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TABLE 2.-Total number of staff members of 69 land-grant institutions, by branch of service, 1933-34 and 1936-37

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1 Data from U. S. Office of Education Bulletin, 1935, No. 2, Biennial Survey of Education: 1932-1934 (Washington: U. S. Government Printing Office, 1937), ch. IV, pp. 464-5.

Data from Walter J. Greenleaf, Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1937, pp. 6-7.

3 Notice that members of the staff may serve in more than one of the branches of service These totals exclude duplicates.

In 1935-36 of the total number of faculty members offering resident instruction in all higher institutions, 19 percent were in land-grant colleges.26 In this same year 25 percent of the total current expenditures for higher education were expenditures by the land-grant institutions.27

Land-Grant Legislation and
Higher Education for Negroes

In the Second Morrill Act, a provision is included that requires that ". . . no money shall be paid . . ." to any State with separate white and Negro land-grant institutions unless the legislature of such State shall ". . . propose and report to the Secretary of the Interior a just and equitable division of the fund . . . between one college for white students and one institution for colored students . . . which shall be divided into two parts and paid accordingly. . . .”28 This provision also covers the grants made in the Nelson Amendment and the Bankhead-Jones Act, but is not found in any of the acts relating to the experiment stations and the extension work. The land-grant colleges for Negroes have not developed so rapidly as those for white persons in the 17 States in which separate institutions are maintained for the races. A brief consideration of the situation regarding education for Negroes will give some idea of the extent

28 Ibid.

27 Ibid.

28 Sec. 1.

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to which the provision noted above has influenced the development of resident instruction for Negroes.

30

1. Many sections of the South make inadequate provisions for secondary schools for Negroes. The percentage ratio of 1933-34 enrollments of Negroes in secondary grades to the number of Negroes of high-school age in 17 Southern States and the District of Columbia was only 19. The corresponding figure for white youth was 55.29 For every 100 Negro pupils estimated as entering the first grade in 1933-34, there were 14 in the first year of high school and 5 in the fourth year. By contrast, for every 100 white pupils entering the first grade in 1933-34, there were 49 in the first year of high school and 26 in the fourth year." In the National Survey of Secondary Education 31 a special investigation was made of all counties where Negroes represented 12.5 percent or more of the population in 15 Southern States. A total of 230 counties was found, in 13 of these States, which provided no high school facilities for Negroes in 1930, and an additional 195 counties, in 14 of the States, had no 4-year high schools for Negroes. In each of these 425 counties Negroes constituted at least 12.5 percent of the total population and had not fewer than 60 Negroes of high school age.

2. There is also a lack of higher institutions for Negroes. In the 17 Southern States in 1938 there were 184 publicly controlled higher institutions for white persons and 33 for Negroes,32 but of the population in 1930 between the ages of 18 and 21, inclusive, 25 percent were Negroes.33

The lack of provision for educational opportunities for Negroes, as noted above, has been reflected in two character

Doxey A. Wilkerson, Special Problems of Negro Education, The Advisory Committee on Education, Staff Study No. 12 (Washington: U. S. Government Printing Office, 1939), ch. II, Table 18. Population data for 1930 are used.

30 Ibid., ch. I, Table 10.

31 Ambrose Caliver, Secondary Education for Negroes, U. S. Office of Education Bulletin, 1932, No. 17, National Survey of Secondary Education, Monograph No. 7 (Washington: U. S. Government Printing Office, 1933), pp. 28-9.

32 Tabulated from U. S. Office of Education Bulletin 1938, No. 1, Educational Directory: 1938 (Washington: U. S. Government Printing Office, 1938). Two white and two Negro institutions classified as both public and private have been excluded from the figures in the text above.

33 Fifteenth Census of the United States: 1930, Population, vol. II, Table 28, pp. 674 ff.

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istics of the land-grant colleges for Negroes. In the first place, a great deal of the instruction offered in the land-grant institutions for Negroes, especially in agriculture, home economics, and mechanic arts, is not at the collegiate level. This is particularly true in the mechanic arts. In the second place, approximately three-fifths of the students in the landgrant colleges for Negroes are doing their major work in the arts and sciences, or in education in preparation for work as teachers in the elementary and secondary schools.

