptance 
 of this plan would result in the limitation of the work in music at Greens- 
 boro to the training of public school teachers of music and such work in music 
 a: is properly a part of a program of general education. Professional musicians 
 would not be trained. The school would be changed to a department and the 
 work in this field taken as a part of the program of work in the College of 
 Liberal Arts. 
 
 The professional work in home economics above the .junior college 
 level should be transferred from Greensboro to Chapel Hill as soon as 
 practicable. The argument for the transfer of home economics above the 
 junior college level parallels that used in agrioulture and engineering « 
 the large applications of the basic sciences, economics, and sociology to 
 instruction and research in the field. The tendenoy in reoent years to 
 devote a considerable portion of the junior college period in home economics 
 to general education makes this suggestion readily practicable. 
 
 The alace that the College at Greensboro is finally to occupy in the 
 program of teacher training must await the state's decision regarding the 
 allocation of functions among the teachers colleges. The data already 
 submitted justify the statement that at the moment it is primarily a 
 
-26- 
 
 teaoher-training institution. 
 
 During: the last generation, higher education has assumed large 
 proportione in our lives. Daily the instruction of the classroom and the 
 work done in the laboratory and library are directly and indireotly vitalizing 
 living. So real are the benefits arising from great universities that society 
 annually places great sums of money at their disposal. The growth of these 
 institutions has made evident the intimate relationship between the different 
 fields of knowledge. The value of physioal proximity is shown by the tendency 
 for certain types of professional education which formerly were offered by 
 independent schools, to move into universities. Constantly the values flowing 
 from the development of a university with its professional schools* graduate 
 instruction, and research on the same eampus, are becoming more evident. This 
 close relationship eives a stimulation to teachers and students that is lost 
 when the several schools represented in a university are even no farther 
 apart than are the branches of the new University. The confidence of the 
 survey committee in the belief that a university of the type just described 
 is what the State of North Carolina wants and what it will in the long run 
 find most useful^ is the basis for the suggestion for the transfer of such 
 important schools as agriculture, engineering, and commerce from Raleigh to 
 Chapel Hill and for the transfer of professional or specialized education 
 from Greensboro to Chapel Hill. 
 
 Suggested Changes Calling for 
 Minor Readjustments 
 
 Training; of Teachers j The abandonment of the training of elementary 
 school teachers at Chapel Hill is recommended. For the present, it is 
 suggested that the training of elementary school teachers be ocntinued at 
 Greensboro. The opportunities for instruction in the liberal arts to the 
 level of the bachelor's degree should gradually be improved at Greensboro 
 but in the judgment of the survey committee it should not at this time be 
 carried above that level. 
 
-27- 
 
 There is not in North Carolina nor in the immediate vicinity a 
 center for the training of commercial teachers in the manner in whioh they 
 should be prepared for service in the high school. Representatives of the 
 State Department of Publio Instruction informed the survey oommittee that 
 teachers were obtained only with difficulty. This work should be developed 
 at Greensboro in conjunction with the work in secretarial science, which 
 should also be expanded. The chapter dealing with commerce and business 
 oontains a discussion of this phase. 
 
 The Graduate School i In the organisation of research work and the 
 training of graduate students there is fortunately no problem of allocating 
 functions between the three units now combined in the new University of North 
 Carolina. It is in research and teaching on the graduate level that the 
 new institution finds its opportunity to justify itself as a university in 
 the true sense of that word. These activities will demand all the surplus 
 resources of the university over and above the obligations of college 
 teaching. 
 
 The unit known as the Graduate School is simply a body of specially 
 selected and qualified teachers and students applying themselves in freedom 
 and with the necessary library, laboratory, and field resouroes to the 
 problems that challenge them. Any organisation that forwards and supports 
 this cooperation, between elder and younger scholar, between teacher and 
 student, must of necessity be simple. Complexity and administrative routines 
 are foreign to the life of a graduate school and stifle its spirit. 
 
 The organization for the central direction under the President should 
 provide for a Dean of graduate work. Upon this official of the new University 
 and his attitudes, and the breadth of his conception of research, and the 
 soundness of his standards, and his impersonal courage in upholding such 
 standards, rests a large measure of the success of research and scholarship 
 in the University system. No one who believes that the profitable fields for 
 research are today what they were when Johns Hopkins was founded, can properly 
 
-28- 
 serve as dean of the graduate school in a modern university whether privately 
 endowed or state supported. The maintenance and development of scholarship 
 requires something more than a static faith that the traditional departments 
 oompass all fields of study and research. Plaoed as the Graduate School 
 necessarily is at the very center of the new organization, and integrating 
 many departments, any cooksureness in its Dean as to what fields are or are 
 not open to research and rewarding to scholarly effort would be fatal. 
 
 The setting of standards in a graduate school lies in the maintenance 
 of a sound selective prooess among those on the faculty who are by reason of 
 their productive scholarship or teaching power at the graduate level to be 
 placed in charge of a body of students admitted by seleotive standards. 
 Even given qualified teachers and students in one field there can be no claim 
 to do graduate work unless there are also the resources to work with and the 
 supporting departments in allied fields. No science or field of specialization 
 is sufficient unto itself in these days when boundaries in all fields of 
 soholarly work are but the dead furrows between once existing divisions. The 
 field and strip system in education is giving way at every level and nowhere 
 more than in the higher reaches. 
 
 It is in decisions, policies, and adjustments, conditioned by the 
 above principles that the administration of the Graduate School will find 
 a primary and persisting task. In meeting the problems it poses the Dean 
 will need the aid of the scholars who really make any graduate school. By 
 some plan suited to the situation he should gather around him a small ad- 
 visory or executive oounoil of seven or eight men that are free from pre- 
 possessions about colleges and departments as they now exist. With their 
 aid, the graduate teaching faculty can be selected and gradually extended. 
 Serving as leader, the Dean can become the proponent and executive of the 
 educational polioies and conditions for degrees that such a faculty is able 
 and willing to maintain. 
 
 The conditions for uniting such a qualified staff on these oommon 
 
-2S~ 
 problems are very propitious. The Graduate School at Chapel Hill has been 
 sound enough and conservative enough in maintaining standards for the highest 
 degree, that of doctor of philosophy, so that the University of Worth Carolina 
 has gained membership in the Association of American Universities, a national 
 body composed of those state and endowed universities setting and maintaining 
 standards in graduate work. The other two campuses have recognized that the 
 master's degree represents the most advanced training that they should under- 
 take. This degree, they have given in some fields not now represented at 
 Chapel Hill. 
 
 Under the form of consolidation recommended by the conmittee or under 
 any considered by it, the center of gravity and the responsibility for the 
 development of the Graduate School will be at Chapel Hill. During any tran- 
 sition period, it will be possible under central control to mobilize the 
 personnel and faoilities for this most expensive and yet most important form 
 of training. Under no form of organization is it justifiable to oonsider the 
 duplioation of faculty, and facilities for the sake of building up anything 
 but the completely unified Graduate School. 
 
 In the opinion of your coneittee a consolidated educational program 
 will oome with the least effort at the graduate school level. The servioe to 
 be rendered is exceptionally valuable. Its realisation will give a new dignity 
 to scholars and scholarship, quicken all intellectual life, widen horizons, 
 and stimulate more vital teaching for the students on the undergraduate level 
 as well as the graduate. It offers a new opportunity to demonstrate the 
 educational leadership that the state has assumed and Justified in its 
 section and in the nation in the twentieth century* 
 
 The survey committee ha3 recognized the fact that it will not be 
 practicable to make all of the suggested transfers immediately. In the 
 interim there are some economics that the unification of control which has 
 been reconmended will make readily practicable. Some of these suggestions would 
 apply as between Chapel Hill and Greensboro even after the recommended changes 
 
-30- 
 have been effected in entirety. A distinguished teacher could teaoh at more 
 than one place. It would not be diffioult for a member of the Chapel Hill 
 branoh to teach at that place and also at either Raleigh or vice versa. 
 Between Raleigh and Chapel Hill, it would be practicable to transfer small 
 classes when the facilities were better at one place than they were at the 
 other. This would also be true in the case of Greensboro and Chapel Hill. 
 Small classes dealing with the advanced phases of the same subjeots were 
 found at eaoh of these oenters. Transportation of students would be cheaper 
 in some of these cases than would duplication of effort at both places. 
 An illustration of the possibility of mobility of students and 
 faoutly proving advantageous is furnished by the Department of Rural Social 
 Economics, which is located at Chapel Hill. This Department was established 
 in 1914, before the State College had turned its attention to this important 
 field. Edward Kidder Graham, who was president at the time the Department 
 was established stated its purposes in the following words t "Its business 
 -is to teach North Carolina to North Carolinians j not the North Carolina of 
 day-bef ore-yesterday, but the North Carolina of day-after- tomorrow. " The 
 studies conducted by the Department and its teaching have had a marked in- 
 fluence in the state. Parenthetically, it may be stated that the survey 
 committee has found one of the publications of this Department very helpful. 
 The book iB North Carolina i Economic and Social , by Samuel Huntington Eobbs.Jr. 
 
 More reoently the State College has entered the field of agricultural 
 economics in which a modest but sound program is being developed. At one 
 time considerable attention was given to rural sooiology, but temporarily 
 that work is in abeyance. Both rural eoonomios and sociology are properly 
 a part of the program of the State College of Agriculture and Engineering. 
 Since the work in rural social economics is so well developed at Chapel Hill, 
 and the library resources are there the survey committee is of the opinion 
 that instead of moving this work to Raleigh a coordination of teaching and 
 research be effected so that students at eaoh center will have the advantages 
 
-31- 
 offered by instructors at both places until suoh time as the School of 
 Agriculture is transferred to Chapel Hill. The number of advanced students 
 in this field is small enoufh so that they oould be transported from one 
 oenter to the other. In the more elementary phases of the work where classes 
 were larger, an instructor could teach at both Raleigh and Chapel Hill. The 
 coordination of the research activities would undoubtedly mean a larger return 
 to the state than if each place were to work independently. 
 
 The discussion of this phase has been developed as illustrative of 
 what may be done in other areas. The authorities of the new University will 
 undoubtedly find many opportunities for improving the quality of instruction 
 and increasing the fruitfulness of the research by a closer coordination than 
 has been developed while the three institutions were under separate adminis- 
 trations . 
 
 In evaluating recommendations that have been made, it should be borne 
 in mind that the branch of the University at Chapel Hill has for years been 
 building; up a strong library. It is one of the outstanding university libraries 
 of the South. The present librarian realized the importance of a great library 
 to a university, at least two deoades ago, and with faculty cooperation he 
 began the development of a library that is now a source of great strength to 
 the work at Chapel Hill. There are now 236,162 volumes of which 41,432 are 
 bound periodicals. Among its resources are strong collections in chemistry, 
 zoology, and botany. At Raleigh, on the other hand, until reoent years the 
 library has had scant consideration. In 1930 there were only 29,023 volumes 
 and no collections of note. 
 
 Units of the Proposed University 
 
 The changes proposed would result in a University system composed of 
 the following units i 
 
 1. Branoh at Greensboro, 
 a. The Junior College. 
 
-32- 
 b. The Senior College. 
 o 8 The Summer Session. 
 d» The Extension Department. 
 The branoh at Greensboro in addition to having certain specialized 
 phases of its work transferred to Chapel Hill should adopt a simplified 
 organization by making such subjects as music, secretarial science, and 
 education, departments instead of schools as is the oase in mu3ie, and edu- 
 cation at present. 
 
 2. Branch at Raleigh. 
 
 a. The Junior College. 
 (Whether or not this would remain a part of the University system or become 
 a part of the publio school system would depend upon the polioy pursued in 
 North Carolina regarding the development of publicly supported junior col leges , 
 The survey committee is of the opinion that the tendency is for the junior 
 college to develop as a part of the local school system. Ho statement in this 
 report should be interpreted as being in opposition to that trend.) 
 
 3. Branoh at Chapel Hill. 
 
 a. The Junior College. 
 
 b. The Senior College. 
 
 c. The School of Engineering. 
 
 d. The Department of Sdu cation » 
 
 e. The School of Coasaeroe. 
 
 f . The School of Public Welfare. 
 
 g. The Graduate School. 
 
 h. The School of Agriculture and Forestry, 
 i. The School of Industries, 
 j. The School of Law. 
 
 The University system should have only one Division of Extension and 
 one Summer Sohool, and these should be regarded only as units in the whole 
 plan. 
 
-33- 
 
 k. The School of Medicine* 
 (It is within the range of possibility that conditions might change to a 
 degree that it would be considered desirable to abandon the School of Medicine 
 by the time the developments indicated above were effected.) 
 
 1. The School of Pharmacy a 
 
 m. The Graduate Library School. 
 
 n. The School of Fine Arts „ 
 
 o» The School of Home Economics . 
 
 p. The Summer Sohool.^ 
 
 q. The Extension Department e^ 
 
 The University system should have only one Division of Extension and one 
 
 Summer School. 
 
CHAPTER III 
 PREPARATION OF TEACHERS 
 
 Definite provision is made for the training of teachers in six state- 
 supported institutions for white students in North Carolina. These institu- 
 tions may be classified into two groups t 
 
 Group I. Four year standard colleges j 
 University of North Carolina. 
 North Carolina College for Women. 
 North Carolina State College of Agriculture 
 and Engineering. 
 Group II. Teaohers Collegest 
 
 East Carolina Teaohers College* 
 Appalachian State Teaohers College. 
 Western Carolina Teachers College. 
 All six of these institutions were visited during the course of the 
 study* In addition there are fifteen denominational or other private col- 
 leges and one private teaohers college for white students from whioh no data 
 were secured other than the number of students in various fields of speciali- 
 sation who will graduate at the end of the ourrent year. 
 
 Certification Requirements 
 
 The certification requirements, as defined by the State Board of 
 Education, determine to a large extent the nature of the professional and 
 subjeot-matter courses included in sequences for teachers. 
 
 Regulations Governing Certificates, 1929. State Board of Eduoation, 
 
 Raleigh, N. C. 
 
 -34- 
 
-55- 
 
 The present requirements were formulated in 1927-8 following a study 
 by Dr. Bachman in 1924-5. They were the outgrowth of conferenoea attended 
 by representatives of the various teacher- training institutions of the state 
 and by members of the State Department of Education. The requirements fi- 
 nally adopted follow the general lines recommended by Dr. Bachman. 
 
 Conferences held by members of the survey 3taff with representatives 
 of the six institutions visited revealed the fact that four of the institu- 
 tions are in general sympathy with the requirements and that the academic 
 departments of the University of North Carolina and of the North Carolina 
 College for Women are very critical of ttiem and favor far less specific and 
 rigorous requirements. These departments object both to the amount of the 
 professional requirements and the rigidity of the subject-matter requirements. 
 The situation is aggravated by the fact that the School of Education at Chapel 
 Hill imposes professional requirements in addition to those specified in the 
 state requirements. Furthermore, the psychology department in the North 
 Carolina College for Women imposes a heavy requirement in psychology on all 
 prospective teachers. Such situations engender hostility between the academic 
 departments and the School of Education in these institutions and prevent the 
 close cooperative effort that should obtain in improving the training of 
 teaohers. 
 
 jSvidenoe secured incidentally during the course of the survey showed 
 that the requirements which are now in force have brought about two very def- 
 inite results t first, they stimulated many colleges of the state which formerly 
 gave little or no attention to the professional training of teaohers to provide 
 specific sequences for prospective teachers; second, they forced the poorly 
 financed teachers colleges to provide improved aoademic and professional 
 courses as they reorganized their currioulums on a four-year basis. Visits 
 from representatives of the state department have resulted in many desirable 
 changes during the last few years in the sequences provided for teachers. 
 
 The facts secured in ihls study, however, shew clearly that the rigid 
 
-36- 
 
 requirements now in fore© have served "their period of usefulness. The patterns 
 of training which must be provided for both elementary and secondary teachers 
 may be vigorously attacked at various points. No scientific evidence is 
 available which shows conclusively the type of training which meets the needs 
 of teachers most effectively. There is need of much experimentation in this 
 field. As long as the present requirements are rigorously enforced, it will 
 be impossible for institutions to carry on experiments looking toward the im- 
 provement of their teacher- training currioulums. What is even more unfortunate, 
 rigid enforcement will prevent the development of an experimental attitude 
 which would lead ultimately to progressive revision of professional curriou- 
 lums. 
 
 The statement should be added that very little consideration need be 
 given at this time to the two-year curriculum of the teachers colleges inas- 
 much as the demand for elementary teaohers with les3 than four years of 
 training is rapidly decreasing. Even in the mountain sections of the state 
 many counties have adopted the four-year standard. The presidents of all 
 three teachers colleges believe that after the elapse of five years there 
 will be so little demand for teaohers with two years of training that this 
 currioulum could be discontinued. At present the students of all three 
 teaohers colleges are advised strongly to eleot the four-year curriculum. To 
 propose at this time radical changes in the requirements of the two-year cer- 
 tificates, other than making them much less rigid, would probably renult in 
 more oonfusion "than good. On the other hand, the four-year currioulums should 
 be subjected to deliberate study at this time in order to bring about desir- 
 able modifications. Whatever requirements are set up should be sufficiently 
 liberal to permit intelligent experimentation and progressive reorganization. 
 
 Supply and Demand for Teaohers 
 
 In order to determine the number of teachers of various types that are 
 prepared annually a request was sent by J. E. Hillman, Director of Teacher 
 
-37- 
 
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-38- 
 Training in the State Department of Education, to all institutions in the 
 state for the number of students enrolled at present who will fulfill require- 
 ments for various types of certificates at the end of the current aoademio 
 year. The data secured are summarized in Table I * The entries in the table 
 show that at least 627 elementary teachers and 544 secondary school teachers 
 will be available. (The latter number was obtained by dividing 1088, which 
 is the total number of teachers preparing in various seoondary-sohool fields, 
 by 2 which is the number of subjeots to which each teacher is usually 
 assigned.) 
 
 No data have been seoured thus far relative to the number of teachers 
 needed annually in elementary schools. The statements made by representatives 
 of various institutions indicate that most of the four-year graduates and a 
 large majority of the two-year graduates were placed last year. It is be- 
 coming increasingly difficult to plaoe the latter, however. 
 
 With respect to the demand for secondary school teaohers data are 
 available from which certain inferences can be drawn. Table II which was 
 prepared by J. E. Hillman shows that there are 4539 white high-school 
 
 Table II 
 Total Number of White High-School Teachers 
 
 Year 
 
 Public 
 
 Private 
 
 Total 
 
 1929-30 
 1930-31 
 
 4295 
 4269 
 
 373 
 270 
 
 4668 
 4539 
 
 teaohers holding positions this year. This is a decrease of 129 as compared 
 with the number for 1929-30. Mr. Hillman reports that the average tenure is 
 now about 9 years. On this basis approximately 500 teaohers will be required 
 eaoh year. According to the data presented North Carolina is preparing eaoh 
 year about the number of teaohers needed annually. These calculations, 
 
-39- 
 however, leave out of aoeount several items, such as graduate students who 
 go into high-sohool teaching and those who reoeive degrees at the end of 
 summer terms. 
 
 When the number of teachers being prepared in certain fields is con- 
 trasted with the probable demand as nearly as it can be estimated, it becomes 
 obvious that many more teachers are being provided in some fields, such as 
 modern languages, than will be needed and that fewer teachers than are needed 
 are being prepared in other fields such as commercial education. This phase 
 should have careful consideration by all institutions which prepare teaohers. 
 
 School of Education at Chapel Hill 
 
 It is the purpose of this seotion of the report to present findings 
 concerning the status of teacher training at Chapel Hill and to suggest 
 tentative recommendations. 
 
 The chief purpose of the School of Education as defined in the 
 University Bulletin is "to prepare young men and women for the more re- 
 sponsible teaching positions, principalships and superintendencies." Little 
 or no emphasis is given to the research functions of the institution. 
 
 Four-year curriculums are provided for prospective elementary and 
 secondary school teachers. Students who pursue these sequences register 
 in the School of Education. Graduate students in education who are candidates 
 for advanced degrees register in the Graduate School of the University. 
 
 The staff of the School of Eduoation includes 6 professors, 4 
 assooiate professors, 3 assistant professors, and 2 instructors. These 
 include 6 supervisors of practice teaching who also give courses in special 
 methods. 
 
 Graduate Work: The Department of Eduoation is a unit of the Graduate 
 School and as such registers students for advanced degrees. There are only 
 about 15 graduate students in education this year. The result is small 
 registration in advanoed oourses. 
 
-40- 
 
 Four functions of the Department; were mentioned in conferenoe with 
 Dean Walkeri the training of principals, supervisors, superintendents % the 
 training of teachers of education in teachers colleges and departments of 
 education* the giving of courses in education to undergraduate students and 
 to teachers in service} and research, irtiioh involves training technical 
 workers in research as well as research work by individual members of the 
 staff. 
 
 A feeling of depression pervades a part of the faculty due to the 
 following factss (a) small graduate registration, (b) absence of two lead- 
 ing members of the staff, (c) lack of funds with which to carry on research 
 projects, (d) failure of the administration to adopt and support a policy 
 with respect to scholarly study and research. 
 
 Training of Teachers of Secondary School Subjects: Six types of 
 secondary school teachers are trained, namely, those preparing to teach 
 Latin, French, English, mathematics, science, history, and other social 
 sciences. Students are advised to take majors and minors in the following 
 combinations » English and Latin; English and French} science and mathematics} 
 and history and one other field. 
 
 The junior-oollege requirements are essentially the same as they are 
 in the liberal arts college with the following exceptions} one rather than 
 two foreign languages is required} and mathematics is optional (nine out of ten 
 take it, however). Each prospective teacher ohooses the fields in which he 
 wishes to prepare about the end of the sophomore year. He is then plaoed 
 under the direction of the member of the School who gives special methods 
 in the major field selected* The sequences in both the major and minor fields 
 are broadened out more than is oustomary in the Liberal Arts College in order 
 to provide an adequate background for teaching in specif io fields. 
 
 The Deans of the School of Education and of the Liberal Arts College 
 irere questioned concerning the wisdom of transferring prospective teachers 
 to the College of Liberal Arts, The Dean of the School of Education opposed 
 
-41- 
 
 the change for the following reasons i the very rigid language and mathematics 
 requirements in the junior college; the extreme specialization which prevails 
 in the College; and the unsympathetic attitude of the College faculty toward 
 professional courses. The Dean of the College believed that such a transfer 
 would be advisable and practicable. He 6tated, however, that if prospective 
 teachers registered through his office they should be assigned to a special 
 adviser from the Department of Education for two reasons: first, members of 
 academic departments were not familiar with the professional requirements 
 and would be irritated if they had to learn them; and second, modifications 
 would be necessary in the usual requirements of the College which could be 
 administered to the student's best interest by someone -who was professionally 
 concerned. 
 
 The professional requirements of prospective high-8chool teachers 
 include nine courses totaling 30 semester hoursj 
 
 Introduction to Education. 
 
 Introduction to Eduoational Psychology. 
 
 Educational Psychology. 
 
 General Methods in Secondary Education. 
 
 Principles of Secondary Education. 
 
 Special Methods in two subjects. 
 
 Practice Teaching in two subjects. 
 
 The fact should be pointed out that 30 semester hours are required by 
 the School of Education as compared with 21 semester hours recommended by the 
 State Board of Education. This results in much ill-feeling on the part of the 
 academic faculty and seriously complicates the students' programs. 
 
