equipment failed to meet the high standards of the leading State universities of those regions.

The third type of junior college has recently appeared in Wisconsin, the State legislature having granted the State normal schools the privilege of reorganizing their work on the junior college plan.

DISTRIBUTION OF JUNIOR COLLEGES IN THE UNITED STATES.

The following table gives the number and distribution by States of the independent junior colleges:

TABLE 1.-Number and distribution of junior colleges,

STANDARDS OF ACCREDITING JUNIOR COLLEGES.

The growth of the junior college in its varied forms has called for the adoption of certain standards applicable to these institutions. With this in mind the North Central Association of Colleges and Secondary Schools, at its 1918 meeting, adopted the following standards of accrediting junior colleges:

A "standard junior college" is an institution with a curriculum covering two years of collegiate work (at least 60 semester hours, or the equivalent in year, or term, or quarter credits), which is based upon and continues or supplements the work of secondary instruction as given in an accredited four-year high school. A semester hour is defined as one period of classroom work in lecture or recitation extending through not less than 50 minutes net or their equivalent per week for a period of 18 weeks, two periods of laboratory work being counted as the equivalent of one hour of lecture or recitation.

1. The minimum scholastic requirements of all teachers of classes in the junior college shall be graduation from a college belonging to this association, or an equivalent, and in addition, graduate work in a university of recognized standing amounting to one year.

2. The junior college shall require for registration as a junior-college student the completion by the student of at least 14 units of high-school work as defined by this association.

3. The work of the junior college must be organized on a collegiate as distinguished from a high-school basis.

4. The teaching schedule of instructors teaching junior-college classes shall be limited to 22 hours per week; for instructors devoting their whole time to junior-college classes 18 hours shall be a maximum; 15 hours is recommended as the maximum.

5. The limit of the number of students in a recitation or laboratory class in a junior college shall be 30.

6. Students registered in a junior college who are permitted to enroll in regular high-school classes shall not be given full junior-college credit for such work, and in no case shall the credit thus given exceed two-thirds of the usual high-school credit. No junior college will be accredited unless it has a registration of 25 students if it offers but a single year, and 50 students if it offers more than a single year.

7. The junior college shall have library and laboratory facilities sufficient to carry on its work the same as it would be carried on in the first two years of an accredited standard college.

FIFTY YEARS OF THE LAND-GRANT COLLEGES.

Perhaps no institutions have grown more rapidly in power and in the public favor than the land-grant colleges. These institutions distinctly belong to the State, at the same time they are the only group of institutions with Federal affiliations. Because of this dual attachment they have played an increasingly important part in developing not only our great national resources but also a true national spirit. The important place which the applied sciences now hold in modern university curricula is in a large measure due to the progressive educational policies of the land-grant colleges. Every State in the Union, including the Territories of Hawaii and Port Rico, has one or more institutions receiving the benefits of the Federal land-grant college funds. Alaska is the only Territory which has not established a college of agriculture and mechanic arts, although it has recently accepted the offer of Federal support. Of the 68 land-grant institutions, 51 are for whites and 17 for negroes. The following comparative tables show the general status of these institutions from the standpoints of attendance, teaching force, and income:

Comparative statistical table of land-grant colleges at the close of nearly 50 years of existence.

Imparative statistical table of land-grant colleges at the close of nearly 50 years of existence-Continued.

THE ASSOCIATION OF AMERICAN AGRICULTURAL COLLEGES AND EXPERIMENT STATIONS. The Association of American Agricultural Colleges and Experiment Stations (the principal collegiate association with an exclusively land-grant college membership) in its last two meetings has given special attention to the questions of internal administration. The complex character of the land-grant college, with its divisions of liberal arts, agriculture, engineering, home economics, and experiment stations, has raised problems somewhat difficult of solution. The committee on college organization and policy of the association at its 1917 meeting made a report concerning the administrative relationships of the agricultural college. The report, which was accepted by the association, was based upon a statement of principles and recommendations prepared by the specialist in agricultural education of the Bureau of Education. The recommendations contained

in the report follow:

1. That the individual specialist, capable of working independently, should be regarded as the unit of organization.

An amplification of these recommendations may be found in Higher Education Circular No. 8, U. S. Bureau of Education.

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2. That the group of working specialists on any one of the recognized sub jects, regardless of the kind of service, should constitute the subject-matter department.

3. That specialists should devote their time mainly to one kind of service, but provision should be made for exchanges for the mutual advantage of each, 4. That one member of each department should be designated as chairman, or administrative head.

5. That the members of the subject-matter department should be given a voice in the designation of their chairman or administrative head.

6. That authority for subject matter should be confined to the group of specialists comprising the subject-matter department, and that administrative control should be limited to the amount and method of work.

7. That the distribution of administrative authority should be on the basis of the kind of service.

3. That the three kinds of service, each in charge of a secondary administrative officer, should be coordinated under a chief executive who, in the case of a large institution composed of several faculty groups, should be an officer other than the president.

9. That the official designation "dean" in an agricultural college should be applied only to the chief executive officer who is responsible for the coordination of the three phases of agricultural service, and that of "director" should be applied to the coordinate officers in charge of each of the three lines of service-resident instruction, research, and extension.

10. That when one individual performs the duties of two or more offices his official designation should identify clearly the officer with the respective offices assigned.

11. That the leaders in charge of the various phases of the extension service should be regarded as administrative officers and should not usurp the duties of the specialists in the various subjects. Where an individual serves both as specialist and administrative leader, a dual responsibility should be recognized.

12. That in the promotion of extension projects controlled by either connected or cooperating colleges, the same administrative relations with the subject-matter departments concerned should exist as with departments that are organically connected.

13. That incoming correspondence, except that of an administrative nature, should be referred to the subject-matter departments concerned, and there referred to the individual best qualified to supply the information called for.

14. That specialists in whatever kind of service should be on an equal basis from the standpoint of rank and official designation. If differentiation of extension and research specialists is desirable, the prefixes "extension and "research," respectively, may be used in connection with the customary professorial titles.

The accompanying diagram may serve to explain the administrative relationships referred to above.

Common administrative relationships in colleges of agriculture.

Administrative author

ity follows two channels-one through the directors in charge of each kind of service and the other transversely through the several heads of departments--frequently resulting in conflict. The remedy consists in transferring administrative authority from the beads of departments to the directors of the three kinds of service, resulting in single

administrative control.

Extension