respective institutions, resulting from the establishment of a central school of education, would in some cases make it much easier to divert desirable persons from preparing for overcrowded teaching fields into preparation for the teaching of agriculture. 13. Some interchange of teachers among States is desirable but each land-grant institution should be expected to train approximately as many teachers of agriculture as are required in its State. A few institutions fail to meet this criterion. 14. There is great need for research upon the problems of agricultural education. All other agricultural departments in land-gant institutions typically have rather abundant funds for research. The existence of problems which are suited for rewarding investigation should be recognized in this field as well. There has been much waste because it has been necessary for administrators and teacher trainers to proceed without adequate knowledge based on research. 15. In most institutions the training and qualifications of the staff in agricultural education need to be considerably improved. A considerable number of staff members need to supplement their training in agriculture by taking a broader type of training, particularly in the field of general education. Another group has had extensive professional training in education but lacks an adequate acquaintance with agriculture. Those who are responsible for the supervision of student teaching are in particular need of further training. 16. There needs to be further attention to student teaching. All institutions are requiring it but in some instances the requirement seems to be little more than nominal. In nearly all institutions the status of the persons in charge of student teaching should be improved materially. 17. The land-grant institutions have a responsibility for seeing that agriculture is recognized in the rapidly developing junior colleges. The principal means of discharging this responsibility is through the preparation of adequate numbers of agricultural teachers for these institutions. 18. The agricultural education department should have representatives in the extension department of each land-grant institution, as a means of giving better service to and maintaining better relationships with the schools of the State, and also of unifying the programs of the agricultural education and the agricultural extension depart ments. 19. Departments of agricultural education should recognize a responsibility by keeping up to date and useful its graduates who are engaged in teaching. This involves provision for familiarizing them with new agricultural subject matter as it develops, as well as for further professional training. Systems of extension work or itinerant teacher training, if used, should make maximum provision for work with groups, to avoid undue expense. 20. Persons trained in agricultural colleges in agricultural and well-balanced related subjects, who have had consolidated school teaching experience and special training in administration and supervision in a college of education, are ideal persons to serve as superintendents of consolidated schools. The agricultural colleges should make definite provision for the type of training which will start such persons on their way. They have many students who would be attracted by such carriers. 21. There is room for the development of a limited number of situations in which graduate work in agricultural education extending to the doctor's degree can be provided. Care must be taken in developing these that there is ample provision for strong supplementary work in general education as well as for specialization in agricultural education. 22. Departments of agricultural education may be expected to play a part in helping the land-grant institutions to throw their influence toward the improvement of the whole rural education situation. Chapter XV. Summary and Conclusions Foremost among the needs of the teacher-training units of the land-grant institutions is the provision of greatly increased facilities for scientific and semiscientific study of the field of professional education, and for the intensive and continuous dissemination of the findings of such study among the teacher trainers themselves. In addition to the results of such studies, teacher trainers should continue to utilize the findings of the educational philospher, as well as of the subject-matter specialists, public-school officials, administrators, supervisors teachers, expert curriculum builders, educational psychologists, and all the other sources from which the field of professional education has drawn its materials during recent years. The new field of professional education is in a stage of rapid development. Traditional offerings and activities are being rapidly adapted to changing public-school needs. Only provisions for continuously increasing and improving the subject-matter and activity content of teacher-training courses will enable the trainers of teachers to keep abreast of their responsibilities. The means by which the teacher-training program in land-grant institutions may best be maintained on a high level of effectiveness and good practice, or by which advancement of existing practices to higher levels may be attained, appear on the basis of the evidence available to be as follows: 1. More carefully defined and more scientifically validated objectives for teacher preparation in the institutions should be established. Existing analyses of the activities of the teachers in service, as determined by the life needs of pupils, should be used as the starting point for intensive study and research to the end that institutions may set up offerings that will best train teachers for the jobs they actually will have to do in the public schools. Offerings and activities should be based upon a thoroughgoing analysis of the needs of teachers in the territory served by the institution. This involves provision for extensive programs of investigation and research concerning the needs within each State or region. 