 The practice teaching facilities are unique in some respects. The 
 Chapel Hill high school is used. Six members of -the college faculty supervise 
 instruction in the high school in their respective departments, give special 
 methods courses in the School of Education, and supervise the practice teach- 
 ing. Owing to the limited number of students trained yearly, it has not been 
 
-42- 
 
 necessary, as yet# to make other provisions for practice teaching. Any ex- 
 pansion in the number of teachers trained would make necessary an expansion 
 of practice facilities. The six supervising teachers referred to above have 
 unusually broad training for such positions. 
 
 Training of Teachers of Special Subjects j School librarians are the 
 only teachers of special subjects trained at the University. 
 
 Elementary Teachers : The students who major in elementary education 
 are very limited in number. There are only nine primary and six grammar grade 
 teachers registered in the present senior class. All students who take the 
 two curriculums provided, enter by advanoed standing. About half oome from 
 normal schools, the other half from junior colleges. 
 
 Practice teaching is done in tiie elementary school of Chapel Hill 
 which can accommodate about 24 each year. A request was made in the budget 
 for 1929-31 for a training school at a cost of half a million. 
 
 Free Tuition: By the act of the General Assembly of 1887 free 
 tuition is given to prospective teachers of North Carolina who wi 11 agree to 
 teach for two years in the state. Whereas this privilege was formerly 
 granted by the deans of all divisions, it is now administered by the Dean of 
 the School of Education. There was opposition to the concentration of this 
 privilege at first, but the practice is no longer questioned. Practically 
 all prospective high-school teaohers make use of the privilege, which means 
 a saving of $75 a year. Less than half of -the elementary teachers apply 
 for it. 
 
 Registrations An examination was made of the registration in olasses 
 during the academic year 1930-31 and for the first term of the current year. 
 It showed that most of the small registrations were in three types of 
 courses: (1) courses for prospective elementary school teachers, (2) 
 courses for prospective high school teachers in the fields for which the 
 demand is limited, and (3) courses for graduate students. 
 
 The members of the Faculty of the School of Education furnished the 
 
-43- 
 
 survey staff with detailed outlines of the courses for which they were 
 responsible ■ An analysis of these descriptions convinced the survey staff 
 that there is opportunity for the consolidation of the content of many of 
 the courses offered. 
 
 General Plans of the School of Eduoatiom The general plans of the 
 School of Education for the future are summarized in a comprehensive report 
 accompanying the budget for 1929-31. The specific needs and desired ex- 
 pansions of the School were summarized under the following heads* 
 
 1. The Training School for which $556,000 were asked for construction 
 and library, and approximately a $50,000 addition to the annual budget. 
 
 2. Elementary Education for which a budget of $65,000 per year was 
 asked in addition to the present expenditures for training supervisors, 
 experimental workers, principals, and expert teachers. 
 
 3. Secondary Education for which provisions were requested in the 
 near future for training teachers in fine arts, physical education, com- 
 mercial education, and library science. 
 
 4* Graduate work for which no special requests were made which are 
 not included in 2 and 3 above. The need of strengthening the graduate work 
 was emphasized, however. 
 
 5. Bureau of Educational Research for which expansions were requested. 
 
 6. Other needs, including a department of educational administration, 
 a department of educational psychology, a department of rural education, and 
 supplementing the work now done by individual members of the staff. 
 
 It is obvious that the proposed program plaoes large emphasis on the 
 training of teachers, supervisors, and principals. There is a division of 
 opinion in the faculty concerning the wisdom of giving this field of service 
 preeminence over the research functions of the Schools 
 
 Provisional Recommendations i The recommendations that follow have 
 significance only as the status of teacher training in the other institutions 
 studied is understood. They will be listed here briefly and incorporated 
 
-44- 
 later into the section on recommendations at the end of this report. 
 
 1. The transfer of the training of elementary teachers to North 
 Carolina College for Women. 
 
 2. The reorganization of the School of Education into a Department 
 of Education. 
 
 3. The registration of prospective high school teachers through the 
 office of the Dean of the College of Liberal Arts. 
 
 4* The joint appointment of instructors giving special methods 
 courses by the Department of Education and the subjeot-matter departments 
 concerned. 
 
 5. The development and expansion of the work in education to cover 
 all the major fields of educational inquiry pertinent to North Carolina. 
 Research and scholarly study should be the dominating aims of the Department. 
 It should concentrate on the training of principals, superintendents, and 
 supervisors. 
 
 6. The discontinuance of free tuition privileges for any single group 
 or class of students. 
 
 State College of Agriculture 
 and Engineering 
 
 The chief aim of the School of Education is "to train principals and 
 teachers for rural and urban high schools." In addition it prepares teachers 
 of vocational agriculture, of industrial arts, and of regular high-school 
 subjects. It also gives oourses in vocational guidance and industrial edu- 
 cation. 
 
 Four types of currioulums are provided in meeting the professional 
 needs of students, namely, in 
 
 1. Agricultural education. 
 
 2. Industrial arts* 
 
 3. Commercial subjects. 
 
 4. Academic subjects taught in the high schools. 
 
-48=. 
 
 Agricultural Educations President Brooks considers that the chief 
 funotion of the School of Education is to train teachers of vocational agri- 
 culture for the high schools of the state ■ 
 
 The service of the School in this connection is indicated in a 
 measure by the f&ot -that the registration in 1930~31 was 117 and for 1931-32 
 is more than 100. Available data show that of the 162 teachers of agri- 
 culture in the high schools of -die state 126 received their training at the 
 College. They show also that of the 182 students iSms far graduated in 
 vocational agriculture, 115 are teaching in th© state. Furthermore, the 
 demand for teachers absorbs the number who graduate each year. Consequently 
 very few have had to go to other states to find positions. 
 
 The practice teaching is done in rural high schools of trie county or 
 neighboring counties. Students assigned tc practice teaching spend five weeks 
 at the school to which they are assigned devoting full time to their responsi- 
 bilities. It is obvious that the training provided offers very practical 
 contacts and experience. The supervision provided is limited to three visits 
 from the colleee supervisors and about the same number from the state super- 
 visors. It could be increased to advantage.) 
 
 In view of the fact that Stat® College is the only institution which 
 offers training; in vocational agriculture,; the work which is now in progress 
 there should be continued and given such support as may be neoessary* This 
 suggestion is subject to the recommendations made in Chapter II regarding 
 transfer of agriculture to Chapel Hill. 
 
 Industrial Arts Education: A detailed curriculum for the training of 
 teachers of industrial arts is offered by the School of Education. The regis- 
 tration as yet is very limited? 5 freehmen 9 2 sophomores, 1 junior, and 1 senior. 
 
 There is no other oenter in the state for the training of high school 
 teachers in this field. Of the 40 teachers of industrial arts in the state, 
 only 10 were trained in the state t 30 came from 11 other states. 
 
 The College of Engineer ixig provides 1 all the technical courses needed 
 excepting one which has beer developed through cooperation with the School 
 
-46- 
 
 of Education. In addition, the School of Education provides the general and 
 specialized courses necessary. 
 
 President Brooks deplores the situation in the field of industrial 
 arts and recommends that the experiment be continued at that institution. If 
 the demand for teachers of industrial arts is great enough to warrant the 
 continuation of this curriculum, it should be maintained as long as the work 
 in engineering is continued at Raleigh. 
 
 Commercial Education: A currioulum in this field has been announoed. 
 The registration is very small* 2 freshmen, 4 sophomores. No professional 
 courses in the field have been provided as yet, although some have been 
 announced. If a demand develops the courses will be given. 
 
 President Brooks believes that the College can provide excellent 
 training in commercial education through cooperation with its own School of 
 Business, and the private business colleges of the city. He recognizes the 
 fact that the University has a strong School of Commerce. 
 
 For reasons which are given in Chapter II this type of work should be 
 discontinued at State College and established at the College for Vfomen. 
 
 Teachers of Academic Subjects* One hundred twelve students are 
 registered in the School of Education who are preparing to teach academic 
 subjects in high school: 21 freshmen, 25 sophomores, 21 juniors, 29 seniors, 
 11 graduates, 3 irregulars, 4 specials. The men who pursue these courses 
 are four-year students from all parts of the state. The women come chiefly 
 from Raleigh. 
 
 TOien the institution began to train teaohers of academic subjects it 
 conceived its real function to be in the field of science. As the work 
 actually developed, the chief emphasis has been on training in English and 
 history. 
 
 Graduate Work in Education: The School of Education provides to 
 Raleigh teachers some graduate work in eduoation during the school year, and 
 also during the summer. The enrollments during the academic year are too 
 
-47- 
 small to justify the continuance of this work. The local demand could he 
 supplied through the proposed unified extension service. 
 
 Somewhat generous provision is made for courses by the School during 
 the summer* Last year 385 attended) 129 men; 256 women* About 50 per cent 
 take courses in education* 
 
 Owing to lack of funds only $1700 are available for the Summer Term, 
 1932. The faculty will be informed to this effect and told -tiiat their pay 
 will be determined by the fees secured through registration* This is a 
 poor basis on which to oonduot the Summer School and seems an appropriate 
 time to discontinue the Summer School work in education at Raleigh and to 
 oenter it at the University and at the North Carolina College for Women 
 where the equipment is better and where stronger programs can be developed. 
 
 Tentative Reoamaendationsi The facts which have been presented 
 justify the following! 
 
 1* That the training of teachers of agriculture and industrial arts 
 be continued at Raleigh subject to the recommendations made under Chapter II. 
 
 2* That the training of commercial teachers, and -the graduate training 
 of teachers and school officers at Raleigh be discontinued* 
 
 3* That the School of Eduoation be transformed into a Department of 
 Education* Through the eliminations suggested in 2 above, the staff could be 
 reduced materially* This Department of Eduoation should be made an integral 
 part of the proposed Division of Education* 
 
 4. That the speoial methods courses needed be developed through the 
 cooperation of the subject-matter departments conoerned and the Department of 
 Education. 
 
 North Carolina College for Women 
 
 The chief purpose of the College originally "was to provide in- 
 struction for women who expected to enter the public school system of the 
 state*" Approximately nine- tenths of its graduates render servioe in the 
 publio or private sohools of the state* "For students who may not wish to 
 
te&ah, and who HU3t yet look to their orsn efforts for a livelihood, in- 
 struction is offered In the 3omm6roial branches, irawing, industrial art, 
 home economics, nursing, and other subjects, the mastery of which will suable 
 then to become self-supporting." 
 
 The registration of She College is 1678 for the present semester, 
 distributed as follows* freshmen, 534; sophomores, 338| juniors, 271| 
 seniors, 296; eojsmercial students who take a ono=>yaar non-orodit oourso, 208; 
 special students, 33. The number of students from North Carolina is 1520 and 
 from out of the state is 158. Approximately one-fourth of the students oome 
 from Guilford, the county in whioh the College is located, and adjacent 
 counties. Otherwise the College has a ori.de distribution throughout the state, 
 only 3 counties having no resident atudent this year. The extent to -whioh the 
 institution is engaged in the preparation of feeaohers is shown by the fact 
 that of the 296 students sho are planning to take degrees in -June, 1932, 
 285 are preparing to teaoh* Miss Class B® Byrd, Alumnae Secretary obtained 
 rsports from 94 per sent of the students vtio were graduated In the ten classes 
 from 1922 to 1931 inclusive* An analysis of these returns showed that in 
 their first year out of college 74.7 per sent of the graduates engaged in 
 some form of teaching* At the time the reports were made 50 per sent of 
 the graduates were still teaching regardless of the time when they may have 
 completed their study at the Colleges The majority of the graduates were 
 engaged in teaching in the elementary schools. These data make obvious the 
 importance of rooking adequate provision for the professional training of 
 teachers at Greensboro. 
 
 Training of Elementary Teachers; The first two years of the curricu- 
 lum include about the same subjects as are required of liberal arts students 
 during the junior-college periods The last two years are devoted largely to 
 fulfilling state requirements for certification. As indicated elsawhere the 
 survey staff believos the state requirements should be less rigid in order 
 that the Division of Education -ijay be free to carry '>n progressive revision 
 
=,49- 
 of its courses for slamentary teachers. 
 
 Practise teaching i3 provided In the training school only. Thus far 
 the College has been able to conform to the standards of the Amerioan Associ- 
 ation of Teachers Collages ijith respect to the number of student teachers per 
 teacher. The training school building has been -well planned for practice 
 teaching, demonstrations, and experimentation. 
 
 Training of High School Teachers* The training of high-school 
 teachers should be continued at the College. However, "the subject-matter 
 requirements as spaoifiad by the State Department of Education and the 
 professional requirements as administered by the School of Education are the 
 cause of much criticism and dissatisfaction among the academic departments 
 of the College. On the other hand, the rigid requirement of the psychology 
 department to the affect that all students must take elementary psychology 
 before they my register for oouraes in educational psychology irritates the 
 staff of the School of Education. If the state requirements ware lass rigid, 
 it would be possible for the College to initiate experiments vsith respect to 
 the types of courses and saquansas -which are aost appropriate in training 
 toaohers. 
 
 Furthermore, there is considerable dissatisfaction among academic 
 departments relative to special-methods courses. Since these departments 
 should be vitally concerned raith both the subject Batter and professional 
 needs of high-school teachers, provision should be aside for the cooperation 
 of all departments concerned in studying the problems involved in training 
 teachers and in formulating surriouluas for them. 
 
 Training Teachers of Special Subjactsi The facts relative to tha 
 training of taachers of -special subjects san be summarized briefly. 
 
 1. Twenty or mora teachers of music ara prapared each y®ar in a 
 well~equipp©d d©partn®nt» No other state-supported institution in North 
 Carolina has adequate facilities for this '"^ypa of training. 
 
 2. Thirty or mora teachers of hoae economics are praparsd annually 
 
-60- 
 
 in a well-organized and equipped department. Only one other state- supported 
 institution provides a major in this field. The demand at present is absorb- 
 ing the product of both institutions but it would be easily possible to meet 
 all needs in this field through the work at Greensboro. 
 
 3. From 17 to 20 women are prepared annually to direct work in 
 physical education in high schools. No other state- supported institution 
 makes broad provision for the training of women in this field. The material 
 facilities at the College are excellent for this type of work. 
 
 4. A curriculum for commercial teachers has been recommended by the 
 faculty. The plan is to correlate this curriculum in part with the curriculum 
 for secretarial workers whioh has been projected. The only other institution 
 which has announced a curriculum for commercial teachers is State College. 
 There is no provision -there for the necessary technioal training in some fields. 
 
 Training of Principals and Supervisors: Prospective supervisors and 
 principals, with but rare exceptions, do not register at the College during 
 the academic year. It is obvious that such students should register where 
 advanced work in education can be provided on a broad basis. Supplementary 
 contacts with supervisory problems is also essential. An analysis of the 
 list of courses now offered in education during the academic year shows that 
 no specific provision is made at present for supervisors and other school 
 officers. 
 
 Summer School: The College provides a generous program of profe#- 
 sional courses during the summer for elementary and secondary teachers and a 
 limited sequence for supervisory officers. Thus far the registration has 
 been largely undergraduate. Only 62 graduate students registered last summer, 
 distributed among various departments as follows: education, 17} English, 11; 
 French, 8; history, 7j home economics, 3} chemistry, 1} mathematios, 1; 
 Bible, lj library science, 11. Thus far only 13 master's degrees have been 
 granted. The wisdom of providing graduate courses for such a small number 
 of students in different departments may be seriously questioned. 
 
-51- 
 
 Reoommendationsj The facts presented Justify the following tenta- 
 tive recommendations t 
 
 1. That the training of high school teachers be oontinued at the 
 College* The training of elementary school teachers should be continued for 
 the present. Provision should be made for a study of the teachers colleges 
 of the state in relation to the whole program of higher education. 
 
 2» That the training of teaohers of the following special subjects 
 and fields be continued! music, home economics, and physical education. 
 This is the only branch of the University where provision need be made for 
 the preparation of elementary school teachers. This suggestion is subject 
 to the readjustments suggested in Chapter II. 
 
 3. That the training of supervisors and school offioers be discon- 
 tinued except as it may be desirable to us® the facilities for observation 
 and practice in connection with the development of graduate instruction 
 from Chapel Hill. 
 
 4. That the training school reduce materially its activities in 
 training student teachers and develop itself more largely into a demonstration 
 and laboratory school. In order to achieve these ends, arrangements should 
 
 be made with the sohool system of Greensboro to provide practice facilities 
 in both elementary and secondary schools. 
 
 5. That the School of Education be changed to a Department of Edu- 
 cation coordinate with ether departments in the College. 
 
 6. That instructors of speoial methods be members of the respeotive 
 subjeot-matter departments and of the Department of Education. One of the 
 major responsibilities of each instructor should be to secure the cooperation 
 of both departments in the study of the professional problems involved in his 
 field. 
 
 General Conclusions 
 
 The State Board of Education requires a total of twenty-one semester 
 
-52- 
 
 hours* in eduoational psychology, principles of education^ methods and 
 materials of teaohing f and practice teaching and observation. In addition, 
 the requirements in subject-matter fields are prescribed in great detail, 
 the number of semester hours whioh must be taken and, in some cases, the 
 particular lines in whioh the teacher-in-training must be prepared. Certifi- 
 cates issued by the Stat® Departaent arc not general but specify the lines 
 in whioh teachers may give instruction* This teacher-training program is 
 part of a state-wide plan of organisation whioh is designed to avoid the 
 evils of expanded programs of ooursee conducted by teachers who themselves 
 have no adequate acquaintance with the subjects in whioh they are attempting 
 to give instruction. 
 
 It is not the function of this survey to deal with the state program 
 of teacher training exoapt ae it affects the three state institutions of 
 higher eduoation» The obvious effect of the state requirements on the three 
 state institutions has been to encourage ovepeaphaeis on professional courses, 
 to cultivate antagonisms between sohcols of education and other divisions 
 of the institutions, to hamper progressive experimentation, and, on the 
 whole, to defeat the development of the highest sohclarly standards. 
 
 Consultation with the officers of the State Department of Publie 
 Instruction indicates that some of the unfavorable oonsequeneee of the state 
 plan of certifioation are due to administration at the institutions and not 
 to the requirements of the State Department It seems clear, however, that 
 any detailed series of prescriptions, such ae are now in force in North 
 Carolina, tend to inhibit wholesome development under the guidance of the 
 state's intellectual leaders,, 
 
 Go program of teacher training in the state can be suooeseful whioh 
 
 Twenty-four seaester hours in the case of elementary school teachers. 
 
•45S- 
 
 does not include "tti© constant^, direet e and sympathetic participation of the 
 Stats Department of Public Instruction end of Hat> full faculty in each of 
 the state institutions * He hard and fast requirement can be a substitute 
 for intelligent cooperation and progressive revision of training programs. 
 
 Conditions seem favorable for a general reorganisation of the work in, 
 education in tiie state institutions of higher education* The supply of 
 teachers for both secondary schools and elementary schools is now ampl6 t 
 and it is possible to raise standards to a higher level. It will be possible 
 in the elementary school to require very shortly of all teachers four years 
 of preparation beyond the high school. In the high school the aim should 
 be to require as soon as possible, oertainly within the next five years and 
 possibly earlier j, the equivalent of the master's degree. 
 
 It is impossible to overemphasise the fact that the establishment of 
 higher standards requires iiie intelligent cooperation of the intellectual 
 leaders of the state e The belief tiiat competency as a teacher depends 
 entirely on knowledge of subject matter is still to be found among the members 
 of college faculties in North Carolina. Adherence to this belief has become 
 a matter of aoademio creed with some who are perhaps reinforced in their 
 attitudes by the separatist policy of schools of education. Experience has 
 justified the Southern Association of Colleges and Secondary Schools and 
 other bodies dealing with educational problems in setting up certain require- 
 ments of a strictly professional type. An adjustment of aoademio requirements 
 and professional requirements can be reached which will be of great advantage 
 to education if ancient prejudices can be laid aside and institutions of 
 higher education can come to recognize the fact that one of their major 
 problems is the training of teachers who will be equipped with the best that 
 institutions can provide in knowledge of subject matter, knowledge of the 
 educational system, and the processes by which learning, can be stimulated. 
 
 In order to bring about the development of education needed by the 
 state., it is recommended! 
 
.64. 
 
 1. That a Counoil representative of the three departments of 
 education be appointed by the President to have under its consideration the 
 possibilities of improvement in the training of teachers and the effeotive 
 study of education. The latter is an aspect that has been too long neglected 
 in North Carolina. In the opinion of the survey committee it is important 
 that provision be made for this Counoil as there is need for a group of 
 persons who shall be viewing the needs of the state as a whole in this 
 field. 
 
 2. That the Council in oharge of the School of Eduoation should 
 have authority to arrange the details of organization, such as the distri- 
 bution of courses, within each department of education. This Council should 
 have power to revise arrangements from time to time as conditions dictate. 
 Especially should this Council determine from time to time which institu- 
 tion shall provide training for teachers of a particular type. In making 
 such determinations the committee should take into account the competency 
 and enthusiasm of special academic departments and should looate the work 
 for teachers of a particular type at that institution where conditions are 
 most favorable. These actions would be subject to approval by the President. 
 
 Certain distributions of functions seem so obvious that they can 
 now be recommended explicitly! 
 
 a. Graduate work in eduoation should be centered at Chapel 
 Hill, and there should be developed in this institution a 
 strong department, oompetent to train the supervisors and 
 administrators of the state, and to serve a3 a center for 
 investigation of state problems. The University has to date, 
 failed to realize on its opportunities in this field. 
 
 b. The branch of the University at Raleigh should be the center 
 at which teachers of agriculture and teachers of the indus- 
 trial arts are trained to the extent needed by the state, 
 sub jeot to the recommendations in Chapter II . 
 
-55- 
 
 c. The training of elementary teachers in the University should 
 be limited to Greensboro, subject to the statement made in 
 connection with the specific recommendations made with reference 
 to this work in relationship to the teachers colleges. 
 
 d. The training of high-school teachers, other than those in 
 agriculture and industrial arts should be centered either at 
 Chapel Hill or at Greensboro. In some cases it will be legit- 
 imate to train high-school teachers in special subjects at 
 both of these institutions. Determining considerations of this 
 last matter should be the competency and enthusiasm for teacher 
 training on the part of the academic departments concerned. 
 
 e. Training in home economics and training in music should be at 
 Greensboro subject to the recommendations made in Chapter II. 
 
 f. The training of school librarians should probably be located 
 at a single center, and, in view of the developments at the 
 state University in the newly organized library school, the 
 University seems to be the natural center for such work in 
 the future. It may b9 desirable to make arrangements for a 
 limited amount of instruction in library science to be offered 
 at Greensboro. This could be done by members of the faculty 
 from Chapel Hill. 
 
 g. Other adjustments in particular fields may properly be left 
 
 to the President to make on the advice of the suggested Council. 
 
 3. That the summer courses given in the three institutions should be 
 reorganized under the supervision of a director of the Cummer Cession. The 
 concentration of summer classes is certainly desirable. At present there is 
 unfortunate duplication which results in numerous snail classes in the three 
 institutions. 
 
 4. That the staffs of t?ie several departments of education should be 
 reorganized in such a way as to concentrate in the various institutions the 
 
=56- 
 
 members of the faculty necessary bo -sarry on the functions alloeatad to those 
 institutions. This will undoubtedly result in a material reduction in the 
 educational staff, both -it Greansboro and at Raleigh. 
 
 5. That all courses in methods and materials of teaching be given 
 by staff members who belong both to the local Department of Education and 
 the academic department concerned. 
 
 6. That the State Department of Public Instruction should be requested 
 to enter into a conference with the consolidated Division of Education and to 
 use that agency as a laboratory for the continual and progressive revision 
 
 of the requirements for oertifieation. 
 
