VI,8.

Fortunately, the outlook is brighter. State aid for agricultural work will probable be given in every state, and state aid has come to mean state control!

It appears to be

a general policy to make the aid contingent upon a higher
grade of work than is done in the schools not receiving aid.
Usually the employment of a specially qualified teacher is
on of the conditions upon which the giving of aid depends.
Again, it is not possible to discover with any degree of
accuracy what these qualifications are in the various states,
for only in few cases are they fixed by law. It is more
common to assign the duty of passing on the fitness of the
teacher to the state superintendent and in many cases the
superintendents prefer to pass upon the merits of each indi-
vidual teacher rather than publish fixed requirements.
There is, however, sufficient evidence at hand to warrant
the statement that there is a strong tendency to demand a
teacher trained in an agricultural college for these schools.
In some cases, this standard is fixed by custom rather than
by law. Thus, for example, all teachers of agriculture in
the county agricultural school of Michigan are graduates of
agricultural colleges, altho the qualifications are not
fixed by law. (1) In time the state-aided schools will set
the standard for the other schools and that will increase the
demand for college graduates as teachers of agriculture.

1, This statement was made in the questinaire motioned above.

VI,6.

So far the discussion has been confined to the mini-
mum requirements with a view of ascertaining to what extent
low standards have affected the demand for trained teachers.
College training courses are, however, not designed to prepare
students to meet the lowest requirements, rather it is their
aim to make the student eligible for the highest certificate,
if possible, without examination. Most states have some kind
of college certificate where graduation will be accepted in
lieu of an examination. No college, which is preparing teachers,
can afford to operate withour this privilege. There is no
doubt that the classes in education in most colleges would
be greatly reduced did they not lead to the highly coveted
state certificate. There is also just cause for a suspicion

that some agricultural colleges have introduced courses of
education into their curricula, less because of an appreciation
of the intrinsic value of these courses, but chiefly to meet
the requirements of the state department of education.

The several states have followed different policies
in accepting graduation in lieu of examination. Some specify
in detail the amount as well as the kind of professional
work which must be embodied in the course. The Colorado
law, e.g., demands:

"professional training equivalent to at least one-sixth of a
standard four years' college course in at least three of the
following groups of subjects, one of which shall be Practice
Teaching, to wit:.

1,Genral Educational Psychology

2, History of Education

3,Science and Principles of Education

4, Practice Teaching and Special Methods.
5,Organization and Management of Schools

6, Philosophy, Sociology, and Anthropology." (1)

Michgan and Indiana have similar requirements. In other a 1, Quoted on page 33 of the 1914-15 catalog of the college.