of agriculture it has tacitly been assumed that there is Other teaching duties. The sphere of greatest usefulness will be in the rural high school. Thorndike has shown that "the most typical, in the sense of the most frequent secon- Robison found that teachers of agriculturel were teaching many subjects. 1, Thorndike. Educ. R. 33:245-55, 1907. Thus but two teachers did not teach other classes, while more than half had five or more additional classes. In 1913-14 Illinois had 116 special teachers of one science only including 4 special teachers of agriculture; excluding the schools of Chicago 6.23% of the teachers of all subjects were teaching one subject only.(2) Jessup found but 19% of the teachers in 200 schools studied in this class.(3) Courts shows that the teachers of the high schools accredited by the North Central Association 39.6% of the teachers teach 5 periods daily, 31.0% teach 6 periods, and 2.8% teach 7.(4) Since the same report shows that the median number of units in agriculture offered is 1/2 unit, (168 school giving that number as compared with 13 schools giving 4 units) it is evident that there cannot be many teachers who teach agriculture alone. The official school directory of Wisconsin shows that the median number of teachers in the 53 schools receiving state aid for agriculture is only 4, 1, Robison. op. cit. p.93 2, Eikenberry. School Rev. 22:185, 1915. 3, quoted ibidem. 4, Study of the colleges and high schools in the North Central Association. U.S.Bur.Educ., Bul.1915, 5. p.74-5, 109. |