 7. That all professional reqirements in the three institutions be 
 reduced at once to the minimum required by the State Department of Public 
 Instruction and as soon as the consent of that Department can be secured, 
 
 to the minimum required by the Southern Association of Colleges and Secondary 
 Schools. 
 
 8. That the Council on Education take steps to canvass the whole 
 problem of professional training with a view to securing the most advantageous 
 coordination of these requirements with those of academic departments. 
 
 9. That the present legislation providing free tuition for teachers- 
 in-training be repealed. 
 
 10. That the present arrangement at the North Carolina College for 
 Women with respect to prerequisites in psyahology be abandoned, and that the 
 work of this Department be adjusted under the general principle recommended 
 earlier — that there be a substantial reduction in professional requirements. 
 
CHAPTER IV 
 SUPPLEMENTARY SUGGESTIONS 
 
 There are many questions of importance in the programs of higher 
 education that have baen developed in North Carolina to which no attention has 
 been given, Questions of faculty training, salaries, teaching load, student 
 personnel work, organization of the several institutions, admission require- 
 ments, fine arts, physical aduoation, athletics, retirement provisions, etc. 
 have not thus far 'been discussed specifically in this report. 
 
 Th© majority of them will not be treated. The survey committee 
 gathered information on many of these questions which was used in the 
 formulation of this report. Comparative data were collected on salaries, 
 teaching load, and preparation of faculty members. Differences were found, 
 but they were not marked enough to constitute serious obstacles in the 
 organization of the new University. Omission of these data has been deliberate. 
 The survey committee was of the opinion that it was important to keep the real 
 issues - the problems presented in the preceding chapters - clearly to the fore. 
 Had the report dealt with the entire range of questions suggested there would 
 have been danger of concealing the wore fundamental questione faced by the 
 state in the future development of its program of higher education! However, in 
 this final chapter a few questions of minor importance are briefly presented. 
 
 Fees 
 
 Each .Institution furnished the survey committee with a statement of 
 fee3 uhorged students, Great variation exists. It is recommended that a3 high 
 a degree of uniformity be provided as is practicable. There seems to be no 
 reason for a greater variation in foes in the new University than would obtain 
 if there had been an actual consolidation in the past of the branches on one 
 
-58- 
 oampus. The same statement holds regarding admission requireiaents. 
 
 In connection with the question of fees the committee wishes to call 
 attention to the present legislation by which prospective teachers are not 
 required to pay tuition. This legislation should be repealed. The committee 
 is unable to discover any elements in the present situation to justify the 
 oontinuanoe of the present practice. Furthermore, when a state faces as 
 difficult a finanoial situation as exists in North Carolina at present, it may 
 properly use this change of practioe as a source of inoreaeed income. The 
 increase in funds resulting from the repeal of this legislation would materially 
 help the new University to maintain standards through this period of depression 
 as well as assist it in the realization of its larger purposes when there is 
 an abatement of the present finanioal conditions. 
 
 School of Medicine 
 
 At Chapel Hill there is a two year medical sohool enrolling about 80 
 students and costing approximately $80 s 000 a year. A few miles away is Duke 
 University with a four-year medical school. Naturally a question arises 
 regarding the wisdom of the University system in continuing its sohool. The 
 indications are that the authorities of Duke University are desirous that its 
 medical sohool should be regional rather than a looal institution. Relatively 
 a small proportion of those completing the two-year course at Chapel Hill enter 
 Duke. They attend institutions in various parts of the country. To date those 
 students who have had the backing of the University medical school have been 
 able to secure entrance to four-year schools after completing the two years of 
 work at Chapel Hill, As long as this condition obtains, the University 
 organization may continue its two-year program. When this ceases to be true, 
 it would then appear to be wise to discontinue the School of Medicine. 
 
 Home Demonstration Agents 
 
 Mrs. Jane S. !£cKimmon furnished the survey committee with information 
 
-59- 
 
 regarding the staff of home demonstration agents (white) of which there are 
 sixty-one in the state. Persons engaged in this service should have not only 
 a fundamental background in home economios suoh as would be obtained by means 
 of four years of study, but they al60 need to be familiar with rural forces 
 and trends of an economic and social character. Possibly they should also 
 have some training in certain phases of agriculture, e. g., poultry raising. 
 The state has made provision at Greensboro for giving the training in home 
 economics, but no definite arrangements have been made for supplementing this 
 preparation in those areas in which deficiencies obtain, .'or those engaging in 
 the home demonstration service. 
 
 An examination of the salaries paid agents, newly employed in the last 
 three years, shows only one initial salary below $1800. The maximum paid was 
 ?2400. These salaries are not by any means too large, but they are distinctly 
 better than women graduating in home economics at Greensboro obtain initially. 
 The ages of these persons range from twenty-six years to forty-eight years, 
 with most of them around thirty. These salaries and ages would seem to indicate 
 that the special preparation needed to supplement the training in home economics 
 should be given after the women have graduated in home economios and have 
 engaged in high school teaching or similar work. It could be carried out 
 through summer work given at Raleigh and organized especially for persons who 
 have a background in home eoonomics training and wish to supplement this 
 preparation so that they would be more adequately prepared in the phases of 
 agriculture that are directly related to their work as home demonstration 
 agents. The extension service could properly make this a definite requirement 
 for admission to this phase of its work. The salaries paid are sufficient to 
 justify this requirement. Twenty-five persons were taken into the service 
 during the past three years - a number large enough to justify the development 
 of the special training. In the opinion of the survey committee this problem 
 should have consideration by the new University. The entire problem would be 
 solved when the recommended transfers of work have been made. 
 
Veterinary Medioine 
 
 The North Carolina State Veterinary Medioal Association hae presented 
 to the survey committee a brief favoring the establishment of a school for the 
 training of veterinarians as a part of the new University. The brief advocates 
 locating the school at Chapel Hill. 
 
 The survey committee has given careful consideration to this 
 suggestion, and it is of the opinion that the State of North Carolina should 
 not establish such a school at this time. It is led to this conclusion by the 
 results of two studies which have been mada recently of the status of the 
 preparation of veterinarians, The first of these studies was conducted by the 
 United States Office of Education and the results were published in 1930 « 
 The statements whioh follow are taken from this report: 
 
 There is no need for a veterinary college in eaoh one of our forty- 
 eight states. In fact, ten or twelve schools, eaoh with an average 
 graduating class of from fifty to sixty would seem at the present 
 time to be sufficient. 
 
 Following this statement a map appears in the report, on which are 
 shown the number of veterinarians in the several states and areas served by 
 eaoh school. It is suggested that the veterinary colleges should be located 
 with some consideration to the distribution of the profession in the United 
 States. The report points out that this condition does obtain except for the 
 South and Westo Conditions in the southern area are covered in the following 
 statement: 
 
 It will be noted that the number of veterinarians in the areas served 
 by the veterinary collages of Alabama, and Georgia2 is very small, 
 fewer than 450 in eaoh area. If these two veterinary colleges were 
 united the combined demand of the two sections, as represented by 
 
 Professional Veterinary Ledicine. Survey of Land-Grant Colleges and 
 Universities, Vol* II, Part 5. 
 
 ^ North Carolina is included in the Georgia area. 
 
replacements in ths profession and by natural dev? ; shi be 
 
 sufficient, tc support a strong schoo] me< ' ie, Ever. 
 
 then the combined areas would not have the veterinary U tion 
 
 represented by most of ths areas. 
 
 The second source from which data have teen drawn is a rep - J : in 
 the summer of 1931, tc the National Association of Veterinarians. That 
 document presents a considerable tody of facti rial dealing wa 
 veterinarians and the conditions of veterinary education in bh« ite 
 Tt ends with a group of recommendations froi which the following sts 
 are taken: 
 
 The small enrollment in the present schools, as well ie many oti i 
 
 factors^ indicates that the need is not for more sch - . 
 At another clace in the report this statement occur': 
 
 Something should be don; to awaken interest - the rete r.zan 
 
 profession in states which have no schools, <& . 
 
 should be provided in such states for those who wish t< ~v 
 
 •veterinary medicine in one of the other states having scl 
 
 The survey committee is of the crinion that there are e-.r-:-- ;e. c of 
 specialized education for which the demand is not great enough to "ar n't each 
 state undertaking to offer them, A single institution will serve s i 
 area including several states* Ta this group belong medicine, librar sc 
 architecture, textile engineerings forestry, etc. In the apis&on 
 committee, veterinary medicine belongs in this group. The s 
 wishes at tnis time to direct the attention of the state - 
 
 of giving careful attention in the future tc regj jnal " felons <&i sr- 
 
 taking netv types of specialized instruction and research. 
 
 Report of Committ* of 1 3rican Veterinary Mediea] 
 
 Association, 1951. 
 
-62- 
 Retirement Provisicne 
 
 Data were oollected on the ages of faculty members and major 
 administrative officers at each of the institutions. The figures reveal several 
 persons at each institution who have passed the age when in general they can 
 render the hest service. Particularly is this true at Chapel Hill. These 
 persons who have rendered long and valuable service to the state are continued 
 after the period of largest usefulness as they can not well be dropped from the 
 budget when to do so would subject then to genuine hardship. The survey 
 committee is of the opinion that in justice to these persons and in fairness to 
 the work of the new University, arrangements should be made for retiring 
 allowances, as soon as tiie financial conditions will permit. 
 
 Conclusion 
 
 At sever u. points in this report, statements have been made by the 
 survey committee expressing the vievr That there is much in the history of the 
 three institutions it. which North Carolina may properly take great pride. It 
 should be said that no attempt has been made to catalogue these deeds in full. 
 Tc have done so in any complete fashicr would have required a report trans- 
 cending the limits of this document. Furthermore, that was not the task 
 assigned to the survey >. 3ns t ee, rhe committee was asked to suggest an 
 administrative organization for the new University and to make recommendations 
 regarding the allocation of functions, however, the survey committee desires 
 to record its belief that the stats has racsived large returns on what it has 
 invested in higher education. 
 
 On the other hand, one finds life of these institutions much 
 evidence of appreciation on the »^ [ . ' the people for the service rendered to 
 the state. True there have been ebbs and ,"'. ii he leys'.'.-' •/ - h which the 
 institutions hnvo received the support :>. the state, t '■••- i" the history 
 of all publicly supported, education, kt fc] * ■.' istitu ions 
 
 are in a depressed condition due to the ' ' ■ mi ■ ich they have 
 
-63- 
 had to make in recent years. Particularly is this true at Chapel Hill. 
 
 Publicly supported institutions must expect to share financial 
 reverses with the public which supports them. However, the public should bear 
 in mind, that continued financial depression of an institution may carry it to 
 the point from which recovery will become very difficult. Years are required 
 to develop a strong college or university, and a prolongation of the present 
 conditions may put the higher educational institutions into a situation from 
 which years will be required for recovery. If this should happen, the cost 
 would be so great that the state might well hesitate to permit the starvation 
 period to be long continued. Ar«a there other places in the state in which 
 economies might be effected without the danger of dire results? This is a 
 question which should challenge the attention of the leadership of North 
 Carolina. 
 
 Unfortunately, the survey committee has not been able to point to any 
 large financial economies that could be effected immediately. This is partially 
 due to the retrenchment which has taken place in expenditures on the part of 
 the institutions during the past few years. The two most oonspicuous evidences 
 of duplication were in business education and in engineering. The expenditures 
 for the former at Raleigh were not large, nor in the case of the latter were 
 they oonspicuous at Chapel Hill. 
 
 However, financial economies are not the only economies to be 
 considered in education. Suggestions have been made that, in the opinion of 
 the survey committee, will make for increased efficiency in the state's 
 program of higher education. If the changes are made, the benefits flovring 
 from the stats';- program of higher education are certain to be greatly increased. 
 The suggestions are submitted to the people of the state in the belief that if 
 they are accepted, the new University will be set on the way to an even more 
 distinguished career than those of its predecessors. 
 
Activities Undertakers by Graduates of the North Carolina 
 College for "/oraeri tne First Year After Graduation 
 
 Activities 
 
 
 
 
 
 
 
 
 Class Year and 
 
 Size 
 
 
 
 
 
 
 
 
 
 
 
 96 i 
 
 n 1922 
 
 125 in 1923 
 
 138 in 1924 
 
 200 in 1925 
 
 261 in 1926 
 
 270 
 
 i.n 1927 
 
 275 
 
 Ln 1928 
 
 307 in 1929 
 
 279 
 
 n 1930 
 
 260 in 1931 
 
 Total 
 
 - 2219 
 
 No, 
 
 % 
 
 Ho. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 No. 
 
 % 
 
 Educational: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Kindergarten-elementary 
 
 46 
 
 47.91 
 
 53 
 
 42,40 
 
 66 
 
 47.85 
 
 89 
 
 44.50 
 
 120 
 
 45.98 
 
 110 
 
 40,76 
 
 138 
 
 50.19 
 
 165 
 
 X53.75 
 
 122 
 
 43.71 
 
 69 
 
 25.75 
 
 978 
 
 44.14 
 
 High 6chool 
 
 21 
 
 21.87 
 
 42 
 
 *33.60 
 
 42 
 
 30.46 
 
 58 
 
 29.00 
 
 75 
 
 28.78 
 
 88 
 
 32.59 
 
 73 
 
 26.56 
 
 65 
 
 21.17 
 
 68 
 
 24.36 
 
 74 
 
 27.59 
 
 606 
 
 27.39 
 
 College 
 
 4 
 
 /4.17 
 
 4 
 
 3.20 
 
 4 
 
 2.89 
 
 - 
 
 - 
 
 5 
 
 1.92 
 
 5 
 
 1.85 
 
 6 
 
 2.18 
 
 - 
 
 - 
 
 2 
 
 0„72 
 
 6 
 
 1.85 
 
 35 
 
 1.57 
 
 Substitute teaohing 
 
 - 
 
 . 
 
 - 
 
 . 
 
 - 
 
 - 
 
 - 
 
 - 
 
 3 
 
 1.15 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 2 
 
 0.65 
 
 1 
 
 0.36 
 
 7 
 
 X 2.59 
 
 15 
 
 0.67 
 
 Supervisory work 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 1 
 
 0.72 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.37 
 
 3 
 
 1,09 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 8 
 
 0.36 
 
 Private teaching (music) 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 1 
 
 O.SS 
 
 2 
 
 0.74 
 
 - 
 
 - 
 
 E 
 
 . 0.98 
 
 - 
 
 - 
 
 1 
 
 0.37 
 
 10 
 
 0.45 
 
 General 
 
 1 
 
 3(1,04 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 3 
 
 0.13 
 
 Professional: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Librarian 
 
 1 
 
 1.04 
 
 - 
 
 _ 
 
 3 
 
 2.17 
 
 - 
 
 - 
 
 2 
 
 0.76 
 
 1 
 
 0.37 
 
 5 
 
 1.82 
 
 4 
 
 1,30 
 
 12 
 
 /4.30 
 
 6 
 
 • 2.22 
 
 34 
 
 1.53 
 
 Journalist 
 
 . 
 
 . 
 
 V 3 
 
 <2.40 
 
 . 
 
 - 
 
 . 
 
 - 
 
 1 
 
 0.38 
 
 3 
 
 1.11 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 
 1 
 
 0.37 
 
 8 
 
 0.36 
 
 Dietician 
 
 _ 
 
 _ 
 
 _ 
 
 
 _ 
 
 _ 
 
 _ 
 
 - 
 
 2 
 
 X 0.76 
 0.76 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 1 
 
 0.33 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 6 
 
 0.26 
 
 Laboratory technician 
 
 _ 
 
 - 
 
 1 
 
 0.80 
 
 . 
 
 - 
 
 1 
 
 0.50 
 
 2 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 4 
 
 1.30 
 
 1 
 
 0.36 
 
 3 
 
 1.11 
 
 13 
 
 0.58 
 
 Research worker 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 _ 
 
 - 
 
 - 
 
 1 
 
 0.38 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 2 
 
 \ 0.72 
 
 - 
 
 - 
 
 3 
 
 0,13 
 
 Welfare worker 
 
 - 
 
 - 
 
 1 
 
 /0.80 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.37 
 
 2 
 
 0.72 
 
 1 
 
 0.33 
 
 - 
 
 - 
 
 2 
 
 0.74 
 
 7 
 
 0.31 
 
 Artist 
 
 - 
 
 - 
 
 . 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 General 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 2 
 
 0.65 
 
 2 
 
 0,72 
 
 - 
 
 - 
 
 6 
 
 0.26 
 
 Business: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Clerk 
 
 _ 
 
 _ 
 
 _ 
 
 _ 
 
 1 
 
 0.72 
 
 2 
 
 1.00 
 
 1 
 
 0.38 
 
 - 
 
 - 
 
 3 
 
 1.09 
 
 6 
 
 1.95 
 
 3 
 
 1.08 
 
 5 
 
 1.85 
 
 21 
 
 0.93 
 
 Secretary-bookkeeper 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 - 
 
 - 
 
 3 
 
 . 1.15 
 
 1 
 
 0.37 
 
 - 
 
 - 
 
 1 
 
 0.33 
 
 2 
 
 0.72 
 
 3 
 
 1.11 
 
 12 
 
 0.52 
 
 Managing a shop 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 " 
 
 - 
 
 - 
 
 4 
 
 1.48 
 
 4 
 
 0.18 
 
 General 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.50 
 
 2 
 
 / 0.76 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 - 
 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 7 
 
 0.31 
 
 Home making: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 At home (single) 
 
 - 
 
 - 
 
 2 
 
 1.60 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 10 
 
 3.83 
 
 11 
 
 4.07 
 
 9 
 
 3.27 
 
 16 
 
 5.21 
 
 30 
 
 10.75 
 
 32 
 
 11.95 
 
 112 
 
 5.05 
 
 Exclusively 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 2 
 
 1.45 
 
 5 
 
 2.50 
 
 5 
 
 1.92 
 
 4 
 
 1.48 
 
 6 
 
 2.18 
 
 6 
 
 1.63 
 
 5 
 
 1.79 
 
 13 
 
 .■: 4.81 
 
 46 
 
 2.07 
 
 Plus occupation 
 
 - 
 
 - 
 
 2 
 
 \1.60 
 
 - 
 
 - 
 
 1 
 
 0.50 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 _ 
 
 3 
 
 1.11 
 
 6 
 
 0.26 
 
 Miscellaneous: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 StudeEt 
 
 5 
 
 5.21 
 
 5 
 
 4,00 
 
 6 
 
 4.34 
 
 17 
 
 8.50 
 
 5 
 
 1.92 
 
 21 
 
 7.78 
 
 16 
 
 5.83 
 
 16 
 
 5,21 
 
 20 
 
 7.17 
 
 36 
 
 X13.62 
 
 147 
 
 6.61 
 
 Part-time worker 
 
 - 
 
 _ 
 
 - 
 
 _ 
 
 _ 
 
 _ 
 
 1 
 
 0.50 
 
 - 
 
 _ 
 
 1 
 
 0.37 
 
 - 
 
 - 
 
 2 
 
 0.65 
 
 1 
 
 0.36 
 
 - 
 
 - 
 
 5 
 
 0.22 
 
 Unemployed 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 Resting 
 
 1 
 
 /1.04 
 
 1 
 
 0.80 
 
 - 
 
 - 
 
 - 
 
 - 
 
 2 
 
 0.76 
 
 1 
 
 0.37 
 
 - 
 
 - 
 
 2 
 
 0.65 
 
 - 
 
 - 
 
 - 
 
 - 
 
 7 
 
 0.31 
 
 111 
 Total 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 1 
 
 0.38 
 
 2 
 
 0.74 
 
 1 
 
 0.36 
 
 1 
 
 0.33 
 
 1 
 
 0.36 
 
 " 
 
 " 
 
 8 
 
 0.36 
 
 80 
 
 8?. 32 
 
 117 
 
 93.60 
 
 129 
 
 93.48 
 
 178 
 
 39.00 
 
 241 
 
 92.33 
 
 255 
 
 94.45 
 
 267 
 
 97.09 
 
 296 
 
 96.42 
 
 276 
 
 98.92 
 
 268 
 
 100.00 
 
 2107 
 
 94.96 
 
 Number deoeased 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 1 
 
 0.72 
 
 _ 
 
 _ 
 
 5 
 
 1.92 
 
 4 
 
 1.48 
 
 1 
 
 0.36 
 
 3 
 
 0.98 
 
 1 
 
 0.36 
 
 - 
 
 - 
 
 16 
 
 0.72 
 
 Number of reports incomplete 
 Total 
 
 16 
 
 16.68 
 
 7 
 
 5.60 
 
 8 
 
 5.80 
 
 22 
 
 11.00 
 
 15 
 
 5.7E 
 
 11 
 
 4.07 
 
 7 
 
 2.55 
 
 8 
 
 2.60 
 
 2 
 
 0.72 
 
 - 
 
 " 
 
 96 
 
 4.32 
 
 96 
 
 100.00 
 
 125 
 
 100.00 
 
 138 
 
 100.00 
 
 200 
 
 100.00 
 
 261 
 
 100.00 
 
 270 
 
 100.00 
 
 275 
 
 100.00 
 
 307 
 
 100.00 
 
 279 
 
 100.00 
 
 268 
 
 100.00 
 
 2219 
 
 100.00 
 
 64- 
 
APPENDIX B. 
 
 Activities in Which Graduates of the North Carolina College for 
 Women, 1922-31, inolu3ive, Were Engaged in the Autumn of 1931 
 
 Activities 
 
 
 
 
 
 
 
 
 
 Class Year and 
 
 Size 
 
 
 
 
 
 
 
 
 
 
 
 96 in 1922 
 
 125 
 
 Ln 1923 
 
 138 
 
 Ln 1924 
 
 200 i 
 
 n 1S25 
 
 261 i 
 
 n 1926 
 
 270 
 
 m 1927 
 
 275 
 
 m 1928 
 
 307 
 
 in 1929 
 
 279 in 1930 
 
 268 i 
 
 n 1931 
 
 Total 
 
 - 2219 
 
 No, 
 
 % 
 
 No. 
 
 rL. 
 
 No. 
 
 1° . 
 
 No. . 
 
 % 
 
 Ho. 
 
 % _ 
 
 No. 
 
 % 
 
 No. 
 
 1' 
 
 No. 
 
 % 
 
 No. . 
 
 =, t 
 
 No. 
 
 f, 
 
 No. 
 
 % 
 
 Eduoational: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Kindergarten-elementary 
 
 10 
 
 10.40 
 
 17 
 
 13.60 
 
 18 
 
 13.12 
 
 39 
 
 19.50 
 
 53 
 
 20.33 
 
 61 
 
 22.59 
 
 87 
 
 31.32 
 
 116 
 
 38.05 
 
 114 
 
 41.04 
 
 69 
 
 25.75 
 
 584 
 
 26.32 
 
 High school 
 
 8 
 
 8.33 
 
 20 
 
 16.00 
 
 20 
 
 14.49 
 
 22 
 
 11.00 
 
 38 
 
 14.56 
 
 49 
 
 18.15 
 
 61 
 
 22.46 
 
 74 
 
 24.02 
 
 74 
 
 26.32 
 
 74 
 
 27.59 
 
 440 
 
 19.84 
 
 College 
 
 2 
 
 2.08 
 
 4 
 
 3.20 
 
 3 
 
 2.17 
 
 4 
 
 2.00 
 
 6 
 
 2.29 
 
 4 
 
 1.48 
 
 5 
 
 1.82 
 
 2 
 
 0.65 
 
 4 
 
 1.44 
 
 5 
 
 1.85 
 
 39 
 
 1.75 
 
 Substitute teaching 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 . 
 
