Conclusions. 1, Progress in secondary agriculture is conditioned by the ability of the agricultural colleges to replace the present unprepared teachers by a trained teacher. 2, The ideal teacher must have both technical and professional training. 3, Until the certification laws raise their standard, the agricultural colleges will have little opportunity for training teachers. Students will not take a course in agricultural education if it is not required in order to teach. 4, The fact that agricultural teachers usually teach other subjects in addition to agriculture and often are the principal of the school, must be taken into consideration in providing professional training. 5, There is at present no best course for training teachers Courses have been established to meet the of agriculture. the exigencies of the time rather than on some definite principal. 6, The greatest objection to the present courses is that they do not form an organic whole. This especially true of the professional studies. 7, The instruction in agriculture in the colleges will either have to be modified and improved, or special classes must be provided for prospective teachers. 8, Professional training must be re-directed and made to funct ion if it is not to be eliminated. This is especially true of general psychology and history of education. 9, Courses in education without observation and practice teachare of slight value. The difficulties of providing for practice teaching are not insurmountable. If no other means can be provided, directed teaching with freshmen classes is a possible way to provide this essential train ;་ ing. 10, There is a tendency to increase the function of the departments of agricultural training, which are coming to assume greater authority in the control of thr training of agricultural teachers and are depending less than formerly on the cooperation of the departments of general education. 11, Agricultural education is rapidly developing into more than a course in special methods of agriculture. It is to be expected that with the increase of subject matter the teaching will become more dynamic and that the lecture method be replaced by real instruction in the form of problems and exercises. Bibliography. Abbey, M. J. Normal school instruction in agriculture. Association of American Agricultural Calleges and Experiment Stations. Committee on instruction in agriculture. The work of the agricultural colleges in training teachers of agriculture for secondary schools. O.E.S. Cir. 118, 1913. 29 p. Armsby, H. Research as a career. In Proc. Soc.Prom. Bailey, L.H. On the training of persons to teach agriculture in the public schools. Bur.Educ. Bul. 1908, No.1, 52 p. Some beginnings in education by means of agricultural subject-matter. In his Cyclopedia of agriculture. V.4, p 356-79. Balcomb, E. E. What has been done by normal schools and agricultural colleges for popular education in agriculture. In Proc. N.E.A. 1907. p.1069-75. Barto, D.0. The preparation of teachers of agriculture for the public schools of Illinois. U. of Ill. (n.d.) 8 p. Bricker, G.A. Agencies for the preparation of teachers to teach agriculture. Progressive teacher, 19:25-36.1913. -Agricultural education for teachers. A.B.C. 1914. 192 p. Problems in experimental pedagogy of agriculture. Brown, E.E. Notes on the training of teachers of agriculture. N.E.A. Proc. 1908, p.295-96. Butterfield, K.L. Opportunity and repsonsibility for the preparation of teachers in agriculture: by agricultural colleges in special courses and classes organized for the work. In Bur. Educ. Bul. 1913,14. p.7-11. Claxton, P.P. Agricultural education and the Bureau of Education. In Proc. A.A.A.C. Proc. 1911. p.60-7. Coffman, L.D. Pedagogy of secondary agriculture. study review. 8:87-99. 1912. Natures |