The high per capita cost of this type of work will prevent a general adoption. (1) The other altenative is to use a large part of the teacher's time for extension and community work, and for short courses. This method is now being used by a number of schools. In Minnesota it is quite common for the agricultural instructors in schools established under the Putnam act to devote half of each day to such work. Eventually some home-project work will be done in all the better schools and this will make the special teacher more common. In regard to extension work, it will be well to guard against overdevelopment of such work, lest it vitiates the more important school instruction. It appears as if the agricultural colleges are now feeling the bad effects of too much extension work. President Jordan, in the presidential address before the American Association of Agricultural Colleges, claimed: "*** We may consider certain dangers to college instruction arising from extension work. This work on the part of the college teacher is a menace to his efficiency, because such activities not only use the physical energy that should be reserved for the class room, but sooner or later minimize or destroy the habit of study and the spirit of scholarship."(2) Similar dangers may arise to high school istruction from an overemphasis to this very important phase of agricultural instruction. Nevertheless, courses for the training of agricultural teachers must provide for this duty. 1, for a description of the work done cf. Nolan. Community work of rural high school. 1913. 2, Jordan, Proc. A.A.A.C. 1911. p.44. Salaries. One of the reasons why so few men are teaching in the high schools is the fact that the rising requirements have debarred all except those who, because of their ability and training, are better paid for their services in fields other than teaching. (1) If we continue to consider it essential to have agriculture taught by men, it will be necessary either to lower the requirements for teachers, or to pay a higher salary than is paid to teachers of the older subjects. In other words, if we expect to have any students in our courses of agricultural education, the salary offered them must be equal to that which they, with their ability and education, can command elsewhere than in teaching. Again, if the salaries paid to agricultural teachers with special training in agricultural education are not larger than those paid to teachers without this special training, we will find it difficult to persuade students to make the extra effort required by such courses. As has been said, the supply will not rise much higher than the effective demand. It is therefore important to know á, what agricultural graduates receive in other fields; b, what they receive as teachers of agriculture; c, how much this is larger than the salaries received by teachers without the special training; a, what teachers of other subjects receive, for many school s are now paying teachers as much as they think they can afford to pay them, and these will either employ an untrained teacher or do without agricultural instruction. 1, Dutton and Snedden. Administration of public education in |