 - 
 
 - 
 
 1 
 
 0.38 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 1 
 
 0.33 
 
 2 
 
 0.72 
 
 7 
 
 2.59 
 
 12 
 
 0.54 
 
 Supervisory work 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 2 
 
 0.76 
 
 2 
 
 0.74 
 
 2 
 
 0.72 
 
 1 
 
 0.33 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 12 
 
 0.54 
 
 Private teaching (music) 
 
 - 
 
 - 
 
 - 
 
 _ 
 
 _ 
 
 - 
 
 2 
 
 1.00 
 
 . 
 
 _ 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 2 
 
 0.65 
 
 2 
 
 0.72 
 
 1 
 
 0.37 
 
 8 
 
 0.36 
 
 General 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 3 
 
 1.15 
 
 1 
 
 0.37 
 
 4 
 
 1.45 
 
 2 
 
 0.65 
 
 2 
 
 0.72 
 
 1 
 
 0.37 
 
 16 
 
 0.72 
 
 Professional: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Librarian 
 
 - 
 
 - 
 
 3 
 
 2.40 
 
 3 
 
 2.17 
 
 4 
 
 2.00 
 
 7 
 
 2.69 
 
 5 
 
 1.85 
 
 9 
 
 3.27 
 
 5 
 
 1.63 
 
 14 
 
 5.02 
 
 6 
 
 2.22 
 
 56 
 
 2.62 
 
 Journalist 
 
 1 
 
 1.04 
 
 2 
 
 1.60 
 
 - 
 
 - 
 
 2 
 
 1.00 
 
 1 
 
 0.38 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 1 
 
 0.33 
 
 2 
 
 0.72 
 
 1 
 
 0.37 
 
 12 
 
 0.54 
 
 Dietician 
 
 - 
 
 - 
 
 2 
 
 1.60 
 
 - 
 
 - 
 
 _ 
 
 - 
 
 2 
 
 0.76 
 
 . 
 
 - 
 
 3 
 
 1.09 
 
 - 
 
 - 
 
 2 
 
 0.72 
 
 1 
 
 0.37 
 
 10 
 
 0.45 
 
 Laboratory technician 
 
 1 
 
 1.04 
 
 3 
 
 2.40 
 
 - 
 
 = 
 
 1 
 
 0.50 
 
 1 
 
 0.38 
 
 2 
 
 0.74 
 
 2 
 
 0.72 
 
 5 
 
 0.98 
 
 2 
 
 0.72 
 
 3 
 
 1.11 
 
 18 
 
 0.81 
 
 Resaaroh worker 
 
 - 
 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 - 
 
 . 
 
 1 
 
 0.38 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 - 
 
 - 
 
 1 
 
 0.36 
 
 - 
 
 - 
 
 5 
 
 0.22 
 
 Welfare worker 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 - 
 
 - 
 
 1 
 
 0.50 
 
 _ 
 
 _ 
 
 _ 
 
 _ 
 
 1 
 
 0.36 
 
 4 
 
 1.30 
 
 2 
 
 0.72 
 
 2 
 
 0.74 
 
 11 
 
 0.49 
 
 Artist 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.50 
 
 1 
 
 0.38 
 
 1 
 
 0.37 
 
 1 
 
 0.36 
 
 - 
 
 _ 
 
 1 
 
 0.36 
 
 - 
 
 _ 
 
 5 
 
 0.22 
 
 General 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 3 
 
 1.50 
 
 - 
 
 - 
 
 4 
 
 1.48 
 
 - 
 
 " 
 
 - 
 
 - 
 
 
 - 
 
 - 
 
 - 
 
 9 
 
 0.41 
 
 Business: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Clerk 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 - 
 
 - 
 
 1 
 
 0.50 
 
 2 
 
 0.76 
 
 4 
 
 1.48 
 
 5 
 
 1.82 
 
 6 
 
 1.95 
 
 _ 
 
 . 
 
 5 
 
 1.86 
 
 24 
 
 1.08 
 
 Secretary-bookkeeper 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 4 
 
 2.00 
 
 7 
 
 2.69 
 
 7 
 
 2.59 
 
 4 
 
 1.45 
 
 8 
 
 2.60 
 
 5 
 
 1.80 
 
 3 
 
 1.11 
 
 40 
 
 1.80 
 
 inf a shop 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 0.72 
 
 - 
 
 - 
 
 1 
 
 0.38 
 
 1 
 
 0.37 
 
 - 
 
 . 
 
 ., 
 
 
 1 
 
 0.36 
 
 4 
 
 1.48 
 
 8 
 
 0.36 
 
 General 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 4 
 
 1.53 
 
 - 
 
 - 
 
 2 
 
 0.72 
 
 1 
 
 0.33 
 
 1 
 
 0.36 
 
 1 
 
 0.37 
 
 9 
 
 0.41 
 
 Home making: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 At home { single) 
 
 1 
 
 1.04 
 
 1 
 
 0.80 
 
 4 
 
 2.89 
 
 5 
 
 2.50 
 
 10 
 
 3.83 
 
 10 
 
 3.70 
 
 10 
 
 3.63 
 
 15 
 
 4.79 
 
 13 
 
 4.68 
 
 32 
 
 11.95 
 
 101 
 
 4.55 
 
 Exclu.i 
 
 36 
 
 37.54 
 
 43 
 
 34o40 
 
 55 
 
 39.74 
 
 58 
 
 29.00 
 
 71 
 
 27.23 
 
 67 
 
 24.83 
 
 43 
 
 15.73 
 
 28 
 
 9,04 
 
 18 
 
 6,38 
 
 13 
 
 4.81 
 
 432 
 
 19.49 
 
 PIUS oci" 
 
 15 
 
 15.61 
 
 17 
 
 13.60 
 
 18 
 
 13.14 
 
 23 
 
 '.\1.50 
 
 23 
 
 8.80 
 
 29 
 
 11.75 
 
 14 
 
 5.10 
 
 16 
 
 5.21 
 
 5 
 
 1.80 
 
 3 
 
 1.11 
 
 163 
 
 7.35 
 
 Miscellaneous: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Student 
 
 1 
 
 1.04 
 
 1 
 
 0.80 
 
 1 
 
 0.72 
 
 3 
 
 1.50 
 
 4 
 
 1.53 
 
 3 
 
 1.11 
 
 5 
 
 1.82 
 
 9 
 
 2.93 
 
 10 
 
 3.60 
 
 36 
 
 3.62 
 
 73 
 
 3.29 
 
 Part-time worker 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 . 
 
 _ 
 
 _ 
 
 1 
 
 0.38 
 
 1 
 
 0.37 
 
 _ 
 
 _ 
 
 „ 
 
 _ 
 
 _ 
 
 . 
 
 „ 
 
 _ 
 
 2 
 
 0.09 
 
 Unemployed 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 _ 
 
 _ 
 
 _ 
 
 . 
 
 _ 
 
 _ 
 
 2 
 
 0.72 
 
 _ 
 
 _ 
 
 _ 
 
 . 
 
 _ 
 
 . 
 
 2 
 
 0.09 
 
 Resting 
 
 1 
 
 1.04 
 
 - 
 
 - 
 
 - 
 
 - 
 
 2 
 
 1.00 
 
 _ 
 
 _ 
 
 2 
 
 0,74 
 
 3 
 
 1.09 
 
 . 
 
 _ 
 
 . 
 
 „ 
 
 _ 
 
 . 
 
 8 
 
 0.36 
 
 111 
 
 Total 
 
 " 
 
 " 
 
 2 
 
 1.60 
 
 1 
 
 0.72 
 
 1 
 
 0.50 
 
 2 
 
 0.76 
 
 - 
 
 - 
 
 - 
 
 - 
 
 2 
 
 0.65 
 
 - 
 
 - 
 
 - 
 
 - 
 
 8 
 
 0.36 
 
 80 
 
 83.32 
 
 117 
 
 93.60 
 
 129 
 
 93.48 
 
 178 
 
 09.00 
 
 241 
 
 92.33 
 
 255 
 
 94.45 
 
 267 
 
 97.09 
 
 296 
 
 96.42 
 
 276 
 
 98.92 
 
 268 
 
 100.00 
 
 2107 
 
 94.96 
 
 dumber deceased 
 
 - 
 
 - 
 
 1 
 
 0.80 
 
 1 
 
 0.72 
 
 _ 
 
 _ 
 
 5 
 
 1.92 
 
 4 
 
 1.48 
 
 1 
 
 0.36 
 
 3 
 
 0.98 
 
 1 
 
 0.36 
 
 _ 
 
 _ 
 
 16 
 
 0.72 
 
 Number of reports incomplete 
 
 Total 
 
 16 
 
 16.68 
 
 7 
 
 5.60 
 
 8 
 
 5.30 
 
 22 
 
 11.00 
 
 15 
 
 5.75 
 
 11 
 
 4.07 
 
 7 
 
 2.65 
 
 8 
 
 2.60 
 
 2 
 
 0.72 
 
 - 
 
 - 
 
 96 
 
 4.32 
 
 96 
 
 100.00 
 
 125 
 
 100.00 
 
 138 
 
 100.00 
 
 200 
 
 100.00 
 
 261 
 
 100.00 
 
 270 
 
 100.00 
 
 275 
 
 100.00 
 
 307 
 
 100.00 
 
 279 
 
 100.00 
 
 268 
 
 100.00 
 
 2219 
 
 100.00 
 
 65 
 
Report 
 
 to the 
 
 North Carolina Commission 
 
 on 
 
 UNIVERSITY CONSOLIDATION 
 
 Guy Stanton Ford 
 F. L. McVey 
 and 
 Geo« A. Works 
 
 May, 1932 
 
 This copy is a preprint of Chapters V, 
 VI, and VII of the report of the survey 
 committee and is subject to correction 
 of errors and verbal changes. In the 
 final report Chapters III and IV of the 
 preprint will be placed in reverse order. 
 
CONTENTS 
 
 Chapter Pag© 
 
 V« Engineering and Industry ........ 64 
 
 VI* Commerce and Business Education. ....... .... 72 
 
 Vile Adult Education. •••*•••••■••••••••■••••• 92 
 
 Appendices 
 
 Appendix 
 
 C. Average Score and Standard Deviation on High-School Test of 
 Students of Commerce and Business Administration 
 
 D» Tentative Program for Training Teachers of Commercial Studies 
 for High Schools in North Carolina at the North Carolina 
 College for Women 
 
 -ii- 
 
CHAPTER V 
 ENGINEERING AND INDUSTRY 
 
 The engineering tradition at Chapel Hill may be traced back to the 
 founding of the University in 1795, in the early year3 as a thin line broken 
 only by the suspension of the institution in the period of reconstruction, and 
 in recent years as a vigorous growth. Before 1890, engineering was only an 
 incidental subjeot for the A.B. degree* In that year a definite curriculum 
 was established in the Department of Engineering and Mathematics, which was 
 expanded into the Department of Applied Sciences in 1904 and became a distinct 
 school in 1908. The present School of Engineering was oreated in 1922. Its 
 organization and program show the influence of the Harvard Sohool of 
 Engineering, from which many of its leading professors have been drawn, and 
 include in modified form some of the features of the cooperative plan first 
 introduced at the University of Cincinnati and later modified by the University 
 of Pittsburgh and the Massachusetts Institute of Technology* 
 
 The University was recognized in 1867 as the recipient of the state's 
 land-scrip rights under the Morrill Aot, but was never able — or possibly 
 willing — to carry out its practical intent by establishing "colleges of 
 agriculture and the mechanic arts." As a result of agitation by the agricul- 
 tural and industrial interests, the University was forced in 1887 to relinquish 
 these rights to a new institution, "The North Carolina College of Agriculture 
 and Mechanic Arts." Certain citizens of Raleigh had previously taken steps to 
 establish by popular subscription an industrial sohool for "instruction in 
 wood-working, mining, metallurgy, praotical agriculture, and such other 
 branches of industrial education as may be deemed expedient*" The two efforts 
 were merged and the new College was opened at Raleigh in 1889. In 1917, the 
 General Assembly changed the name to "The North Carolina College of Agriculture 
 
 -64- 
 
-65- 
 
 and Engineering." These brief historical notes may serve as an introduction 
 to the problems faced by North Carolina in the coordination and further 
 development of its programs of higher education in engineering and industry* 
 
 Two fairly distinct types of technical education are proposed for the 
 new University system* One prepares for the professional branches of 
 engineering and the other for teohnloal and executive work in speoifio indus- 
 tries* The two have elements in common and can work to advantage side by side, 
 but the survey committee feels that they should be encouraged to develop along 
 different lines* It therefore recommends that separate divisions of organisa- 
 tion be set up, one for engineering and one for industries* 
 
 In seeking a plan of organization and of location, for these divisions, 
 which in the long run will offer the greatest advantage to the state, four 
 major possibilities were considered! 
 
 1* To maintain the present schools at Raleigh and at Chapel Hill, but 
 to set up within the University organization such a clear division of aims 
 and of fields that duplication and competition will be reduced to a minimum* 
 This plan has the advantage of expediency, in that it does the least damage to 
 existing loyalties and vested interests, and is therefore least likely to meet 
 organized opposition* In the longer perspective, however, the disadvantages 
 seem clearly to outweigh this advantage* If septate schools are maintained, 
 duplication can not be eliminated, either in tht ■:.■■. cineering or the scientific 
 departments* The attendant division of resources would make it difficult for 
 either school to reach and to hold a plaoe of the highest rank* An aotual 
 division of fields in engineering would be difficult, perhaps impossible, to 
 achieve without a difference of standards* Neither ©enter would willingly 
 aooept the lower position in the academic soale* While the aotual overlapping 
 between Chapel Hill and Raleigh has been more apparent than real, the need for 
 two engineering schools differing in type will be greatly diminished if a 
 strong school of industries is built up* The two engineering schools are not 
 far enough apart to serve distinct regional areas, and there is no apparent 
 
-66- 
 need to provide separately for distinct groups in the population. Considering 
 the resouroee of the state, it will undoubtedly be able to build up a stronger 
 organization for teohnical education in a unified location than it can afford 
 to maintain at two separate centers* 
 
 2. To consolidate all teohnical education at Raleigh. If this plan 
 should be oarried out in a thorough-going fashion, Raleigh should also become 
 the principal center of the fundamental scientific departments with which 
 engineering and industry are allied. A less effective alternative, from the 
 viewpoint of the teohnical divisions, would be to make Chapel Hill the 
 prinoipal center of the scientific departments and to maintain servioe units 
 of staff and equipment at Raleigh. 
 
 The first alternative, with its concentration of scientific facilities 
 and all related professional schools at Raleigh, would leave Chapel Hill as a 
 oenter of purely humanistio studies, both liberal and professional. This 
 artificial separation of the University would have little to recommend it 
 other than local expediency. Engineering has increasing affinities with law 
 in the field of patents, with eoonomios in its relations to business, with 
 politioal science in its relations to city planning and administration, and 
 with psychology in its relations to industrial organization and personnel. 
 The limited time available in the teohnical curricula for humanistic studies 
 adds to the importance of a broadening environment and of personal contacts 
 with other groups of teachers and students* 
 
 Weight should also be given to the fact that the present nucleus of 
 organization and personnel at Raleigh, while relatively efficient in its 
 present sphere of work, scarcely affords the foundation for a scientific 
 school of notable rank. The staff inoludes few men of the first rank, either 
 in point of training or of professional attainments. The scientific equipment 
 is inadequate for work of an advanced grade. In general, the plan of grouping 
 all scientific and teohnical work at senior levels at Raleigh oould not be 
 recommended for pieoemeal execution. The process of reorganization would 
 
-67- 
 involve conflicts of personal interests and of viewpoints which could scarcely 
 be composed in less than a generation. If the state were in a financial 
 position to carry out a plan of transfer and consolidation on an ample scale 
 at one step, the chanoes of sucoess would he greatly increased; otherwise, 
 they seem precarious. If only the engineering school at Chapel Hill were to 
 he transferred without other measures to strengthen the organization at 
 Raleigh, the imme diate result might be little more than a relocation of the 
 portable equipment. Much of the best research equipment for hydraulic and 
 sanitary engineering is of fixed character and would remain at Chapel Hill. 
 It seems highly probable that the present engineering staff and student body 
 at Chapel Hill would be scattered among other institutions. The Southeast 
 would thus lose its only existing oenter of postgraduate work in engineering 
 on a genuinely advanced level, for the problematic creation at some future 
 time of an enlarged institute of technology for which the present foundations 
 at Raleigh are inadequate* 
 
 If the second alternative were chosen and the scientific departments 
 at Raleigh were maintained at a service level only, the engineering school 
 would certainly not rise above a routine level of excellence, and the proposed 
 Division of Industries would be seriously limited. Postgraduate work of a 
 high order would be impracticable, and little could be attempted in either 
 engineering or industrial research beyond the simpler practical problems. If, 
 on the other hand, the scientific departments should be built up to high levels 
 at both centers, the expensive duplications would offset whatever savings 
 might result from the consolidation of the engineering schools. 
 
 3. To consolidate the more general engineering departments at Chapel 
 Hill, and to incorporate the more specialized branches, together with the 
 present Textile School into a Division of Industries which would remain 
 permanently at Raleigh. Under this plan, courses for the training of teachers 
 of industrial branches would be centered at Raleigh. A junior college could 
 also be maintained at Raleigh to prepare students for the senior divisions at 
 
-68- 
 other centers of the University system. Students of engineering could thus 
 take the first two years of their course either at Raleigh or at Chapel Hill 
 but would be concentrated at the latter oenter for the last two years of their 
 course* 
 
 This general plan contemplates that "the principal center of teaching 
 and research in the basic sciences would remain at Chapel Hill* The engineer- 
 ing school would have the advantage of intimate association with these 
 departments* The Division of Industries would in time require scientific 
 facilities beyond those commonly afforded by mere service departments. The 
 same would probably be true of its relations to economics and commerce, and 
 in only a lesser degree to hygiene, medicine, law, and public welfare* 
 
 The immediate advantage of this plan lies in the possibility of ™iHng 
 effective use of the present buildings and much of the present equipment at 
 Raleigh* The potential disadvantages, however, turn the balance against the 
 plan* 
 
 4* To adopt as a policy the ultimate consolidation of all scientific 
 and technical divisions, except at the junior college level, at Chapel Hill* 
 The obvious intent of the plan is to eliminate all duplications, to minimize 
 all conflicts of interests, to assure the most intimate association of the 
 humanistic, scientific, and technical divisions, and to stimulate the largest 
 degree of cross-fertilization in the intellectual and social life of the new 
 University* Within the finanoial resources of the state, it is felt that no 
 other plan can assure the best in scientific and technological education, and 
 this is the plan that is recommended. 
 
 The grounds for this recommendation are implicit in the discussion of 
 the three other plans considered* Taking the scientific and engineering 
 departments together, the present foundations at Chapel Hill are more nearly 
 adequate for a plan of consolidation than those at Raleigh* The gradual 
 transfer of personnel and equipment to Chapel Hill involves less risk and 
 difficulty than transfers in the reverse direotion* A possible exception may 
 
-69- 
 
 exist in the case of the Textile School* As an alternative to incorporating 
 it into the University at Chapel Hill, the state may wish to consider 
 transferring it to some leading center of the textile industry and expanding 
 it into a specialized textile institute on lines similar to the institution 
 at Lowell, Massachusetts, or preferably to the famous school at Reutlingen 
 in Germany* The problem of coordinating research for the textile industry at 
 Chapel Hill and praotioal instruction and development work at some other 
 center does not appear insuperable* 
 
 If the general policy recommended in plan 4 is adopted, it should be 
 carried into effect as rapidly as considerations of economy and of expediency 
 will permit. With these ends in view, the following immediate recommendations 
 are madet 
 
 1* A regrouping of the present Departments at Raleigh into separata 
 Divisions of Engineering and of Industries. Suggestions have already been 
 outlined in the discussion of the third general plan for the set-up of the 
 Division of Industries* 
 
 2* Placing the engineering work at Chapel Hill and at Raleigh under 
 one coordinating head, with temporary provision for local supervision at each 
 oenter* 
 
 3* Organizing both engineering schools into Departments of Civil, 
 Mechanical, Electrioal, and Chemical Engineering, with a professor in charge 
 at eaoh local center and departmental committees on coordination of programs 
 at the two centers* 
 
 4* Selection of a director for the Division of Industries* The 
 position would require a man of wide exeoutive experience, broad knowledge of 
 industries, high promotional ability, and ample experience as an organizer 
 and coordinator of educational programs* 
 
 5* Appointment of heads for each of the schools included in the 
 Division of Industries* 
 
 6* A detailed study looking to the removal of the four general 
 
-70- 
 engineering departments from Raleigh to Chapel Hill as soon as adequate 
 laboratory and dormitory accommodations can be provided at the latter center 
 and the present buildings at Raleigh oan be transferred to tiie Division of 
 Industries, to the proposed junior oollege, or to other uses* 
 
 7. A detailed study looking to the provision of effective equipment 
 for the several schools of the Division of Industries* The present Textile 
 Sohool is in need of considerable modernization. The equipment in ceramics is 
 excellent of its kind, but may need to be enlarged if it is to cover inclu- 
 sively the field of earth produot6* A school of wood products might take over 
 the present wood shops, but it would need a much more varied equipment* 
 
 The consolidation at Chapel Hill of the present engineering labora- 
 tories from Raleigh and Chapel Hill would give the new University unusually 
 effective facilities in hydraulic and sanitary engineering, ample facilities 
 in highway engineering and in surveying, and reasonably adequate facilities in 
 structural engineering* The combined equipment in electrical engineering is 
 generous in amount and excellent in quality on the side of dynamo machinery. 
 The light current side dealing with oommunioations, electronics, and the 
 technology of instruments and controls, is less ample and needs further 
 development. In view of the state's leading position in the power industry, a 
 greater development in the high-potential field seems desirable* The oombined 
 equipment in mechanics and in meohanical engineering would be fairly adequate 
 in the field of heavy materials and of heat power. Further provision might 
 well be made for the lighter tests of materials, inoluding fatigue studies and 
 microscopic examination, also for the study of hydraulic machinery. The 
 present equipment for chemical engineering at the two oenters is largely com- 
 plementary and would require only moderate additions after the consolidation 
 has been effected* 
 
 The cooperative plan now in effect at the engineering sohool at Chapel 
 Hill, under ifcioh students spend definite periods in assigned work in indus- 
 tries, appears to have worked well and is worthy of continuation. If this is 
 
-71- 
 done, machine shops at Chapel Hill might be limited to laboratory and demon- 
 stration purposes rather than detailed instruction in operations. It would be 
 desirable to make a detailed study of the possible application of the 
 cooperative plan in the proposed Division of Industries before undertaking . 
 large-scale additions to its equipment. 
 
 The principal capital expense in the consolidation at Chapel Hill of 
 the engineering departments -would be for a new building. In round figures, an 
 outlay of from $300, 000 to #500,000 would be requisite to provide adequate 
 classroom and laboratory space. Assuming that the present total enrollment in 
 engineering and industries is to continue, no saving is to be expected in 
 operating expense. Unit costs, both at Chapel Hill and at Raleigh, are now at 
 the lowest level consistent with educational efficiency. The salaries for 
 senior members of the staff at Chapel Hill are far below the levels in com- 
 parable institutions in the North and East. The disparity between Raleigh and 
 comparable centers is less pronounced. Personal loyalties may be counted upon 
 to tide over t2ie present economio emergenoy, but it is only a question of time 
 until the scale of compensation must be greatly increased, or all thought 
 abandoned of placing the teohnical divisions in a position of outstanding 
 regional leadership. The opportunity to achieve this position is now particu- 
 larly open and attractive, but it oan not be assumed that it will remain so 
 for a long period. Consolidation on the lines suggested in the last plan is 
 believed to offer North Carolina an unequalled opportunity, in view of the 
 present division of educational forces in all the neighboring states. 
 