2. Study should be undertaken of the conditions of supply and demand in each State and redirection of institutional activity made in the light of the findings secured. In many institutions redirection of institutional emphasis from academic offerings to wider vocational, nonacademic, and special fields is desirable. A progres sive program for the extension of graduate work to provide for the training of teachers on graduate levels must be provided in States now employing high-school teachers trained on such levels. Increased needs for teachers of vocational subjects, for which there is no prospect of an immediate oversupply, will result from recent increases in Federal subsidies. These needs must be met. Cooperation with State departments of education and with other teachertraining institutions should be increased to the end that steadily advancing standards in the training of teachers be maintained, and the continued oversupply of poor teaching material reduced. 3. The services of the land-grant institutions to public schools of the State should be rounded out by the extension and professionalization of the work of placement bureaus so that their services to the institutions may be extended in respect to revision of curricula, the selection of trainees, effective placement of graduates, follow-up of graduates on the job, and discovery and interpretation of the needs of public school employing officials. 4. The existing concept in some institutions of the preparation of teachers as an incidental function of the academic work in arts and sciences or of the technical work in agriculture, home economics, or similar subjects must be replaced by the concept of teacher preparation as a professional activity worth while in itself, and comparable in importance to the work of the other professional schools of the institution. The doubling of the enrollments of the State teachers colleges during the past 10 years, despite the handicaps faced by such institutions, should be significant to administrative officials of land-grant institutions who aspire to leadership in training publicschool teachers. 5. In general, the present professional relationships of teachertraining units with Federal and State agencies set up to administer Federal funds are satisfactory, but the professional assistance rendered the local institutions by State and Federal agencies might well be extended. Additional cooperation between State departments of education and the teacher-preparing units is desirable in respect to such matters as cooperative study of certification requirements, the regulation of the production of an oversupply of poor candidates for teaching positions, and educational research and study undertaken. in the institutions. Opportunities for further professional service to the public schools of the States could be utilized to much greater extent by a number of land-grant institutions, in respect to public-school surveys and cooperative projects undertaken with the public schools. More effeccooperation with local public-school systems, community organizations, and other local agencies would be of benefit in a number of land-grant institutions. tive 6. The decided movement during recent years to unify administratively and professionally the separated teacher-training activities prevalent in land-grant institutions should be continued with vigor. The administrative organization of teacher training in many institutions is admittedly chaotic. In each institution a centralized authority or agency for the coordination of teacher training should be set up if such authority or agency has not yet been provided. Any organization set up should be established with the sole aim of advancing the professional education of teachers; its powers should be extensive enough to enable it to perform its functions with the maximum efficiency. Such organization will, of necessity, render more satisfactory the performance of functions such as the determination of curricular content taken by prospective teachers, selection of training staffs, control over the professional advisement of trainees, control over student teaching facilities, placement of graduates, and all the other professional activities bearing specifically upon the professional preparation and placement of teachers. 7. In view of the fact that from 25 to 75 per cent of the graduates of the colleges or divisions of arts and science, agriculture, home economics, industrial education, the graduate school, and other units of the land-grant institutions enter teaching, financial support of teacher training should be more definitely and amply provided. Such data as are at hand indicate that the present financial support of teacher training is not adequate and that it may well be extended in keeping with recent intensive and extensive development of the field of public education as a whole. 8. The material needs of the teacher-training units in respect to physical plant, housing, and equipment have been generally provided for in keeping with the general provisions for the institutions as a whole. Improvements desired are the provision of classrooms better suited to instructional purposes, better service facilities affecting the material conditions under which staff members work, the provision of conveniently grouped classrooms, and further provision of well-equipped rooms for special methods classes. These improvements are desirable in a number of the institutions. Especially necessary is the provision in many institutions of a campus training school for practice and experimental purposes. In the larger institutions the provision of a separate building for the school or college of education is desirable when plant facilities permit. In smaller institutions classrooms, laboratories, offices, special rooms, and the training school should be grouped in convenient proximity whenever possible. 9. Since the most important element of any educational program is the instruction staff, improvements in the applications of the |