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XI,3.

"First, the college teacher of agronomy or animal husbandry
or other subjects may present his work in a very unpedagogic
manner, a manner inimical to the proper progress of a college
student, but trebly so to the progress of an adolescent high-
school student, if those methods should be copied by our
prospective teacher. Second, the extend of the treatment of
à subject in the college course may be entirely unwarranted
in the presentation of the same subject in the high school.
Third, the subject matter contained in in the many different-
iated courses of a college department must be combined into
one course to be given in one year. ***" (1)

The secondary teacher must have some knowledge in the

fundamentals of all departments,

He cannot be a specialist

in soils, if dairying, or pomology, but must be prepared to

teach the elements of any phase which local conditions might

demand.

The failure of many teacher can be traced 'to over

specialization.

To meet this difficulty, å number of colleges require

students preparing to teach to select work in all departments.

Unfortunately this does not solve the problem.

Hart(2) has

pointed out the tendency of superficiality in this plan and

as a remedy proposes that the student should select one branch

for more intensive study.

But the danger of superficiality

is not the only objection; in most colleges students would obtain a very incomplete view of agriculture by selecting

only one course in each department, for courses are so highly

specialized that each course will give a specialized knowledge

of a very small part of the field covered by the department.

This brings us to the third question.

Shall special content courses be arranged for teach

ers.

Works' 2) holds that it would be better for all agricul

tural students if the college would devote more attention to

1, Storm. Courses for preparing arricultural teachers, p.33 2, Hart. What shall be required in the course of study for

teachers of secondary agriculture. p.13-4. 3, ibid. p.21

IX, 4

a fundamental course and pleads for survey courses in the

main divisions of agriculture.

Bricker(1) proposes a syn

thetic elementary course as the basis for the additional

work in agriculture and offers such a course at Ohio.

But

most of the authorities on agricultural education object most

strongly against special courses by special instructors.

Dean Russel(2) claims that:

"Relative to acquisition of subject matter, ***, this work
can better be performed in the regular courses of an agri-
cultural college than is possible in special courses designed
exclusively for students of this class."
Butterfield(3) is of the same opinion. Storm (1) does not think

it to be wise to train teachers in special classes but believes

that prospective teachers might be grouped together in sepa

rate sections if the number is large enough.

He would have

the department of agricultural education correct the bad

results of teaching by specialists. He however admits that much would be gained if the water were sceezed out of some

of the courses and if more attention were paid to the teaching

ability of the collegiate teacher. .

Science

In general the training is science

in courses for

teachers is the same as in the general courses and it is

generally satisfactory. For Both the teacher and the general

sciences student it is important that the work in the different have

the agricultural point of view. Again, Storm has expressed

in a nutshell the principle to be followed:

1, Bricker, Courses for preparing agricultural teachers. p.77 2, Russell. The opportunity and responsibility for the pre

paration of teachers of agriculture. p.7. 3 Butterfield. (Training teachers) by agricultural colleges

in special courses. p.8, 10-11. 4, Storm. op. cit. p.33

X.

Professional Training.

There is no serious disagreement regarding the general

and technical training in a course for agricultural teachers;

there is a most radical difference of opinion regarding the

professional training. Altho the number of educators who

would omit pedagogy entirely is slowly becoming smaller,

professional training is by far the biggest problem in the

training of teachers, a problem which is very serious because

some who have provided for extensive work in education have

come to be dissatisfied with it.

Differences in the amount and kind of professional

training may be largely explained by differences in methods of providing it. As it has been shown, colleges provide for

the professional training in three different ways: a, in

classes of general education; b, in specially established

courses in education; c, in both the regular classes of

education and special classes in agricultural education.

The first method is used by colleges connected with a uni

versity having a department of education engaged in training

teachers in general; the second method by separate agricul

tural colleges which have established a department of agri

cultural education; the third method method by colleges

affiliated with a department of education but supplementing

the general work by courses offered by a department of

agricultural education.

Here the professional training is

divided between two departments.

Where the professional training is entirely in the

hands of the department of education, the professional work

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