CHAPTER VI 
 COMMERCE AND BUSINESS EDUCATION 
 
 Schools of business administration hare boon introduoed into the our- 
 ricula of Amerioan universities within the last quarter of a century* It is 
 true that the Wharton Sohool of Finance and Commerce was established at the 
 University of Pennsylvania as early as 1888, but the real development in this 
 field of higher education began some twenty years later. Since then the prin- 
 cipal universities have introduoed curricula in the field of business educa- 
 tion. The Amerioan Association of Collegiate Schools of Business was organised 
 in 1919 and at present it numbers forty-five in its membership. The fact that 
 these schools are still in their infancy and that the Association has not yet 
 been able to set forth definite standards are important factors in determining 
 the place of such institutions in the plan of higher education in North 
 Carolina. 
 
 An explanation of the rapid growth in business schools on the oolle- 
 giate level is readily found in the changing oharaoter of Amerioan business 
 and industrial life. The twentieth century has witnessed a oomplete transfor- 
 mation in business methods and industrial relationship. This change has had 
 a profound effeot upon our social institutions. Markets have been expanded, 
 individual plants have increased in size, and financial institutions have 
 taken on newer functions . The whole scheme of production and distribution has 
 suddenly become intensely complicated; the development of machinery and the 
 introduction of mass methods of production have made possible an enormous in- 
 crease in the productive capacity of labor. New industries have arisen which 
 far surpass in size and influence anything that had been known but a generation 
 ago. 
 
 In these respects the State of North Carolina has not only shared but 
 
 -72- 
 
-75- 
 has been an outstanding example of the dynamic characte of oar American 
 civilization* This state has not only introduced newer types of production, 
 but at the same time has been converted from a predominantly agricultural 
 community, to one in whioh manufacturing plays a dominant role* It is likely 
 that this industrial development will continue in the future due to the 
 exceptional resources in the state and -the advantages it has in several fields 
 of manufacture* 
 
 The state is eoneerned with the proper direction of these institutions 
 in the interests of the community as a whole* The spirit of Intense 
 individualism that has guided the early development of American life can not 
 continue in the face of the great corporate organizations that are at present 
 controlling our economic destinies* It is important, therefore, for the state 
 to insure an infiltration Into the of fioer ships of its business concerns of 
 trained men ready to oope with the problems of production and distribution and 
 aware of their social responsibilities* It is to oope with these problems that 
 business education is supported from public funds. 
 
 Levels of Business Training 
 
 Training in business subjects should be given with a view to meeting 
 the needs of industry from the viewpoint of the well-being of the state* To 
 the extent -that the business interests of the state are able to utilize the 
 resources available in the most effective way possible consistent with the 
 standards of conduct reoognized as essential to the welfare of its workers, 
 the state may expeot to prosper, both in the material well-being and the 
 culture of its people* 
 
 The State of North Carolina has reoognized its responsibilities in the 
 training of individuals going into its industries by organizing and supporting 
 several technical schools including those in agriculture and engineering and 
 one in the techniques of the textile industry* The Textile Sohool was or- 
 ganized in direot response to the needs of an industry that has grown in size 
 and importance in recent years* 
 
-74- 
 
 Likewise, the state has recently assumed its obligation of training 
 individuals entering the executive field. Formerly the law school was the 
 sole training ground of collegiate grade for business. In a sooiety in whioh 
 techniques are simple and the organization of business enterprise is not com- 
 plicated, the law affords the most effective type of training for business 
 administration. Under such ciroumstanoes the problems of administration are 
 ohiefly legal in character involving the equities of individuals in commercial 
 transactions. In the complicated organization of industry as we find it today, 
 however, administration assumes a role of importance equal to that of the law 
 and is definitely tending to surpass it in significance. 
 
 The administration of business enterprise today may be divided into 
 three distinct fields: (1) the legal relationships involved in all commercial 
 transactions, (2) technical processes, and (3) organization and administration. 
 Training for entrance into positions of responsibility in the first of these 
 is provided for in the law schoolj the seoond, in engineering and the various 
 industrial and trade sohoolsj the third field should be supplied by institutions 
 affording instruction in business. 
 
 The specific place of the business school in the educational system 
 can be determined only on the basis of an analysis of the occupational levels 
 in business* These may be classified roughly under the following heads: (1) 
 the business owners and investors? (2) salaried, major executives j (3) special- 
 ists such as aocountants, statisticians, economists, etc.j (4) intermediate, 
 salaried exeoutivesj (5) minor exeoutivesj and (6) clerical and routine workers. 
 In this classification there may be seen three fairly definite levels: the 
 upper, the intermediate, and the lower. 
 
 These three levels also indicate the proper allocation of training 
 functions in eduoational institutions. The routine and clerical workers of 
 the lower level oan be provided from secondary sohools. Those in the upper 
 levels need a breadth of training that can be aoquired only in institutions 
 of collegiate grade. Those whose positions fall in the intermediate groups 
 
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 are the subject of speoial consideration. Their needs are not as extensive as 
 those who will enter into the more responsible executive positions, yet their 
 functions involve the making of decisions of greater significance than those 
 who occupy positions involving clerical routines. It is possible that in the 
 future special short courses in administration, above the high school level 
 but not directly connected with the formal university courses, may be found as 
 the solution to the training problem for this group» 
 
 The educational system of the state should provide training for those 
 who are to fit into the business structure according to their individual ca- 
 pacities. It is a waste of state funds to attempt to train individuals for 
 positions beyond their indicated abilities* Furthermore, it is contrary to 
 the best interests of the individual to attempt to equip him with knowledge 
 for occupations far above those which he may be expected to fill in later life, 
 The higher administrative positions are bound to be relatively scarce and the 
 competition for placement will result in a high degree of seleotion. Only the 
 best trained and keenest minds can hope to arrive at the top of the adminis- 
 trative ladder. The great bulk of the positions in business will be of the 
 clerical type and training of a vocational character for these positions will 
 obviously be provided in the secondary schools and those of no higher level 
 than the junior college. 
 
 One institution with professional standing and a carefully selected 
 student body can furnish the needs of the state for training for positions in 
 the higher administrative levels. 
 
 The Coll6giate School of Business 
 
 The objective of the collegiate school of business is to train indivi- 
 duals who may be expected ultimately to occupy positions of administrative 
 responsibility. These persons will be making decisions affecting the pro- 
 duction activities, the marketing of products and services, or the financing 
 of enterprise. They are the ones who will be called upon to determine the 
 
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 policies for the direct utilization of the state's resources. They should be 
 the business leaders of twenty years after graduation. Every state needs in- 
 dividuals at the head of its business enterprises who are equipped to exercise 
 judgment and leadership. The present economic depression gives us a good 
 illustration of the need for better trained executives. 
 
 Although the ultimate objective of a collegiate school of business may 
 be stated in such ambitious terms, it is nevertheless true that those graduat- 
 ing will not be placed immediately in positions of responsibility. Their re- 
 sponsibilities in the first positions held will be very slight indeed. A great 
 part of the equipment of the business leaders must be obtained from practical 
 experience and a period of apprenticeship must follow the college course. This 
 is not an attribute solely of business training, however. The law schools do 
 not turn out great corporation lawyers or jurists; the medical schools do not 
 place renowned surgeons immediately upon graduation; a great teacher is dis- 
 covered years after he has received his degree in a college of education. In 
 all these fields the institutions are planning their curricula with the idea 
 of giving a basic training that will be supplemented by experience. In the 
 end it is hoped, however, that the individual will ultimately arrive in a place 
 of leadership in his chosen field. The collegiate school of business aims to 
 train for the major executive positions in production, marketing, and finance, 
 and for certain specialized fields such as accounting, statistics, and economics. 
 All those who occupy positions in these several fields are called upon to make 
 decisions of major policies. 
 
 A person who is expeoted to exercise discretion with respect to deter- 
 mining policies in a highly complex society must be equipped with a broad back- 
 ground. He should have an understanding of the evolutionary character of human 
 institutions. He should know something of the economic structure of the many 
 institutions which play an important part in the business life of the community. 
 He should be able to see beyond the immediate, superficial circumstances in 
 economics phenomena to the fundamental causes of change. He is not a technician 
 
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 but a fonnulator of broad policies. His training, therefore, should be of a 
 broad character. 
 
 Curriculum: The curriculum should provide both professional training 
 in business and a broad theoretical background. There are a few institutions 
 in America that provide for a professional training in a condensed form after 
 all of the background oourses have been completed. This is true of the Grad- 
 uate Sohools of Business Administration at Harvard and Stanford. These in- 
 stitutions could be far removed from arts colleges if proper library resouroes 
 were available. Most institutions, however, are of the four-year type. North 
 Carolina is best equipped to offer this type of instruction* In a four-year 
 course it is desirable to have the background oourses offered oonourrently 
 with the professional. It thus becomes convenient to have the work offered 
 on the same campus with a well organised college of liberal arts. A curri- 
 culum organized to meet the needs of North Carolina should inolude the follow- 
 ing: 
 
 1. Tool Courses} Accounting and statistics are the basic tools of 
 quantitative measurement essential to the analysis of business problems. These 
 subjects, together with elementary oourses in eoonomios should be available at 
 the junior college level. 
 
 2. Social Sciences i Emphasis should be placed upon oourses in history, 
 political science, and the other social sciences with a view to providing the 
 student with a dear understanding of the relationship of business to the more 
 general interests of the community. 
 
 3. Soienoes and Mathematics} Modern business is dependent in a large 
 measure upon science. Chemistry and physics form a background for the develop- 
 ment of productive processes and techniques. A student in business should be 
 equipped with some knowledge of these basio sciences as an aid in understanding 
 modern industrial prooesses. Mathematics is essential as an aid in interpret- 
 ing the statements of business activities as quantitative measurements are 
 becoming more important administrative devices. Provision, therefore, should 
 
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 be mads for a student to obtain some training in the field of mathematics. 
 
 4* Economics j Economics, particularly economic theory, is an essen- 
 tial part of the equipment of the trained executive. It is only through a 
 thorough knowledge of economic principles that a person is able to interpret 
 the forces controlling the fluctuations in business activity. Every student 
 in business administration should have a training in economic theory, beyond 
 the principles usually presented in a junior-college course. 
 
 5. Professional Courses i A business curriculum should provide oppor- 
 tunities for specialization in the several fields afforded in the modern bus- 
 iness organization. These special fields include professional accounting, 
 marketing and merchandising, banking and finance, statistics, etc. 
 
 6. Elective Cultural Courses: The business student's training is not 
 complete unless he has come in contaot with disciplines in entirely different 
 fields from those which may contribute direotly in his occupation. Sufficient 
 leeway in an organized curriculum should be provided to enable the student to 
 elect courses in suoh subjeots as literature, philosophy, and modern languages. 
 
 Laboratory Facilities i In addition to the courses enumerated above 
 and the library facilities that a first-class university provides, a school of 
 business administration should be so equipped as to afford some laboratory 
 experience in the types of business predominant in the state. Business con- 
 ditions can rot be duplicated in a controlled laboratory such as the physical 
 laboratories in engineering, the olinics in the medical school, or the practice 
 courts in law. A student may come in contact with business conditions only by 
 direct observation of actual concerns. Provision, therefore, should be made 
 for such contacts with the business organizations in North Carolina as will 
 provide a proper laboratory training. There are practically no business con- 
 cerns in Chapel Hill and not a great variety in Raleigh. Good roads, however, 
 make it possible to travel considerable distances to the industrial centers of 
 the state. It is possible to secure the type of laboratory training needed 
 either by frequent visits to commercial, financial, and industrial institutions, 
 
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 or by the introduction of a modified form of the cooperative plan. If the 
 business concerns of the state are interested in contributing to the training 
 program of executives, they might aid by entering into a cooperative program 
 with the school. 
 
 Several executives of business concerns of North Carolina expressed 
 themselves as being very much interested in the development of a business- 
 administration educational program. It was evident that they are aware of the 
 needs in this field and are ready to contribute their services in developing 
 a well organized cooperative program. 
 
 Under this plan students would be given work on a full-time basis for 
 varying periods of time during their university course* In this way the stu- 
 dent would come in contact with actual business methods before he had oompleted 
 his university course. Such a plan is desirable in giving the student some in- 
 sight into the methods of business operation. It gives him some familiarity 
 with business methods and also opens problems that give more reality to the 
 theoretical discussions of the classroom. 
 
 Researoh: The fact that the state is becoming more highly industrial- 
 ized makes the responsibilities of the University in the field of research more 
 important. The state has supported research programs in agrioulture for many 
 years. These have had a profound effeot upon the agricultural interest of the 
 state. Not only have more scientific methods of farming been introduced, but 
 these researoh projects have also aided in the fields of marketing and financ- 
 ing as well. 
 
 As other forms of industry evolve in the economic life of the state, 
 research in these fields becomes essential. Researoh in technology will, of 
 necessity, be left to the engineering and technical schools. The organization 
 of the productive resources of the state in the interests of the community, 
 however, is of equal importance. North Carolina is in a strategic position 
 for economic leadership in the South. A program of research into the resources 
 of the region is a requisite of a planned economic development. Much is being 
 
-80- 
 said at present about the possibilities of economio planning as a basis for 
 national employment stabilisation. It osn safely be said that little can be 
 expected in the way of a plan of economic control along national lines until 
 more is known about regional conditions. 
 
 The United States is divided into certain well-defined economio regions, 
 each of whioh is more or less subject to conditions within its own area. A 
 rational plan of development oalls for oareful analysis of the facts* It is 
 inoumbent upon the organised school of business to ascertain the facts and even 
 formulate sound policies for development. The state should look to its 
 School of Commerce for guidance in this field just as it does to other 
 divisions of the University for leadership in publio health programs and a 
 development of educational policies. As an illustration of the type of re- 
 search that should be expected in a school of business administration, the 
 
 following questions may be asked: 
 
 1. What are the resouroes of the state? 
 
 2. How may these best be utilised in promoting its welfare? 
 
 3. Whioh industries are growing and may be expected to increase in 
 importance? 
 
 4. Which are declining and may be expected to be of less importance 
 in the future? 
 
 5. What are the competing oonditions in eaoh industry? 
 
 6. What are the factors that cause faotorie6 to migrate into or out of 
 a region? 
 
 7. What markets exist both for raw materials and for finished produots 
 of the industries in the region? 
 
 8. What constitutes a sound policy of taxation? 
 
 It can readily be seen that answers to these questions are of signi- 
 ficance to business interests and civio organisations in direoting the economio 
 development of the state. The State of North Carolina has relied to some ex- 
 tent in the past upon the University for advice and counsel on some of these 
 questions. Special mention might be made of the services of the Department 
 in formulating its present tax policies. Individually oertain members of the 
 
-81- 
 staff have also contributed to researoh in industry. Professor Murehi son's 
 treatise on the textile industry is an illustration of the type of work that 
 should be promoted in this field. The point should be emphasized that the 
 state should have available a group of research scholars who are equipped to 
 examine critically the pressing economic problems of the region. 
 
 Faoulty Leadership: A faculty of a professional school should 
 exercise leadership beyond the limits of the classroom. There are many prob- 
 lems on which the disinterested opinions of those persons who are scientifi- 
 cally trained are invaluable. As problems arise in industry the business men 
 of the state should feel that they can rely upon the faoulty of the school 
 of business administration for advice and counsel. This does not mean that 
 the faculty should ever indulge in propaganda or that they should be 
 financially interested in business concerns. Their positions should be 
 strictly objective and disinterested. Thus a faoulty is able to exercise 
 leadership of prime importance. It may be said that this type of servioe 
 has not been rendered to any great extent by collegiate schools of business 
 any place in the United States up to the present. This situation is doubt* 
 less due to the faot that schools have not yet developed sufficiently to 
 warrant the confidence that is necessary in performing suoh service. 
 
 Perhaps the best illustration of what is meant in this connection is 
 afforded by the development of the Agricultural Experiment Station and the 
 Agricultural Agent. These institutions have been invaluable to agriculture* 
 There is no reason why the facilities of the University in other fields involv- 
 ing the production, marketing, and financing of its industrial products should 
 not be afforded the same type of servioe. 
 
 Relative Advantages of Chapel Hill and Raleigh 
 
 In the preceding pages the position of a collegiate sohool of business 
 in the educational system has been considered. This discussion has covered 
 the currioulum, the laboratory facilities, services for researoh, and the 
 
-82- 
 service of faculty leadership in the community. These factors can be used in 
 appraising the institutions that are at present located at Chapel Hill and 
 Raleigh. 
 
 There is a Sohool of Commerce at the University at Chapel Hill and a 
 School of Science and Business at the College of Agriculture and Engineering 
 at Raleigh. An analysis of their published bulletins indicates that they both 
 have the same objective. Furthermore, they both offer courses in the same sub- 
 jects. There is apparently a complete duplication in these respects. If one 
 were to base his judgment entirely on the published statements of the two 
 schools, there would be little to choose between themj the consolidation could 
 be effected in one location as well as the other. A closer examination of the 
 facilities afforded for the type of training and services to the state indicated 
 in the preceding pages, however, does reveal some very striking differences. 
 These comparisons can be made in accordance with the general statement of aims 
 and objectives of a collegiate school of business. 
 
 Curriculum: Taking first then the subject of the curriculum, we nay 
 examine the facilities afforded in the two institutions. 
 
 1. Tool Coursest The two institutions are equally well equipped to 
 give the necessary instruction in accounting, statistics, and the principles of 
 economics that constitute the basic tool courses in commerce. These subjects 
 are offered in the first and second years and can be provided in any firet- 
 class junior college. 
 
 2. Social Sciencesi The departments affording instruction in history, 
 political science, and other social sciences are better equipped at Chapel Hill 
 than at Raleigh. Furthermore, in the consolidation of these institutions work 
 in these fields will be further concentrated in Chapel Hill. 
 
 3. Sciences and Mathematicsj The two institutions afford essentially 
 the same opportunities for instruction in the basic sciences and mathematics. 
 From this standpoint there can be little to choose between the two locations. 
 
 4. Economics i Economics forms the essential background of all of the 
 
-83- 
 work in business. It would be extremely unfortunate to separate the technical 
 courses in business from the general advanced oourses in economics. Further- 
 more, it is desirable that members of the staff in economics should be called 
 upon to give instruction in some of the more technical subjects. It is, 
 therefore, of utmost importance that the School of Commerce should 
 be located in the same place as the Department of Economics and that the two 
 should be under the same administrative control. 
 
 There are several reasons why the Department of Economics should be re- 
 tained at Chapel Hill. Being one of the important fields of social science it 
 is necessary to have a well organized department of economics in a liberal arts 
 college. The Department of Economics is a service division offering courses 
 to students specializing in other fields. These relationships have been de- 
 veloped to a high degree at Chapel Hill. Courses in economics are offered to 
 those students specializing in law, education, and in the several specialties 
 in the Liberal Arts College. It would be impossible to transfer the eoonomios 
 work to another location and still maintain the same quality of instruction in 
 other divisions of the University. 
 
 The economics department also offers graduate work both to those major- 
 ing in this field and as supplementary work to students majoring in other sub- 
 jects. As a service department for the Graduate School it would be necessary 
 to maintain the department on the same campus with other graduate departments. 
 Furthermore, the library facilities in economics have been developed at Chapel 
 Hill. Superior work in advanced undergraduate courses and in the Graduate 
 School is dependent upon adequate reference materials. It should be assumed, 
 therefore, that the economics department should be retained at Chapel Hill as 
 a service division to other departments in the Liberal Arts College and to the 
 professional schools and to the Graduate School. 
 
 5. Professional Courses t Both institutions are at present offering a 
 rather wide variety of technical courses in accounting, marketing, and finance. 
 If we were to examine the facilities for this type of instruction separate 
 
-84- 
 from the other parts of the curriculum, the institution could be looated in 
 either place. It is desirable, however, as mentioned above, that some of the 
 members of the faculty in economics should be called upon to offer courses of 
 a technical sort. It is desirable, therefore, to bring the professional courses 
 on the same campus as the courses in economios. 
 
 6. Elective Cultural Courses* The College of Liberal Arts at Chapel 
 Hill affords the only opportunity for a broad seleotion of cultural courses 
 that are desirable in rounding out the commerce student's curriculum. 
 
 In weighing the significance of the various elements in the commerce 
 curriculum it can be seen that the facilities at Chapel Hill surpass those at 
 Raleigh and, therefore, it is desirable to conoentrate instruction in business 
 at Chapel Hill. 
 
 Laboratory Facilities: The laboratory facilities in the two locations 
 are essentially the same. It is true that Raleigh is a larger city and it, 
 therefore, affords somewhat more in the way of business activity. The distances, 
 however, are not very great and the means of transportation are suoh that 
 Chapel Hill does not suffer beoause of its size. Furthermore, the oity of 
 Durham is near enough to Chapel Hill to afford practically as convenient a 
 laboratory as the business institutions of Raleigh are to the oampus in that 
 city. In other words, the students can be given essentially the same type of 
 laboratory experience in either location. 
 
 Research: Chapel Hill offers greater opportunities for research of the 
 type suggested than may be found at Raleigh. The library has accumulated a 
 vast amount of material in the field of economics that is invaluable in con- 
 ducting research projects. 
 
 Faculty Leadership! It is not the function of this commission to con- 
 sider in detail the personal qualifications of the faculties of the institu- 
 tions being examined. It can be assumed that if the schools at Raleigh and 
 Chapel Hill are consolidated, the promising men on the faculties of both insti- 
 tutions would be retained. The members of the teaching staffs can be considered 
 
-95- 
 as mobile factors in the consolidated program. Savings and eoonomies resulting 
 from the elimination of duplications can be applied to the development of a 
 faculty personnel second to none in the United States. 
 
 This statement should not be taken as a criticism of the existing 
 faculties. There are several outstanding men on the staffs of the existing 
 schools. Some of these have turned out work that has had a far-reaching in- 
 fluence. The faculties of both institutions are made up largely of young men 
 who are developing in their respective fields. As the institutions grow older, 
 the average age of the members of their teaching and research staffs will tend 
 to increase. A constructive policy would provide for retaining those who had 
 demonstrated most clearly a capacity to exercise the type of leadership desired 
 in order to avoid the consequences that would result from merely allowing an 
 aging process to mature the staff. 
 
 There are several members of the present staff who should be retained 
 in spite of the competition for their services that will soon be manifest. 
 Some of them have published materials in recent years that have added materially 
 to their reputations and have attracted the attention of other institutions. 
 From the long-time point of view, it will be desirable to piok out a group of 
 well-trained and promising members of the present faculty as a nucleus for the 
 development of the instructional and research staff of the future. These should 
 be expected to formulate the broad polioies and to exercise the influence neces- 
 sary to mould the institution. 
 
 Some members of the faculty have had business experience, although the 
 majority have not. Some provision should be made whereby members of the staff 
 of the School of Commerce could secure direot, first-hand contacts 
 with business organizations. This, perhaps, can best be provided by en- 
 oouraglng members of the staff to secure employment in business during their 
 leaves of absence from the University. 
 
