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$300 more than other teachers on account of teaching agricul – ture when in general high schools, and about $550 when in special schools. Agricultural teachers without college training in agriculture receive, on an average, as much as those with such training only when thet were high school principles, otherwise the average is much lower.

All this would indicate that teaching of agriculture may be sufficiently remunerative to induce students to make special preparation for such work. The salaries paid them are doubtless much higher than those paid to teachers of other subject. However, all reports have been based on a small number of returns. It is doubtful if the average high school, especially the ones must in need of a trained agricultural teacher, can pay such salaries. If they cannot, then colleges will be able to prepare teachers of the special schools only, or for the schools in other states where the state gives much aid. The reports, now at hand, also fail to show if it is general to pay a premium for professionally trained teachers.

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VI Certification of Agricultural Teachers.

It might be assumed from the discussion on salaries that the qualifications of teachers is largely a matter of salary and that school were employing as good a teacher as they could afford. But salary alone does not determine the quality of teaching, for the average school board is not able to pass upon such a complicated matter as is the preparation to teach; hence will largely rely upon the judgement of the certifying agency and will employ anyone with a license to teach who meets certain other requirements, e.g., personal appearance, church membership, salary demanded, etc. In the last analysis the qualifications required for a license to teach are the qualifications which the majority of teachers will have, for the minimum prescribed by law will invariably come to be regarded as entirely adequate.

First, the prepara

In a study on the preparation of teachers of agriculture, the question of the legal qualifications for teaching is very important, and for two reasons: tion of teachers in general will not be higher than is demanded by law, regardless of the most excellent training schools; secondly, whatever the efficiency of the training school be, it must meet the legal requirements tho they be absurd and at variance with the principles of the school. A school who se graduates are not eligible to receive the state certificate, will not exist very long. Hence, it is to be expected that certification laws have been a factor in the shaping of training courses.

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