,3.

the training of teachers of agriculture. It is entirely out
of question that they should maintain a practice school for
agriculture alone. The committee on instruction in agriculture
of the Association of American Agricultural Colleges in their
report to the convention of 1912 gave the following summary
of the replies to the question, "How can the agricultural college
meet the practice teaching problem?"

"*** Eight of those expressing opinions on this question
were of the opinion that it is feasible and desirable for
teacher students in the agricultural colleges to practice
under supervision in the secondary schools of agriculture
or the preparatory schools connected with the colleges of
agriculture. Eight suggested cooperating with neighboring
high schools; four, locating a public school on the campus;
two, the establishing teaching fellowships, the fellows to
be paid jointly by the colleges and the schools employing
them; two, sending agricultural students to normal schools
for practice work. It seemed to be generally agreed that
the practice-teaching problem is a difficult one except in
cases where teachers colleges or normal schools are located
on the same campus as the agricultural colleges, in which
cases the practice teaching can he secured under the same
provision as teachers preparing for other lines of work."(1)

Every one of the above proposals presents objections
which will make a general adaption of the plan impossible.
The number of colleges maintaining secondary schools of
agriculture or preparatory schools is limited, and the present
policy is to discontinue such schools whenever possible. The
day will come when no college will maintain a preparatory
school and the introduction of agriculture into the high
schools removed the excuse for the secondary schools.
Many of the agricultural colleges are located in isolated
places, often miles from the nearest school. In at least
two instances the college is community by itself and there
are no children for the model school. Moreover, the problem
relates to secondary teaching. Practice work in neighboring

1, 0.E.S. cir. 118, p.4

7

schools presents the problems which arise from a dual control. Medical colleges find it difficult to provide proper clinical facilities in hospitals which they do not control.

Experience

The

has shown that practice-teaching in schools not controlled
by the department of education is rarely satisfactory.
plan of using teaching fellows is most excellent as far as
it goes,
but even under the most favorable conditions the
number of such fellowships will be limited and entirely
inadequate to meet the present needs. Until we are ready to
adopt the German "Probejahr"as a prescribed part of the
preparation of high school teachers, the fellowship plan will
be exceptional rather than general.

It has been suggested that the freshman classes might provide the opportunity for observation and practice. All colleges have a sufficient number of such classes to furnish an abundance of material. This plan, however, meets with the

most violent objections.

It is said that such a plan works

an injustice to the freshman, that his interests must be
safe-guarded, in short, that the proposal is unfeasable.
Nevertheless, it merits closer examination.

The fact is: freshman classes are now largely taught
by inexperienced teachers. It is improbable that practice
teaching under close supervision would be inferior, while
it is possible that directed teaching will be much superior
than much of the present teaching. The greater part of the
teaching in the elementary classes in colleges is done by
assistants and instructors. It is a common criticism of
the work in universities that the lower classes receive so
little attention by the abler and experienced men of the
faculty. Superintendent Cary, in a circular dated Feb.12,1^*