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 Student Body 
 
 If the two schools are to be consolidated and located at Chapel Hill, 
 the question would arise as to the effect of such movement upon the enrollment. 
 Would the number of students seeking admission to the consolidated school be 
 equal to the sura of the enrollments in the two existing schools? One can only 
 speculate on the answer to this question. It is quite likely, however, that 
 a number of the students now attending the State College in Raleigh would not 
 enroll at Chapel Hill. As a matter of fact, it might be desirable to limit the 
 number of registrants to the demonstrated need of the state for graduates of 
 business administration. 
 
 The standards for admission would in some measure serve as a bar to 
 a great influx of students. While it has been impossible to conduct a thorough 
 examination of the present student bodies, some data were obtained pertaining 
 to the make-up of the enrollments in the two institutions. The statistics 
 available show the geographical distribution. In so far as could be seen from 
 the registration statistics there is very little difference in the sources of 
 the student bodies. Naturally there are more students giving their home address 
 as Raleigh at the State College, but as to those who register from outlying 
 points, there is rather wide distribution of both the student bodies, at 
 Raleigh and at Chapel Hill. 
 
 An attempt was also made to determine the source of students with re- 
 spect to their economic backgrounds. There was not enough information avail- 
 able to draw any broad generalization. From what data were available, however, 
 it appeared that both institutions draw from the same type of home. These 
 included among the parents of students, business men, professional men, farmers, 
 and laborers. 
 
 Another source of information on this question was supplied from the 
 standard deviations on the high school tests of students entering the commerce 
 and business administration oourses in the two institutions. These tables are 
 given in an appended statement, (Appendix C). It appears from these reports 
 
-87- 
 that the soholastio standing of the students entering the University at Chapel 
 Hill is somewhat higher than that of the students entering the State College 
 at Raleigh. There is, therefore, some reason for assuming that there has been 
 in the past some degree of selectivity in the student bodies. 
 
 Instruction at the Intermediate Level 
 
 There are many young men and women who desire some instruction on the 
 collegiate level who are clearly unable to qualify for the higher levels of 
 administrative positions. A great many of these individuals are at present 
 endeavoring to complete the regular four-year courses in business. This 
 situation is evident not only in the institutions of North Carolina, but in 
 practically every other four-year school. As was stated earlier in this re- 
 port, the cost of carrying these students is a needless v/aste of public funds 
 and is detrimental to the best interests of the individuals themselves. 
 
 A possible alternative procedure to that of encouraging these students 
 to attempt to complete a regular four-year course, .vould be to organize special 
 vocational courses terminating in a much shorter period. These vocational 
 courses would lead to specific positions in the business concerns cf the state. 
 These would include salesmen, clerks, classified civil service positions at the 
 intermediate levels, and some of the bookkeeping and office practice positions. 
 
 This suggestion is made merely as a basis for future consideration. 
 This plan should not be introduced until after a thorough-going survey has been 
 made of the needs of the state for persons in these intermediate, specialized 
 occupations and also of the type of training needed to equip students for such 
 positions . 
 
 Training for Commercial Teachers 
 
 The qualifications for commercial teachers are set forth in Educational 
 Publication No. 138 of the State Board of Eduoation. The requirements include, 
 in addition to the general requirements for the high school certificate, the 
 
-88- 
 oompletion of forty-five semester hours in commerce. These commerce credits 
 inolude stenography, typewriting, bookkeeping, and office management. Emphasis 
 is placed upon the clerical techniques in secondary commercial eduoation at 
 present. Undoubtedly commerce oourses in high schools will continue to special- 
 ize in such subjects as stenography, typewriting, and bookkeeping. There is 
 little else in the business administration field that lends itself to teaching 
 at the high-school level. This being the case, it is unlikely that any great 
 changes in the curriculum for teacher training will be effeoted in the near 
 future. Furthermore, it is likely that most of the commercial teaohing posi- 
 tions will continue to be held by women. This is one reason for developing 
 the course in commercial education at the Women's College at Greensboro, 
 
 The oourses arranged for commercial teachers are also needed in the 
 development of a secretarial scienoe currioulum. This field is also practi- 
 cally preempted by women. The secretarial oourses, therefore, could well be 
 maintained at Greensboro, In the secretarial oourse it is desirable to in- 
 clude several other subjects in the field of economics and business. These 
 additional subjects, however, oould be provided either by access to the general 
 courses offered at Chapel Hill, (the class oould be transported to Chapel Hill) 
 or a professor from Chapel Hill oould be designated to teach one or two days 
 a week at Greensboro, Except for this supplementary requirement for the stu- 
 dents in secretarial scienoe, practically no additional staff, in addition to 
 that in the present economics department, would be needed to develop the work 
 in commercial eduoation and secretarial science. 
 
 It would be neoessary, however, to develop further the instruction in 
 shorthand and typewriting. This work at present is being given as a side in- 
 terest by the college treasurer. A full-time instructor should be obtained to 
 develop this work on an adequate basis. 
 
 There is appended to this report a statement of a business program of 
 secretarial courses that could be introduced at the Collage for Women which 
 would meet the state teaohing requirements in eduoation and also would not 
 
-89- 
 require additions to the staff of the College, (Appendix D)* 
 
 Economics and Business Courses at Raleigh 
 
 The courses in agriculture and in the teohnioal fields at Raleigh would 
 still require instruction in economics and business, though the work in 
 oammeroe should he moved to Chapel Hill* The needs of students in these 
 fields* however* for the courses in economics and business are quite modest 
 as compared with the present available offerings* The Department of 
 Agricultural Economics offers at present most of the work in general eoonomios 
 that would be needed* In addition to the present offerings provision should 
 be made for courses in the prinoiples of accounting, oost accounting, and per- 
 haps one in production management and one in marketing organisation* The num- 
 ber of subjects, therefore, that should be offered is limited* To the extent 
 that students require other oourses beyond this rather restricted program, it 
 would be possible to require them to attend classes at Chapel Hill, or faoulty 
 members from Chapel Hill could give work at Raleigh* 
 
 Coordination of Business Training 
 
 It is recommended that the work in business and economics at Raleigh 
 in the future should be organized primarily as service courses* This, of 
 course, is exolusive of the work in agricultural eoonomios which should be 
 carried on in the future just as it is at present, subject to the recommenda- 
 tions made in Chapter II* All of the specialized and professional work in 
 commerce and administration will thus be restricted to the School of Commerce 
 at Chapel Hill. 
 
 Significance of Physical Separation 
 
 The physical plants at Raleigh and Chapel Hill are approximately thirty 
 miles apart. The campus at Greensboro is about fifty miles from Chapel Hill. 
 There are excellent roads connecting these oampuses which enable a person to 
 
-90- 
 make the trip in a relatively short time. A consolidated School of Commerce 
 at Chapel Hill would not seriously inconvenience students at the other 
 institutions who desire to take specialized work in that field. If the demand 
 for speoial work is somewhat limited, the students could be transported 
 economically to the class. If, on the other hand, a rather large group of 
 students demanded a special course, it would be more economical to ask the 
 professor in charge to oonduct a section of his class on the other campus. 
 The savings effected by -Uie elimination of needless duplication would far out- 
 weigh the incidental transportation costs involved in transporting either the 
 students or the faculty. 
 
 Possible Savings as a Result of Consolidation 
 
 It would be difficult to estimate the extent of savings that might be 
 effected by consolidation. Probably the immediate savings would not be very 
 great. The total salary budget for Chapel Hill, as of March 1, 1932, is 
 $49,456, while that for Raleigh is $29,034. Obviously it would be impossible 
 to save even a major part of the Raleigh budget by consolidation. It would be 
 necessary to increase the personnel of the staff at Chapel Hill and at the sane 
 time it would be neoessary to retain at Raleigh a few members of the staff in 
 order to give the servioe courses that would be required* The money savings, 
 therefore, would not be evidenced immediately but would result from a better 
 coordination of the work in the future and would become clearly evident as 
 expansion were made. 
 
 Some savings would be possible by increasing the olass sizes enabling 
 one staff member to give instruction to a larger number of students. There are 
 on the combined staffs of tiie two institutions at present twenty-five teaching 
 members and three student assistants. A careful study of the course offerings 
 and possibilities for increasing class size would determine the number of staff 
 members necessary on a consolidated program. It seems reasonable to assume 
 that the work could be carried on effectively with a smaller number on the 
 
-91- 
 
 consolidated staff than are at present employed in the two institutions. 
 
 Summary of Recommendations 
 
 The following are the specific reoommendations contained in this report* 
 1* There should be one institution for training in business at the 
 higher level* 
 
 2. The standards of the institution should be of the highest rank, 
 both in the seleotion of the student body and in the type of faculty 
 personnel* 
 
 3. The School of Commerce should be located at Chapel Hill* This 
 recommendation is based upon the following considerations t 
 
 a* The facilities for affording a broad curriculum are better 
 
 than at Raleigh, 
 b* The research facilities are more adequate. 
 c. The service aspeots of the Department of Economics and the 
 School of Commerce require a speoific program at Chapel Hill, 
 regardless of the location of the School of Commerce. 
 4* The oourses in commercial education and secretarial science should 
 be located at Greensboro* 
 
 5* The possibility of adopting a plan of business training at the 
 intermediate level for -those students who are not adapted to the complete 
 four-year program but would be benefited by a shorter intensive training 
 course, should be considered. 
 
 6. The continuation of the present arrangement at Chapel Hill by which 
 business administration and economics are combined under one head* 
 
CHAPTER VII 
 ADULT EDUCATION 
 Certain General Considerations 
 
 The growth of non-campus instruction in North Carolina has been 
 greatest during the decade, 1920-30. Variously termed as university or 
 college extension, extra-mural work, and adult education, there has arisen a 
 recognition of the desirability of state-provided facilities for study by a 
 large section of the population which otherwise would have no direct contact 
 with the institutions of higher learning within the state. In addition to 
 the State University, the College for Women, and the State College, other state 
 and private institutions have dipped lightly into the field until at the pres- 
 ent time the people of the state are offered a wide variety of subject-matter 
 choices, with a corresponding variety in the quality of work offered, a var- 
 iance in the rates charged for such service, and with differing policies on 
 such questions as college credit for m>rk performed, fees charged, remunera- 
 tion to instructor 8, etc. 
 
 While -there has been no central coordinated plan for the state, still 
 instances of overlapping and wasteful competition between the three large 
 state institution* chiefly under examination here have been rare. This has 
 been due to an admirable spirit of cooperation between the three extension 
 units, supplemented by frequent conferences on the part of the directing 
 heads. It may be said flatly that there is no duplication of effort within 
 given geographical areas. The only instances in which classes have been 
 offered by one institution in territory primarily served by another, are those 
 in which the subject matter requested could not conveniently by supplied by 
 the latter institution. North Carolina is to be congratulated upon this divi- 
 sion of the loadj direct cooperation in extension instruction has been a 
 
 -98. 
 
forerunner of the plan for the new University^ 
 
 Unfortunately, similar avoidance of duplication has not always been 
 possible so far as the private institutions offering extension work have been 
 concerned. There not only have been duplication and competition, but at least 
 one college is now offering extension class work on a competitive basis ~ a 
 particularly dangerous situation since the work in question, offered for cre- 
 dit, has been popularized to such an extent that the quality of instruction 
 offered is open to question* 
 
 However, the formation in 1930 of the North Carolina Association of 
 College Extension Representatives, with five standard colleges participating 
 in addition to the three major state institutions, is a step forward in the 
 avoidance of future difficulties. The eight members of this Association have 
 adopted the standards governing extension credit courses outlined by the 
 National University Extension Association, of whioh the University of North 
 Carolina is a member* Avoidance of duplication is one of the avowed purposes 
 of this Association. Its hand is further strengthened by its representation 
 on the Committee on Extension Work of the North Carolina College Conference* 
 This Conference concerns itself with the scholastic standards of extension 
 work offered for college credit, including such matters as character end con- 
 tent of courses, conditions of admission, examinations, salaries, teaching 
 load, certification of teachers, etc. 
 
 In any coordinated plan of extension instruction for the state, it 
 will be well to bear in mind the desirability, if not the necessity, of 
 having the private colleges affiliating* In this connection, consideration 
 should be given to the probability that Duke University eventually will feel 
 called to enter this sphere of activity and that its faculty, particularly in 
 certain of the professional fields, will provide an admirable additional 
 reservoir upon whioh to draw for the instructional needs of the adult popula- 
 tion* Again, of the three state teachers colleges two are already offering 
 extra-mural work by correspondence and all three should be considered as 
 
-94- 
 potential participants in such a plan. 
 
 Consideration of any coordinated state plan for extension service 
 is premised on the assumption that the present trend toward the provision of 
 adult education facilities in part will be maintained at state expense. The 
 North Carolina practice in this regard, while liberal, is not by any means 
 unique, since elaborate services are maintained in many states, notably in 
 California, Wisconsin, and Minnesota. Of the Southern states, North Carolina, 
 Virginia, and Texas have the most complete systems; and each, it should be 
 stated, has insisted upon relatively high standards. 
 
 Any attempt to forecast the future development of adult education 
 within a state must take into account the agencies, local in scope, upon 
 which the effort may be expected to rest. A state-wide system of university 
 extension is at best a supplementary service. Local initiative and local 
 facilities must take the primary responsibility, but the state must look for- 
 ward to the expansion and improvement of all state-wide aids which will con- 
 tribute to the end of an enlightened populace. It is false economy for a 
 state to disregard its duty in this respect. Failure to maintain, improve, 
 and expand, through proper financial support, a potent series of agencies 
 making for good citizenship results in a lowered quality of that citizenship. 
 The consequent loss to the state in constructing and maintaining remedial 
 agencies far exceeds the outlay for adult education as a preventive and a 
 prophylactic, to say nothing of the increased happiness, prosperity, and use- 
 fulness of the recipients of suoh education. To state the case extremely, 
 the state must make its choice, in behalf of its populace, between expendi- 
 tures for educator b and expenditures for penologists. 
 
 The local agencies which will be most concerned with adult educa- 
 tion in the future are three in number: the school, the library, and the 
 church. In the northern and middle western portions of the United States, 
 the use of the churohes for secular education, under the control of educa- 
 tional authority, is increasing, as the churches come to realize the 
 
-9S~ 
 
 desirability of suoh a program. That this trend will spread to the South seems 
 inevitable, although efforts at education in the churches of this part of the 
 country have met with difficulties in the form of ecclesiastical censorship 
 of the instructional materials offered. Libraries in North Carolina provide 
 some local means of assistance to eduoation for adults, although the libraries 
 arc too few in number and inadequately equipped as to auditoriums, etc.* for 
 any extensive participation. Their future availability, along with the 
 churches, as local bases for community efforts should not be overlooked. 
 
 With their steady improvement in plants and equipment, the public 
 schools seem to be the most likely and hospitable base for much of the adult 
 effort. North Carolina's pride in her school investments should not be 
 limited to a visualization of their use for children only. There is no finer 
 social center in a community than the smoothly functioning, efficiently ad- 
 ministered public sohool. Particularly is this true as consolidation increas- 
 ingly results in improved schoolhouse facilities. Auditoriums, recreation 
 equipment, gymnasiums, and virtually all the paraphernalia of the modern school 
 are usable by the parents and friends of children, as well as by children 
 themselves. And in most cases, these plants lie idle during more hours of the 
 week than they are in use. Afternoon, evening, and week-end schools for 
 adults are more than possibilities — they are strong probabilities- and, in 
 fact, they already exist in many communities, notably in California. The in- 
 creased expense is slight, and the financial outlay is willingly borne by the 
 community as soon as it becomes familiar with the benefits to be enjoyed. The 
 school center as a unit for the social expression of a community is an impor- 
 tant factor to be reckoned with in North Carolina, The excellent work with 
 adults done by Mrs. Elizabeth C. Morriss and her associates in the public 
 schools of Buncombe County, North Carolina, is an indication of the extent to 
 which suoh programs are acceptable to the public. But there is opportunity 
 to extend this idea far beyond the needs of the educationally handicapped, 
 for the need is felt all the more keenly by the so-called "educated." 
 
-96- 
 
 It would be the height of folly to outline a plan for state-wide 
 extension service without providing for the fullest and heartiest oooperation 
 of the school authorities. The State Superintendent of Public Instruction 
 should be at the heart and center of any suoh development. 
 
 It may be alleged that the consideration, at a time of financial de- 
 pression and of enforced 9Conomy, of any such larger program as has here been 
 partially outlined is unwise, Our economic history, however, indicates that 
 the depression will pass and that, after an uncertain and difficult period, 
 progress, particularly in education, will return. It should be the function 
 of suoh a report as this to assist in wise planning for the efficient and 
 economical use of state and local agencies when normal conditions have re- 
 appeared. A properly coordinated state plan, which has not heretofore existed, 
 will prevent much duplication of effort and waste of the taxpayers' money in 
 the long run. 
 
 The sections which immediately follow deal with the extent and char- 
 acter of extension offerings now available in North Carolina, together with a 
 brief exposition of the machinery in existence necessary to supply these needs, 
 certain comment on the administrative and financial problems inherent in these 
 services, and certain suggestions as to their development. An attempt has been 
 made to avoid unnecessary detail, and little effort has been made to enlarge 
 upon the high importance to the people of the state of all parts of the program 
 now in operation. 
 
 University of North Carolina 
 
 The extension offerings of the University of North Carolina may be 
 classified roughly under three headings; extension classes, correspondence 
 work, and special activities. The latter include the widely used Extension 
 Library service and the considerable group of services to schools. Sinoe its 
 establishment in 1912 (and subsequent reorganization in 1921) the University 
 has appropriated for its extension activities annual sums varying from $600 
 (in 1912-13) to $66,111 (in 1928-29). The following table indicates the 
 
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 amounts received from appropriations and from fees, with the percentage of 
 self-support, since the reorganization of the Extension Bureau into an Ex- 
 tension Division in 1921. 
 
 Table III 
 Expenditures for Extension by the University 
 
 
 Year 
 
 Extension 
 
 Extension 
 
 Percentage 
 
 
 Appropriation 
 
 Income 
 
 Self-supporting* 
 
 1920-21 
 
 $20,164.72 
 
 $ 4,538.14 
 
 21.55? 
 
 1921-22 
 
 28,250.00 
 
 6,086.48 
 
 17.2?? 
 
 1922-23 
 
 31,715.89 
 
 16,728.74 
 
 33.85? 
 
 1923-24 
 
 53,225.00 
 
 30,118.14 
 
 37. 8$ 
 
 1924-25 
 
 57,225.00 
 
 49,710.78 
 
 46.85? 
 
 1925-26 
 
 53,646.00 
 
 60,341.50 
 
 51.95? 
 
 1926-27 
 
 63,975.00 
 
 63,489.04 
 
 49.2?? 
 
 1927-28 
 
 64,477.00 
 
 67,178.52 
 
 51.05? 
 
 1928-29 
 
 66,111.00 
 
 62,926.00 
 
 49.75? 
 
 1929-30 
 
 60,028.00 
 
 65,541.76 
 
 57.45? 
 
 1930-31 
 
 52,000.00f 
 
 65,827.75 
 
 56.65? 
 
 1931-32 
 
 41, 000. 00f 
 
 
 
 
 
 
 * Based on actual expenditures. 
 
 t Amount appropriated; amount used, $50,353.10. 
 
 f Appropriation reduced to $28,000.00* 
 
 Table in clearly indicates that individual citizens have been able 
 and willing to expend dollar for dollar with the state in the furtherance of 
 their own education. Increased University appropriations have in every case 
 brought about corresponding Increases in income from student fees, and the 
 University has thus been able to conduct for the direct benefit of North 
 Carolina citizens a $126,000 a year enterprise for an annual expenditure 
 of about half that amount from state funds. Thus each state dollar invested 
 has been worth two dollars when applied to the productive (eduoational) end 
 of the business. 
 
 The expenditure of the annual gross sum available has been approxi- 
 mately as follows: for class instruction, 32 per cent; for correspondence 
 instruction, 30 per cent; for the extension library, 10 per cent; for high 
 school activities, 5 per cent; for lectures and short courses, 3 per cent; 
 
-98- 
 for the Bureau of Municipal Government, 2 per cent; for organization and 
 administration, 18 per cent. 
 
 In the field of class instruction, the three chief items of expen- 
 diture are for salaries and fees to instructors, 21 per oent; for travel and 
 subsistence of instructors and organizers, 7 per oentj and for books, 2 per 
 cent. The percentage given in each case is of the total amount expended for 
 extension instruction rather than of the amount expended for class instruction 
 alone. 
 
 Percentages similarly arrived at for correspondence instruction give 
 20 per oent for salaries and fees to instructors, 4.5 per cent for books, and 
 2.5 per oent for postage. 
 
 In the extension library, the chief item percentages of the total 
 amount for extension are 6.5 per oent for administrative salaries and wages, 
 and 1.5 per cent each for books and for postage. Of the total, 4 per oent 
 are spent for salaries and direction in the work in high school debating and 
 athletics, 3 per oent of the total for salaries in the Bureau of Lectures 
 and Short Courses, and 2 per oent for salaries in the Bureau of Municipal 
 Government. The work in Visual Instruction is carried on with a budget of 
 $55 — less than l/20 of 1 per cent of the total expended for extension 
 at the University. 
 
 The general administrative allocation of 18 per cent is divided into 
 11 per cent for salaries, fees, and wages? 4.5 per cent for publications; with 
 the remaining 2.5 per cent distributed among supplies, equipment, postage, 
 motor vehicle upkeep, repairs, and the like. 
 
 To generalize from these figures: about 60 per cent of the total are 
 expended upon class and correspondence instruction, whioh are the chief 
 revenue producing activities. The special activities take an additional 20 
 to 25 per cent, chief among them being the highly important Extension Library 
 Service* The figure of 18 per oent for administrative overhead i3 misleading* 
 in that 4.5 per cent should be deduoted for the publications program of the 
 
-99- 
 Division. The resultant 13.5 per oent for administration is modest, par- 
 ticularly when it is borne in mind that the central administrative staff is 
 oalled upon not only to maintain its own business office and supervisory 
 service but to render various general university services, including the edi- 
 torial supervision that ordinarily would be made chargeable to a university 
 press. 
 
 Measuring the expenditures against the income derived from activities, 
 bureau by bureau, it is found that class instruction pays 72 per cent of its 
 own way; correspondence instruction, 84 per cent; the extension library, 54 
 per oent; lectures, 4 per cent; high school debating, 13 per cent; and com- 
 munity drama, 51 per cent. These percentages are not weighted for administra- 
 tive overhead. Reference will be made to these percentages under the discus- 
 sion pertaining to each activity. 
 
 Class Instruction: During the year 1930-31, when it may be con- 
 sidered that the Extension Division was carrying a normal load, the University 
 of North Carolina conducted extension classes in 39 communities, the total 
 number of classes organized being 137. In these classes 1,183 individuals 
 participated, completing a total of 3,203 course registrations. The corres- 
 ponding figures for 1931-32 (estimated) are 21 centers, 88 classes, 900 in- 
 dividuals, and 1,510 registrations. The indicated drop of 50 per cent is 
 attributable to the curtailment in the University appropriation for this pur- 
 pose and the corresponding ourtailment in fees received, to the suspension of 
 the rule requiring renewal of teachers' certificates by the State Board of 
 Education, and to the general effeot of the economic depression upon indivi- 
 dual incomes. The question of teacher certification is particularly pertinent, 
 sinoe from 85 per cent to 90 per cent of those enrolling in these classes from 
 year to year are teachers, who utilize the University Extension Division to 
 meet the state's requirements for continued study. 
 