In each of the 17 States maintaining separate schools for the races there is a separate land-grant college for the Negroes. Of these, 15 are classified as "universities, colleges, and professional schools" and the remaining 2 are designated as junior colleges.34 These 17 land-grant institutions in 1937-38 enrolled 70 percent of the aggregate enrollment of the total of 32 publicly supported colleges for Negroes in the 17 Southern States.35

Negroes constituted 23 percent of the total population of the 17 States in 1930, but their land-grant colleges in 1935-36 received only 6 percent of the funds apportioned to the States for the support of land-grant colleges. The amount they did receive was largely accounted for by the requirements of the Second Morrill Act and the legislation supplementing it-the Nelson Amendment and Section 22 of the Bankhead-Jones Act. These acts are unique among Federal laws providing for grants to States in their inclusion of a safeguard for Negro schools. An analysis of the allocation of funds available under these three acts for instruction in the land-grant colleges shows that the amounts the colleges for Negroes received in 1935-36 exceeded in 15 States and closely approximated in the other 2 the percentage the Negroes were of the total population of the several States in 1930. Only 4 of the States with separate schools for the races-Kentucky, Mississippi, South Carolina, and Virginia— made any allocation in 1935-36 to the land-grant colleges for Negroes under the First Morrill Act. (See Table 3.) The allocations to the Negroes under the Cooperative

24 See list of land-grant colleges and universities given in Appendix B.

35 Derived from data given in Martin D. Jenkins, "Enrollment in Negro Colleges and Universities, 1937-38," The Journal of Negro Education, VII (1938), pp. 118-23.

Extension Act and for experiment station work are discussed elsewhere, and it should not be inferred from this discussion that it is believed that they should be apportioned on the same bases as the funds for instruction.

TABLE 3.-Percentage Negro population was of total population, 1930, and percentage of total State allotments from various Federal funds allocated to Negro land-grant colleges in 17 Southern States, fiscal year ended June 30, 1936 1

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1 For population data see U. S. Bureau of Foreign and Domestic Commerce, Statistical Abstract of United States, 1936 (Washington: U. S. Government Printing Office, 1937), p. 18. Financial data were obtained from Walter J. Greenleaf, Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1936, U. S. Office of Education, Circular 168 (multilithed, 1936), pp. 20-21, revised from records of the Office of Education.

Federal laws authorizing these appropriations require a "just and equitable" division of the funds between each State's white and Negro land-grant colleges. Including funds from FERA, WPA, AAA, etc.

These other funds include: Other land-grant funds, military training funds, Smith-Lever, Capper-Ketcham, Additional Cooperative Extension, Purnell, Hatch-Adams, ClarkeMcNary, Not any of the $6,570,134 from these eight funds went to Negro institutions.

CHAPTER III

EXPERIMENT STATIONS

In the discussions preceding the establishment of colleges of agriculture the need for experimentation was recognized, and it was expected that, when these colleges were established, scientific investigations would be undertaken by them. Once instruction in agriculture was started, the needs for research in the subject became obvious. Professor Roberts, writing of his experiences as a teacher in the early days of Iowa State College of Agriculture, said:

I began to tell the students what I knew about farming. It did not take me long to run short of material and then I began to consult the library. I might as well have looked for cranberries on the Rocky Mountains as for material for teaching agriculture in that library.1

The early attempts at agricultural research have been described as follows by True:

Professor Hilgard [an early pioneer] dates the beginning of the experiment station movement in this country from the time of the meeting of the representatives of the land-grant colleges at Chicago in 1871 . . . but before this Professor Johnson and his associates in the Yale Scientific School in Connecticut has inaugurated work looking toward the establishment of such stations. The experiments of Lawes and Gilbert at Rothamsted, England, the investigations of Boussingault in France, and the organized work of experiment stations in Germany, had already attracted attention in this country.2

The first State-supported experiment station was established at Wesleyan University at Middletown, Connecticut, in 1875; this station was later removed to Sheffield Scientific School. Steps were also taken in 1873 at the University of California toward the establishment of a station, but this action did not become effective until after the station had been established at Wesleyan.3 By 1887, in addition to these

1 Isaac P. Roberts, Autobiography of a Farm Boy (Albany: J. B. Lyon Company, 1916), p. 160.

Alfred C. True, A History of Agricultural Education in the United States, p. 127.
Ibid., p. 128.

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