 Geographically, the spread of this work is from liadison and Haywood 
 Counties in the west to Pasquotank and Beaufort Counties in the east, from 
 
-100- 
 
 Caswell and Person Counties in tiie north to Columbus and New Hanover Counties 
 in the extreme south. The University has evidently felt the obligation to 
 meet demands in outlying centers, quite aside from the question either of fee 
 income or of travel economy* The average distance of an extension class from 
 Chapel Hill is 141 miles, though actually this figure has been materially re- 
 duced through the employment of full-time extension instructors -who reside in 
 those territories which they particularly serve. 
 
 It should be stated that none of these classes is geographically 
 situated within an area which either of the other state institutions is pre- 
 pared to serve. Roughly, ihe College for Women serves northwestern North 
 Carolina} the State College operates in the southeastern portion of the state. 
 It has been the duty of the University to serve all other areas in which a 
 demand might be expressed. 
 
 The fee charged by the University for the usual two-unit course is 
 $10. The average enrollment is from twelve to fifteen individuals to a class, 
 a decrease from the standard of two years ago when from twenty to twenty-five 
 constituted the average registration. 
 
 The subjeots offered in the last two years, arranged according to 
 number of registrations, are: eduoation (by far the heaviest enrollment); 
 sociology, social science, and rural social economics (less than half the en- 
 rollment in education)} natural science, including geology (slightly less 
 than in the social subjeots)} music and the fine artsj physical eduoation} 
 library science; psychology} history} accounting} life insurance; economics} 
 and botany. Mention should also be made of the postgraduate medioal courses 
 offered through the Extension Division during the eight years ending in 1928, 
 
 in which a total of 905 dootors were enrolled in classes held in forty-four 
 centers. 
 
 The instructional load in extension classes is now being carried by 
 eight full-time extension instructors, six of whom are members of the faculty 
 of the School of Education but without oampus teaching duties. These instruc- 
 tors are teaching all tiie extension classes offered with the exception of one 
 
-HKU 
 
 course. In normal years, it has been the practice to utilize, in addition, 
 eight to ten instructors from the regular faculty in Chapel Hill, who conduct 
 their extension work as a marginal activity. 
 
 All, or nearly all, of those taking extension class work are enrolled 
 for college credit. The University at present is conducting only one non- 
 credit course, in this case for a group of clubwomen^ The administrative 
 costs, therefore, of handling this group are relatively high, since record- 
 handling, certification, etc., assume importance. 
 
 Full-time instructors are remunerated on a salary basis commensurate 
 with their rank in the faculty of the School of Education. The range is from 
 $1,800.00 to #4,000.00 — evidence of the University's intention to maintain 
 high instructional quality off the campus as well as on. Regular members of 
 the campus faculty are recompensed for extension work on a graduated scale, 
 applied according to rank and modified according to the amount of travel 
 involved. The average remuneration works out at about $9.00 for each class 
 meeting of one hour and forty-five minutes, travel and subsistence being fur- 
 nished by the Extension Division. The former allowance for travel was six 
 cents a mile, recently cut to five. 
 
 The bureau of class instruction is well organized and efficiently 
 operated. Relations with the faculty of the School of Education are excellent. 
 The standards of work are high, examinations are carefully conducted, and 
 course contents are constantly checked. Since those enrolling have a definite 
 vocational objective, usually directly oonneoted with certification and salary 
 increases, it would seem that the University is justified in its practice of 
 relying upon student fees to pay 72 per oent of the cost of this operation. 
 It would be a doubtful policy if, as an emergency measure of economy, the 
 Extension Division's freedom to respond to demands for class service were to 
 be limited further. The effect would soon be felt in the teaching staffs of 
 the public schools, particularly in the outlying districts where teacher- 
 instruction is most needed* 
 
-102- 
 
 It is unfortunate that the University is not now reaching through its 
 classes a larger portion of the non-teacher element in the state. Attempts to 
 organize non-credit classes have not been successful in the last few years. 
 It is to be suspected that the offerings made have too closely paralleled cam- 
 pus course offerings. If classes dealing with contemporary subjects — such, 
 for instance, as the current economic depression, international relations, 
 disarmament, etc., — were offered and backed by skillful publicity and ener- 
 getic organizational attaok, a new clientele could be built up. Classes for 
 teachers are important, but they merely scratch the surface of the adult 
 field to be cultivated. There would seem to be much room in North Carolina 
 for the development of informal, non-oredit, supervised discussion classes. 
 The advantages of bringing members of the faculty in contact with the people 
 in the consideration of present-day problems are obvious. 
 
 The employment of full-time extension instructors to meet the ex- 
 pressed needs of the school teachers may perhaps be justified, but it has 
 grave disadvantages. While it may be argued that such instructors develop a 
 technique for teaching adults and while it may be convenient and economical to 
 locate them in remote portions of the state, still the fact remains that funds 
 will not permit (even if it were advisable) the creation of a complete faoulty 
 of extension adequate to meet the needs of a growing state. A small staff of 
 full-time instructors will consist necessarily of specialists, who will either 
 not undertake to teach the variety of courses demanded or who will attempt to 
 do so and spread themselves thin in the process. The University might well 
 consider the retention of two, or possible three, of such extension instruc- 
 tor ships for the economical service of outlying districts; but it would be well 
 frequently to locate these individuals at Chapel Hill for a period of campus 
 teaching. University extension should be a veritable effort to bring the 
 University to the people. A small specialized staff will not accomplish this 
 purpose. A careful study of the financial advantages of the full-time and of 
 the part-time instructional staffs should be made. It is probable that a 
 
-103- 
 part-time arrangement, modified as suggested above, will be found advantageous. 
 
 Efforts should be made, in any coordinated state extension plan, to 
 out down the travel involved in extension classes. Enlargement of the "spheres 
 of influence" of the College for Women and of State College, when those 
 institutions are conducting extension work as a part of the University program, 
 will be desirable* Again, -through affiliation agreements, members of the 
 faculties of the fifteen private institutions should be enlisted for the ex- 
 tension program, with consequent reduction of the mileage problem. 
 
 The fee charged by the University — $10.00 for a "half-oourse" — is 
 not exorbitant. The fee charged by the College for Women is fixed at the same 
 amount, but that of State College is appreciably lower, $7.50. It goes with- 
 out saying that the fee should be uniform. Consideration should be given to 
 the desirability, in a time of money scarcity, of fixing the fee at the rate 
 that will bring the greatest enrollment. The figure of $7.50 is probably too 
 low? that of $10.00 is probably too high. Study and experimentation by the 
 Director of Extension and the Assooiate Directors should answer the question. 
 
 The University extension enrollments by classes are far too small. 
 It is uneconomical and wrong -that a University instructor should travel many 
 miles to meet a class of twelve or -thirteen persons. The theoretical minimum 
 of fifteen should be raised at least to twenty, and possibly to twenty-five or 
 thirty. If -the larger number is not forthcoming, the class should not be 
 attempted. The abandonment of the plan of full-time instructors will 
 strengthen the Division's resistance against classes of insufficient size. 
 There is constant temptation to keep full-time instructors busy with classes 
 whose enrollment does not justify the effort involved. There is ample proof 
 at hand, in recent studies of college teaching at the University of 
 Minnesota, that student success is as great in large classes as in small. 
 The aim of the extension organizer should be a group of fifty or sixty rather 
 than one of twenty. With an abundance of good roads in North Carolina, 
 enrollments should not be allowed to limit themselves to the city or town 
 selected as the location for the class. The lower fee suggested above becomes 
 
-104- 
 a definite possibility when much larger groups axe visualized. 
 
 Correspondence Instruction: The Extension Division operates a Bureau 
 of Correspondence Instruction, in which 1,400 individuals (a decrease of about 
 240 from the enrollment of -the preceding year) are registered in about 150 
 courses. The total number of course registrations is 1,9S3 (a decrease of 
 about 400 as compared with the preceding year). Of these students, 80 per 
 C6nt are residents of the state, and approximately 60 per cent are teachers. 
 Most of the remaining 40 per cent are working for credit toward a degree, and 
 in the main consist of former college students who for a variety of reasons 
 have had to suspend their regular courses. Only 3 per oent of the present 
 registrants are not enrolled for credit. All the courses offered carry credit 
 with ihe exoeption of accounting and investments and certain normal sohool 
 courses which are gradually being discontinued. The largest registrations are 
 in education, 582} sociology, 277; English, 265; history, 224; and economics, 
 102. Other offerings include, in order of registration totals, normal sohool 
 courses; rural economics ; government; mathematics; French; Spanish; social 
 science; music; geology; chemistry; German; natural soienoe; and psychology. 
 
 The Bureau shows 74 per cent of course completions, a very high re- 
 cord in a field •stfiere Mortality" after a few assignments is expected. 
 
 Residents of North Carolina pay §13.50 for a full (double) course of 
 from twenty- five to twenty-seven assignments. Such a course carries three and 
 one- third units of credit. Non-residents pay $17,00 for the same courses. 
 Single (half) courses of fifteen or sixteen assignments are charged for at the 
 rate of &8.00 far residents and $10.00 for non-residents. The rate schedule 
 will be seen to bo about 20 per cent less than that in effect for extension 
 class work. This relationship between charges for the two types of work is 
 reasonable and fair. Correspondence registrants reside in every county of 
 North Carolina, in twenty-five states, and one territory. Non-residents of 
 the state should be required to pay the full cost of their instruction by 
 correspondence, plus overhead charges. An increase of the present fee of 
 $10.00 to $12.00 per course, or 20 per cent, would seem to be justified. 
 
-105- 
 
 Correspondenoe instruction normally pays 84 per cant of 
 its cost of maintenance. Instructors, 1*10 are members of the resident faculty, 
 most of them are of professorial grade, receive in normal years a fee of $40 
 for writing a full course and $25 for a half course,, They receive thirty cents 
 for each paper corrected. All these amounts have been cut 10 per cent in the 
 present year and are subject to further reductions. 
 
 The quality of the wo^k performed is high. Much care is taken by 
 the instructors to make their marginal and other comments explicit and helpful. 
 It is not uncommon for an instructor to spend as much as an hour in the correc- 
 tion of a single paper. Comprehensive examinations are conducted, and the 
 marking is rigid. There is no evidence whatsoever of a lowering of University 
 standards in this work. Correspondence courses as conducted by the University 
 of North Carolina are difficult, and the student performs more work than in 
 parallel courses in classes either on or off the campus. 
 
 The fees charged are reasonable and in consonance with the best prac- 
 tice in other state university home study departments. The element of voca- 
 tional advancement en the part of the individual enters here, as in class work, 
 and would seem to justify the University in contributing only 16 per cent of 
 the cost. 
 
 The University might well try the experiment, particularly in oertain 
 of its outlying districts where class work is unduly expensive, of conducting 
 combination correspondence and class courses. Groups of correspondence stu- 
 dents elsewhere have been assembled in conference with an instructor at stated 
 intervals with good results. 
 
 Extension Library Service: Perhaps the most interesting and certainly 
 the most extensive of the special activities operated by the University Exten- 
 sion Division is the Extension Library Service. This service emanates from 
 the University library building in Chapel Hill, although it is one of the com- 
 ponent parts of the Extension Division. It originated as a Bureau of Public 
 Discussion. The servioe is primarily that of book-lending by mail, although 
 
-106- 
 
 it also involves a bulletin publication enterprise of some magnitude, and a 
 distribution service of pamphlet and other educational materials. 
 
 Teachers, students, and general readers to the number of 6,398 last 
 year received materials from a collection of more than 1,000 books on educa- 
 tional subjects. All but 226 of these individuals resided within the state* 
 Many of the user3 of the service were class or correspondence extension stu- 
 dents, supplementing their course work. Pupils in secondary and elementary 
 sohools included in the above total received debate materials, essays, decla- 
 mations, plays, pamphlets, and magazine articles. During the present year a 
 charge of ten cents has been made for each package, in addition to postage 
 and packing charges j formerly the service was free. The borrower pays the 
 transportation charges. Last year's volume was 26,304 pieces of mail matter, 
 exclusive of letters. 
 
 A special service is offered to women's clubs, which pay a fee of 
 $7.00 a year ($10.00 if outside the state), for which they receive ten oopies 
 of an outline of study (published as an extension bulletin), chosen by them 
 from a list of forty-five suoh outlines available. The list includes art and 
 music; biography and travels civic and social problems? the dramaj good books; 
 history; interior decoration; and literature — American and foreign, general 
 and southern. In most cases, these programs are written by members of the 
 University faculty; they are admirably compiled and presented by experts in 
 the fields covered. The service includes lists of references necessary in 
 preparing papers and the privilege of borrowing the needed books and materials. 
 During ttie last year 805 clubs were served, 211 being registered for the full 
 service and 594 for occasional service. The latter groups pay individual fees 
 in varying small amounts for "ttie services rendered. To these clubs were sent 
 last year 6,630 packages, containing 20,334 books and pamphlets, 10,723 
 bulletins, and 52 phonograph records. 
 
 In addition, the service maintains an Alumni Book Club, in which 
 alumni, their families, and friends, may borrow, at a fee of thirty-five cents 
 
-107- 
 
 a volume, from a special collection selected by members of the facultv. A 
 similar special servioe is available to members of parent-teacher associations 
 upon payment of the usual small fee. General readers may in addition borrow 
 as many as three books from a special collection of biography, verse, fiction, 
 and non-fiction upon payment of a twsn%--five cent fee. 
 
 For all these services there was expended last year a gross of 
 $11,344.48, of which #5,572.89 was from fees and the balance from state funds. 
 The dollar-for-dollar principle has obtained, the proportion of self-sup- 
 port being just short of 50 per cent. Salaries and wages account for almost 
 60 per oent of the gross; the chief items in the remainder are for postage, 
 purchase of books, and the printing of bulletins. 
 
 The general excellence of this work, the high quality of the course 
 outlines published, and the need for guidance of the important and influen- 
 tial section of the state's population using this service make a strong case 
 indeed for the continuance of the service to clubs. The service to the 
 schools ~ teachers, pupils, and parents — should be subsidized out of the 
 state's budget for the public schools, though it is doubtful whether the pub- 
 lic school system will be equipped to perform the service for parents and 
 teachers as well as the University performs it. There is every reason, how- 
 ever, to urge that the service for school pupils be assumed by the State 
 Board of Education and that funds be allocated by the Board to the University 
 for this specialized work with teachers and parents. 
 
 What seemingly is an opportunity for the organization of non-credit 
 courses among clubwomen, parent groups, etc., should be followed up. So far 
 no such courses have eventuated as a result of Library Extension, but there 
 is clearly indicated here a field for the discussion group organized by the 
 Extension Division under competent faculty leadership. 
 
 High-School Relations: As one of its extension activities, the 
 University has taken leadership in high-school debating since 1913. In that 
 year a High-School Debating Union was organized as the result of undergraduate 
 
-108- 
 
 interest in the subject at the University, expressed through two literary 
 societies. The present participation in this activity totals 218 schools; 
 all of which took part last year in a series of triangular debates, the 52 
 winners sending their teams numbering 208 speakers to the University for the 
 finals. The Extension Division has organized a Bureau of High-School Debating 
 and Athleticsi with a full-time seoretary in charge. In addition to debating, 
 contests have been organized in the high schools in Latin, French, Spanish, 
 and mathematics. Contests are also held in the field of athletics. The con- 
 test program reaches about 10,000 high-school students a year. Last year the 
 high-school enrollments totaled 669, divided as follows; debating, 218; 
 athletics, 182; academic, 269. The Bureau also serves in a secretarial 
 capacity to the High School Athletic Association of North Carolina, and or- 
 ganizes the coaching school held in the summer for high-sohool athletic direc- 
 tors. The last attendance at this school was 78, a total of 552 since the 
 school was formed in 1922. 
 
 In the debating field, the Bureau publishes a well-edited and com- 
 plete Debate Handbook on the subject under discussion for the year. The 
 last two dealt with "Compulsory Unemployment Insurance" and "Independence for 
 che Philippines." These bulletins, accompanied by other material in mimeo- 
 graphed form, are sent free to participating high schools. The Bureau also 
 publishes numerous circulars which are sent to the schools. 
 
 The gross cost of this service last year was $5,650.27. Income from 
 sales of publications, etc., yielded $750.00, the net outlay in state funds 
 being $4,900.27. The chief item of expense lies in the salary of the seoretary 
 and his clerical assistant. 
 
 Excellent as this service is, it is almost impossible to defend the 
 expenditure of the money needed for its maintenance from University funds. 
 The state's services to high schools and high-school students should be car- 
 ried on the state's books as school allocations and not as expenditures for 
 higher education. It may well be advantageous to continue to conduct these 
 
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 contests tinder University leadership and oontrol. If so, a special subsidy 
 for the work should be made to the University from state school funds. 
 
 Lectures, Short Courses, and Radio: For the last two years the 
 praotioe has been followed of referring requests for leotures direot to the 
 faculty members conoerned, the Extension Division taking no direot respon- 
 sibility, finanoial or otherwise. The number of requests for leotures has 
 dwindled and there seems to be no dear polioy on the part of the University 
 in this matter. Ten years and more ago faculty members were called upon to 
 perform a considerable amount of outside lecturing without fee. At the pre- 
 sent time, a certain few are in demand and receive honoraria for their services. 
 
 There is need for clarification in this matter. The Extension Divi- 
 sion might well set up a lecture booking bureau for the new University to 
 which all requests for individual lecturers should be referred, TShile the 
 University should not cut itself off from furnishing lecturers free in cer- 
 tain cases provided faculty volunteers can be found, still the tendency always 
 should be to insist upon the payment of a fee, adequate to meet booking expense, 
 travel expense, and a fair remuneration to the lecturer. This servioe should 
 not be subsidized by state funds; it should be made to earn its way. An in- 
 vestment in dignified publicity of the pamphlet variety, furnished to organi- 
 zations throughout the state, might yield a return and establish the servioe 
 in the public mind. Private booking agencies seemingly are flourishing de- 
 spite the depression. 
 
 Short courses, institutes, conferences, and conventions have tra- 
 ditionally been arranged by the Extension Division in cooperation with depart- 
 ments and schools concerned. This is a necessary and legitimate activity of 
 the University and should be encouraged. It can not be expected to yield in- 
 come. Last year a State Press Conference, a Dramatic Festival, a Parent- 
 Teacher Institute, a Boy Soout Seminar, a Real Estate Institute, a Life In- 
 surance School, and a State Bar Convention were held. 
 
 Radio programs have been conducted for four years, last year the 
 
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 broadcast being limited to lessons in French and Spanish* It would not seem 
 that full advantage had been taken of the possibilities of radio instruction, 
 particularly on the basis of organized discussion groups and other gatherings 
 of listening learners. In this connection, many groups are now being formed 
 in various parts of the country for discussion of educational materials broadf 
 cast nationally on the chain systems under the sponsorship of the National 
 Advisory Council on Radio in Education* The services of a trained University 
 leader for these groups would be advantageous and could be furnished on a fee 
 basis that would offset most of the C03t» The new University of North Carolina 
 should consider plans to offer at least once a week a combined radio hour 
 whioh might be expected to result in group activity* 
 
 Community Dramas North Carolina ha3 long lead the nation in the 
 field of Community Drama* The demands upon the University for' leadership 
 have increased, but curtailment in funds has made -tiie work suffer* In plaoe 
 of the usual full-time representative, only part-time service is now available. 
 The Bureau of Community Drama has worked through the Carolina Dramatic Asso- 
 ciation, which includes fifty-four organized groups in city and oounty high 
 schools, oolleges, and community little theaters. Attention is given to play 
 production, pageants, and festivals* The writing and production of native drama 
 have been stimulated* The Bureau maintains a loan collection of plays and re- 
 lated materials. An annual tournament and festival is held at the University, 
 preceded by preliminary rounds in which thirty-eight groups participated last 
 year* The attendance at the Annual Festival was 2,000, including 260 direotors 
 and other members of the State Dramatic Association* It would be advisable to 
 restore this Bureau to full efficiency at the earliest date practicable. The 
 work can not be expected to earn any considerable part of its way and the 
 University should frankly face the neoessity of expending from $2,000.00 to 
 $2,500.00 a year for this work instead of the $372.88 (approximately one-half 
 the gross expenditure) now contemplated. North Carolina's enviable position 
 in this field should not be weakened. 
 
-Ill- 
 Other Services: The Extension Division conducts a number of 
 activities of general service to the state, few of which yield any consider- 
 able income* but all of which are of importance in the leadership that they 
 give to various important groups . Too much can not be said in support of this 
 type of activity. It is a field in which the legitimate expenditure of state 
 funds should be increased rather than decreased. The records show that in the 
 last few years lack of funds has brought about a marked recession in this type 
 of endeavor on the part of the University, 
 
 These services include the Bureau of Recreation, concerned chiefly 
 with teachers of physical education and leaders in various organizational 
 efforts involving this fields, Bulletins have been published and other leader- 
 ship given with the cooperation of the School of Public Welfare. 
 
 The Bureau of Economic and Social Surveys , a cooperative arrangement 
 with the Department of Rural Social Economics , publishes in normal times 
 numerous bulletins and surveys arising out of the work of the Department, 
 which are sold and distributed by the Extension Division^ whose budget is 
 called upon to defray the cost of printing and issuance. The publications 
 item of the administrative budget — at present $4,435 — covers this "type 
 of expenditure, but since many of the bulletins are distributed free in North 
 Carolina, the income is only about 25 per cent of the expenditure for this 
 purpose* Included in this category is the News Letter originating in the 
 Department of Rural Social Economics and sent widely to newspaper editors for 
 their editorial use. The cost of the News Letter — $2,800 annually when 
 issued as at present on a fortnightly basis (normally it is a weekly) — is 
 charged against Extension publication funds* This Bureau, because of lack of 
 funds, has practically ceased the issuance of occasional bulletins. 
 
 The Bureau of Municipal and County Government is similarly organized, 
 end functions in a like manner in its field Its activities have been 
 seriously curtailed in the last twc years.. The Extension Division is charged 
 with a $2,400 salary for this Bureau, the recipient at present devoting his 
 
-112- 
 
 entire time to research and campus teaching. This sum should either be de- 
 voted to the actual work of the Bureau or the charge transferred to the 
 Department of History. The desirability of developing the work of this 
 Bureau in the field of citizenship is obvious. 
 
 The Bureau of Educational Information is conducted without expense 
 to the Division through the cooperation of the School of Education. It should 
 be continued. 
 
 Some work in visual education is performed, though deoreasingly in 
 late years. The development of reasonably-priced motion picture projectors 
 with sound, a most recent accomplishment, may be expected to bring about in- 
 creased future usefulness of this medium. Motion picture film and stere- 
 optican slide rentals should be placed sufficiently high to cover the cost of 
 operation of a Bureau of Visual Education, when the need for such a bureau 
 has been demonstrated. 
 
 A State Poster Contest has been held for school children ~ another 
 activity which should be charged against state school funds. 
 
 These general services, the importance of which has already been em- 
 phasized, nearly all find their natural outlet in publications ~ bulletins, 
 circulars, pamphlets, and the like. Fields of commerce and industry, publio 
 health, penology, community music, etc., formerly touched by publications and 
 conferences, are not now reached. The continuance of this publications pro- 
 gram is vital to the progress of the state; it should be increased in size as 
 funds permit. Part of the general administrative expense of the Extension 
 Division lies in the editorial supervision of these publications, for which 
 no charge has been made. The general University administration and the de- 
 partments in which bulletins originate have profited by this arrangement,, The 
 work naturally should be performed within a university press, which under 
 ideal conditions would assume financial responsibility also. If no such 
 arrangement is possible, a recasting of the publications budget of the 
 University should be made so as either to relieve the Extension Division of a 
 
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 part of this financial burden or to throw upon it the entire responsibility 
 for the University publications program, with suitable financial support 
 therefor. 
 
 North Carolina College for Women 
 
 Extension work at the North Carolina College for Women was first 
 organized in 1924. As a campus institution the college was established to 
 meet the educational needs of women, and in oonformity with this purpose the 
 extension program meets the off -campus needs of the feminine population of 
 the state. The work falls under two classifications: formal, consisting of 
 extension classes maintained principally for teachers; and informal, consist- 
 ing of a publications program, high-school service, and a conference and 
 advisory service to parent-teacher organizations and their memberships. No 
 correspondence work is offered. 
 
 Extension Classes: The number of enrollments in extension classes 
 this year is 431, a decrease of from 12 per cent to 15 per cent attributed to 
 the depression. The number of individuals enrolled is 307. Twenty-seven 
 courses are given in 14 centers, all located in territories not touched either 
 by the University or by State College. This is a smaller number of centers 
 than is usually served, and a correspondingly smaller number of classes. The 
 diminution of 12 per cent to 15 per cent seems to hold through all phases of 
 the registration. The average number registered in a class is 16, although 
 classes of 10 and 12 are not exceptional. The largest class has a registra- 
 tion of 36. 
 
 The classes are in the following subjeots, arranged in order of total 
 registration: English, 184; history, 56; education, 35; art, 33; sociology, 
 30; economics, 19; supervision, 19; government, 17; health, 12; science, 11. 
 It is worth noting that, unlike the University, where the class emphasis lies 
 on courses in education, the College for Women concentrates chiefly on 
 subject-matter courses, with English and history leading. These, as well as 
 
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 courses in methods, are acceptable for teacher certification* 
 
 Fees paid by students for class work are mainly uniform with class 
 fees exacted by the University of North Carolina. The usual payment for a 
 single course is $10. Ninety-five per oent or more of the enrollment is made 
 up of teachers, all of whom are taking the work for oollege credit or 
 cer ti fi cation. 
 
 Instructors, all of whom are full-time members of the College campus 
 faculty, and usually of professorial rank, are paid a flat fee of $9*00 per 
 lecture, with the addition of a travel allowance of six cents a mile, or bus 
 fare. Instructors are permitted by the College to teach only two extension 
 courses a year. The increment to faculty incomes is less than $300.00 a year. 
 A similar increment is possible through six weeks of summer session teaching; 
 twelve weeks of suoh teaching is not allowed. 
 
 Classes meet for sixteen weeks, although certain courses are offered 
 over a period of twenty-four weeks, for which additional credit is given. 
 
 The College for Women, like the University and the State College, 
 has catered chiefly to teaohers in its organization of extension classes. 
 The possibility of developing classes and discussion groups, in cooperation 
 with clubs, parent- teacher organizations, and churches, should be explored. 
 
 Classes are muoh too smallj they should not be undertaken unless 
 minimum requirements of twenty to twenty-five enrollments are enforced. The 
 theoretical minimum of fifteen registrations is not enforoed and there are at 
 present fifteen (out of the total of twenty-seven) olasses consisting of fifteen 
 or fewer individuals. This is a waste of instructors' time that could be 
 avoided by renewed attacks upon the organizational problem. The work given 
 is of a high standard, and the College has sternly resisted all attempts to 
 cheapen its courses. 
 
 Publications: The Extension Division of the College for Women is 
 active in the dissemination of published material. The Bulletin of the North 
 Carolina Council of Women in Education , the Bulletin of the North Carolina 
 Federation of Women's Clubs, the North Carolina Parent-Teacher Bulletin, the 
 
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 Clip- Sheet and News-Letter of the Institute of Women's Professional Relations, 
 and the Library Motes bulletin of the College library all are distributed 
 through the extension machinery* and the various private organizations of 
 women in the state, with which the Extension Division is in contact* None 
 of these bulletins, or any part tiiereof, is an actual charge against the 
 Extension budget. The College maintains a separate publications fund, whioh, 
 together with fees and subscriptions furnished by the outside organizations, 
 covers the cost of publication. 
 
 Special Activities s The College maintains close relations through 
 its Extension agenoy with the parent-teacher movement in the state. The 
 Extension field worker of the Worth Carolina Congress of Mothers and Parent- 
 Teacher Associations is a part-time member of the extension staff. Her duties 
 are in connection with the bulletin and the holding of conferences, district 
 and state. The small subsidy given to iiiis work — about $2,000 — from state 
 funds would seem to be eminently justified by the results obtained. 
 
 Through cooperation with the Department of Music, the Extension 
 Division for thirteen years has conducted a music contest in the high schools 
 of the state. Preliminary contests by districts culminate in a final contest 
 at the College in April. Last year 2,397 students from 80 high schools 
 participated in the district elimination and state contest. The total number 
 of schools participating was 120. This work, like the contests sponsored by 
 the University, is of excellent oalibre and much needed in the schools. It 
 should be subsidized, however, from public school funds if the school organi- 
 zation is not equipped to take it over. There are many advantages in retaining 
 the sponsorship in the College, but such retention should not be at the 
 financial expense of the Extension Division nor a drain upon the faculty of 
 the department concerned. 
 
 Other special activities include conferences and services to deans of 
 girls in the public schools, business and professional women, etc. These are 
 all activities well worthy of state support. The inoome from them will always 
 
-116- 
 be negligible. The Extension Division also conducts a five-day coaching 
 sohool for girls* basketball coaches. It is self-supporting. 
 
 Finanoial Considerations! It is difficult to determine the exaot 
 financial status of extension at the College for Women, The Director, -who is 
 the field organizer, is also business manager of the College. He devotes 
 approximately one-fourth of his time to extension. A $2,000 salary charge is 
 made against Extension for this direction. In addition, part-time salaries of 
 a secretary and parent- teaoher field worker are included. However, none of 
 the publications distributed by the Extension Division is charged against 
 its budget. Last year $7,410 was expended in aotual fee3 for teaching and 
 approximately #3,500 for travel expense. The income from fees was approxi- 
 mately $7,000. The probable total for overhead, including three part-time 
 salaries, administrative travel, and office supplies, is $6,500. It is to 
 be noted that ttiis sum does not include either publications expense or postage. 
 To this $6,500 should be added $3,500 for instructors' travel and $7,500 
 for instructors* remuneration, whioh would give a grand total of $17,500. 
 Receipts from students' fees will normally run from $7,000 to $7,500 — thuB 
 leaving the net cost to the state about $10,000 a year. The work is, 
 therefore, about 40 per oent self-supporting. 
 
 As the volume of the class work grows, it may be expected that this 
 figure will rise to 50 per oent or better. The dollar-for-dollar principle 
 is seemingly easy of accomplishment at this institution. Insistence upon 
 larger classes and the possible lowering of the fee charged, when a uniform 
 sohedule is approved for the new University, may be expected to affect the 
 figure also. 
 
 North Carolina State College 
 of Agriculture and Engineering 
 
 The State College initiated its College Extension activities, outside 
 of agriculture and home economics, with a series of correspondence courses in 
 
-117- 
 caramios engineering in 1924-25. The sticcess of this course lead to the de- 
 velopment of other correspondence courses and finally of extension classes. 
 These two formal fields of endeavor, with the addition of short courses and 
 certain organizational contact work, comprise the extra-mural sohedule of the 
 College. 
 
 Extension Classes: The estimated number of enrollments in extension 
 classes this year (organization work is not completed) is 1,373 as compared 
 with an actual total of 1,666 for last year. The decrease of from 15 per cent 
 to 20 per cent is attributed to the depression. The actual number of indivi- 
 duals enrolled last year was 691 and the estimated number for this year is 
 600. Last year 75 classes were conducted; this year's estimate is 60. The 
 average enrollment in each class is 22.8, a figure which will be maintained 
 during the present year. Fourteen centers are being served; none conflicts 
 with University or Woman's College classes. Twenty-three centers were served 
 last year. The average distance from Raleigh of these centers is 79 miles; 
 for last year the corresponding figure was 50 miles. 
 
 Classes being given this year are in the following subjects, arranged 
 in order of estimated total registration: education, 414; history, 299; 
 English, 246; geology and soils, 148; sociology, 125; psychology, 41; art, 30; 
 German, 25; Spanish, 20; chemistry, 15; French, >» The emphasis here as at 
 the University, but in less degree, is on educt , History and English 
 have heavy enrollments also, however. 
 
 Fees paid by students are $7.50 as compared with $10.00 charged at 
 the other state institutions for like services. The lower fee may be respon- 
 sible for larger class registrations. The average of 22.8 is gratifyingly 
 high; there are few classes of less than 15 students. All should be brought 
 up to the 20-25 minimum if possible. The clientele, as at the other institu- 
 tions, is 95 per cent composed of teachers, praotically all of whom are work- 
 ing for college credit or for certification. 
 
 Instructors are all full-time members of the campus faoulty and 
 
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 usually of professorial grade. They are remunerated, on a graduated scale 
 commensurate with rank, experienca, size of class, and distance. The re- 
 sult is a definitely lower compensation than the rates paid at the University 
 and the College for Women. 
 
 State College has perhaps concentrated too heavily upon the teacher 
 group, although efforts to develop non-credit courses, it is reported, were 
 not highly successful. Little evidence is available as to the manner of pre- 
 sentation of these offerings; there would seen to be a need, particularly in 
 a city as large as Raleigh, for informal adult education. 
 
 Uniformity with the other institutions in fees paid by students may 
 be expected to increase income slightly. The College avers its willingness to 
 duplicate any campus course on compliance with the minimum rule; this is per- 
 haps too ambitious an objective. 
 
 Correspondence Courses: The enrollment in correspondence courses in 
 1930-31 was 445. The figure as of January 15, 1932, covering the first half of 
 the academic year was 35? which indicates a probable increase for the entire 
 year of about 200 registrations* Of the 357 now registered^ 319 are enrolled 
 for credit and 38 are not. Courses are offered in agriculture; chemistry; 
 education and psychology; economics and business law; English; geology; his- 
 tory and government; engineering, including ceramics; mathematics; modern 
 languages; sociology. By far the heaviest enrollment is in history and 
 government, 80 per oent being in this course. Sociology ranks second with 
 about 10 per cent of the total, Th6 percentage of completion is said to be 
 high, though no actual figures are available c 
 
 The College makes a charge of $7.50 for a single correspondence course. 
 This charge is fifty cents less than that of the University* 
 
 The rates of remuneration to faculty, both in class and correspondence 
 work, are so low that they might cast doubt upon the quality of service ren- 
 dered. There is every indication, however that faculty members teaching in 
 extension have given of their best. It is the practice of College Extension 
 
-119- 
 
 to pay a minimum of $60.00 and a maximum of $112 o 50 for a two-hour course once 
 a week for sixteen weeks ■ This is at the rate per session of $3.75 for instruc- 
 tors paid at the minimum rate and $7.00 for those who receive the maximum. This 
 compares with a $9.00 rate at the College for Women s and at the University of 
 North Carolinaj to an average of $8c00 for the instructors of lower rank, and 
 to an average of $9.00 for full professors. (The University's scale is also 
 graduated in accordance with distance from Chapel Hille) State College allows 
 six oents a mile for travelc In fee correspondence department at State College, 
 the allowance for preparation of" a two- semester -hour course of sixteen assign^ 
 ments is $25.00 (compared with $40.00 at the University)* Reading and correc- 
 tion of papers is paid for at the rate of ten cents a paperj the comparable 
 figure at the University is twenty-seven cents tc thirty cents. 
 
 The rates paid instructors for preparation of courses and for reading 
 papers submitted are definitely too low® The fact that extension is self=> 
 supporting at Stats College is partly the result of low organizational cost 
 and administrative overheads but more directly it represents a heavy contribu» 
 tion of time and energy on the part of the instructional staff -» too heavy a 
 burden to be long continued in the cases of men already carrying full teaching 
 responsibilities on the campus c 
 
 Special Activities: The College Extension activities have included a 
 cooperative arrangement with a power company t . by which employees of the company 
 were given a combination correspondence and class extension service. When the 
 original appropriation made by the company was exhausted,, it was not renewed*. 
 The percentage of completion for the first division of this work was high* 
 Courses have been given in steam- power -plant engineering and other subjects 
 especially requestede A short course^ given, annually for fifty electrical 
 metermen s has been uniformly successful The work with parent- teacher 
 organisations has been stopped because of lack of funds© This consisted 
 largely of supplying speakers^ whose travel expenses were paid by the College^ 
 A lecture bureau for College speakers lias been maintained© All special courses 5 
 
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 aotivities, and institutes have been self-supporting. 
 
 Financial Considerations j The entire extension program of State 
 College has been self-supporting. This has been made possible by the low 
 remuneration of faculty and low organization expense and overhead. The direct- 
 ing head of the enterprise is the College Librarian. His salary is not charged 
 to Extension. One field organizer and a part-time stenographer-seoretary com- 
 plete the staff. The Department has no publication program, and it has been 
 able to take on no servioe -which would not pay its own way. Extension did a 
 gross business of $12,680.00 last year. This was expended mainly as follows: 
 fees to instructors, preparation of correspondence courses, correction of 
 papers, etc., $6,196.00; travel, $2,244.07; administrative salaries, $2,980.00; 
 and the bal&noe for miscellaneous small items. The estimated gross for this 
 year is $11,200.00, with the same plan of distribution of costs. 
 
 If the extension work were properly subsidized at State College, and 
 reasonable charges for administrative and teaching services made against it, 
 an improved servioe to the public would result and the individual faculty 
 member vrould be given a decent wage for his extra-mural teaohing servioe. It 
 is useless to deny that faculty members now devote time and energy to off- 
 campus teaohing as a matter of loyalty to their college and to their profes- 
 sion — presumably not at the expense of their campus teaohing, although the 
 suspicion that this is the case will persist until the oondition is remedied. 
 The College administration is not to be blamed for this situation; it sensed 
 a need on the part of the publio and has attempted to meet that need despite 
 the lack of sufficient 6tate funds to do so. Any coordinated state plan of 
 extension should include State College on the same basis as the other branches 
 of the University. 
 
 Agricultural Extension; An extensive system of agricultural exten- 
 sion is maintained at State College, regularly expending annually a total of 
 $634,000; $334,000 from federal funds, $120,000 from state funds, and 
 $190,000 from looal funds. County farm agents are maintained in eighty- three 
 
-121- 
 out of one hundred counties, four of which have in addition assistant agents. 
 There are employed sixty-two women as county home demonstration agents or 
 supervisors and an administrative staff at headquarters of seven. In addition, 
 seventeen counties have Negro county farm agents and there are seven Negro 
 women employed as county home demonstration agent3. 
 
 The activities of this large staff reach 30,000 through the Four-H 
 Clubs and a total of over 1,000,000 people during a year. The number of ex- 
 tension meetings is given as 7,795, with 1,163,161 in attendance. Over 
 29,000 farms were visited last year and 13,989 different homes. 
 
 It is strongly to be urged that any comprehensive system of state- 
 wide general extension and adult education should include the active coopera- 
 tion of this group of trained workers. There is nothing in the state or 
 federal laws which would prevent iSie farm agents from acting as educational 
 and vocational counsellors to the people whom they visit. The availability 
 of the state's general extension services should be brought to the attention 
 of the rural population through these agents, and through the agricultural 
 extension publications. 
 
 Need of a State Policy 
 
 The need for a unification of state policy with regard to many per- 
 plexing extension problems will be manifest from a perusal of the preceding 
 sections of this report. It is the purpose of this section to summarize and 
 enumerate, and in some cases to discuss briefly, certain of the matters upon 
 which agreement as between the several branches of the new University, is 
 important to the best interests of the state. 
 
 Allocation of State Funds i A determination should be reaohed as to 
 the amount which the state reels it wise to expend upon general extension in 
 a given year. This amount has run as high as $75,000; this year it will be 
 about $40,000. This lower budget figure has resulted in serious curtailment 
 of services at the three institutions, particularly at the University, and 
 
-122- 
 
 and in the continuation of unfairly low standards of remuneration at State 
 College. The state should expend at least $70,000 for extension service 
 in the year to come* Such an appropriation would insure a dollar-for-dollar 
 contribution from the people of the state for these servioes — a reasonable 
 and normal arrangement which is to be highly commended* If the present 
 financial stringency should persist, a temporary reduction would be necessary. 
 It would be unfortunate if this temporary reduction were more than 10 per cent. 
 The expectation of increased state appropriations for adult education needs in 
 the future should be faced. In normal times, $150,000 a year from state 
 funds for this purpose could be used to a good eduoational advantage and would 
 result directly in the economic and spiritual betterment of the state's 
 population. 
 
 Development of New Fields! There is need for unified institutional 
 action in developing new fields of adult education within the state, where 
 needs are great but have not become articulate. In this connection, the 
 utilization of public school plants, libraries, churches, and organizational 
 facilities is most important. The tendency in all three institutions has 
 been to concentrate too greatly upon the school teacher. The needs of the 
 teacher are not to be overlooked, but there are other seotions of the popula- 
 tion which have a right to similar advantages at partial state expense. The 
 informal extension activities of all three branches of the University should 
 be allowed to grow; the amassing of college credit is not a paramount need of 
 the body politic, but the consciousness of contact with college institutions 
 by normal adults makes for their health of mind and for the good of the common- 
 wealth. The institutions might profitably change the emphasis from converting 
 those already converted to education and address themselves to the untouched 
 elements in the communities. Industry and labor are not adequately served at 
 present. Professional groups other than teachers need attention. Attempts 
 should be made to discover both cultural and vocational needs. Technological 
 changes in industry and increasing leisure present new problems. 
 
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 Allocation of Territory* The growth of demands for service makes oon- 
 stant conference in the matter of allocation of territory a paramount necessity 
 in order to prevent duplication and overlapping. The groundwork for such con- 
 ference is already laid. The cooperation of the private colleges, Duke 
 University, and the State Teachers Colleges in this same matter will be highly 
 desirable. Each of these Institutions should be affiliated with the plan. 
 
 Uniform Administrations Many administrative details of management 
 should be discussed in order to make for a certain amount of uniformity, both 
 for the sake of institutional clarity and in order to dispel confusion in the 
 minds of users of these services throughout tiie state. The matter of credit 
 for class and correspondence courses taken is a case in point. 
 
 At present the College for Women allows extension class work to a 
 total of one year toward a degree. The University allows one year by corres- 
 pondence and one and one-half years by class instruction or by class and 
 correspondence combined. State College permits four-fifths of a year by 
 correspondence and one and one-fifth years by class or by class and correspon- 
 dence combined. The result is confusion. Agreement as to the institutional 
 interchangeability of these credits should be reached. 
 
 Other matters upon which varying degrees of uniformity would be desir- 
 able are rates of remuneration for facultyj the size of classes, minimum and 
 maximum; amounts of fees to be paid by students for class and correspondence 
 courses; minimum and maximum teaching loads for instructors; the extent of in- 
 formal services and organizational aid to be accorded; the relative desirability 
 of offerings in education and in other subject-matter fields; the interchange- 
 ability of field organization services; the future utilization of the agricul- 
 tural extension staff; the desirability of a unified radio program! the 
 advantages of combined publicity announcements; cooperative announcements of 
 courses and other publications. 
 
 It would be desirable also to determine upon the need, if any exists, 
 of university extension centers in outlying districts. The desirability or the 
 
-124- 
 
 non-desirability of full-time extension instructors is another problem which 
 would profit by inter-institutional discussion. Likewise, the question of cor- 
 respondence offerings from all three centers (the College for Women does not now 
 offer such courses) should be determined, as well as the selection of fields and 
 subjects' in which desirable results may be obtained by home study* A library 
 extension policy should be outlined, and cooperation with the State Library 
 Commission, as well as the institutional libraries concerned, should be sought. 
 
 It is evident that a consolidated approach to adult education in North 
 Carolina, from the point of view of the consumers of such offerings rather 
 than of the institutions offering the service, will do much to advance the 
 quality of citizenship within the state. It is neoessary that the entire 
 problem be visualized ~ a task worthy of the mettle of educational statesmen. 
 North Carolina, starting from the favorable position in which she now finds 
 herself, may well blaze a trail of national as well as of state importance. 
 
 Major Recommendations 
 
 To make possible the realization of the objectives as set forth, the 
 following recommendations are made* 
 
 1. That there be established in the University system a Division of 
 Extension with a director. It would be the duty of this director to develop 
 a unified program of general extension adapted to the needs of the state. 
 Each branch of the University would take such part as the interests and prepa- 
 ration of its staff made possible. 
 
 2* That an Advisory Council be established consisting of the director, 
 the director of Agricultural Extension Service, a representative of the State 
 Department of Education and of each branoh of the new University. 
 
 In any unified plan which may be adopted, care should be taken to 
 avoid hard and fast rules for the conduot of tiie work. Complete flexibility 
 
 i 
 
 The President may deem it more expedient to work out the program by means 
 
 of a committee. If this were done, the chairman of the committee would oarry 
 
 the responsibilities suggested for the director. 
 
-125- 
 is of the highest importance, for the development of the field of adult educa- 
 tion is rapid and as complex as the manifold ramifications of American life. 
 The North Carolina program of the future should keep step with industrial change, 
 shifts in population, vocational trends, and the expanding cultural needs of 
 the state. 
 
 Minor Recommendations 
 
 1. The work of the extension service is confined largely to teachers. 
 An effort should be made to build up a new clientele outside of the teaching 
 profession. 
 
 2. The employment of full-time extension instructors should be kept at 
 a minimum. 
 
 3. The minimum size for which an extension class will be maintained 
 should be raised to at least twenty. 
 
 4. The cost of the service rendered to the public schools of the state 
 should be borne by the State Board of Education. 
 
 5. In general, public lectures should not be subsidized from state 
 funds . 
 
 6. The Bureau of Community Drama should be more adequately financed at 
 the earliest possible date. 
 
 7. An effort should be made to include the state teachers colleges and 
 the private institutions in the development of the state's program of adult 
 education. 
 
 8. The unification of the extension service under one administration 
 should result in uniformity of fees, credit, amount paid for services of the 
 faculty, minimum size of classes, etc regardless of the branch of the Univer- 
 sity through which the work is done. 
 
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APPENDIX D 
 
 Tentative Program for Training Teachers of Commercial Studies 
 for High Sohools in North Carolina at 
 the North Carolina College for Vv'omen 
 
 (Leading to Degree B. S. in Commerce) 
 
 To obtain the highest grade of certificate the state requires the 
 student to take the following: 
 
 Courses in education and psychology ..21 hours 
 
 (Including eduoational psychology, materials and 
 methods in two fields, and practice teaching) 
 
 Courses in oommerce ........ • ........45 hours 
 
 Courses in English.. ....24 hours 
 
 (it is assumed that English could be most 
 satisfactorily ■vrorked out as the second 
 teaching subject) 
 
 Total required by the state. 90 hours 
 
 Furtner College requirements not included in the 
 above such as freshman history, scienoe, 
 etc .30 hours 
 
 Total required courses..... .......120 hours 
 
 (Apparently no elective^ possible) 
 
 Under the 45 hours of commerce required, the following are suggested: 
 
 Stenography and typewriting.......... .........10 or 12 hours 
 
 Accounting. ..••..•..•...••.........•.•••.....• ..... 3 hours 
 
 Office management. 3 hours 
 
 Principles of economics..... 6 hours 
 
 Commercial law... 6 hours 
 
 Banking and investments 6 hours 
 
 Statistics...... 3 hours 
 
 Economic geography. 3 hours 
 
 Modern business organization............ 3 hours 
 
 Business English............. 3 hours 
 
 48 hours