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The high per capita cost of this type of work will prevent a
general adoption.

The other altenative is to use a large part of the

teacher's time for extension and community work, and for short

(1) courses. This method is now being used by a number of schools.

In Minnesota it is quite common for the agricultural instruc

tors in schools established under the Putnam act to devote

half of each day to such work.

Eventually some home-project

work will be done in all the better schools and this will

make the special teacher more common.

In regard to extension

work, it will be well to guard against overdevelopment of such work, lest it vitiates the more important school instruction,

It appears as if the agricultural colleges are now feeling the

bad effects of too much extension work.

President Jordan, in

the presidential address before the American Association of

Agricultural Colleges, claimed:

"*** We may consider certain dangers to college instruction arising from extension work. This work on the part of the college teacher is a menace to his efficiency, because such activities not only use the physical energy that should be reserved for the class room, but sooner or later minimize or destroy the habit of study and the spirit of scholarship."(2)

Similar dangers may arise to high school istruction from

an overemphasis to this very important phase of agricultural


Nevertheless, courses for the training of

agricultural teachers must provide for this duty.

1, for a description of the work done cf.
Nolan. Community work of rural high school. 1913.
Hummell. Community er local extension work by high school

agricultural departments. 1914. 2, Jordan, Proc. A.A.A.C. 1911.



One of the reasons why so few men are teaching in the

high schools is the fact that the rising requirements have

debarred all except those who, because of their ability and training, are better paid for their services in fields other

than teaching. (1)

If we continue to consider it essential

to have agriculture taught by men, it will be necessary either

to lower the requirements for teachers, or to pay a higher

salary than is paid to teachers of the older subjects.


other words, if we expect to have any students in our courses

of agricultural education, the salary offered them must be

equal to that which they, with their ability and education,

can command elsewhere than in teaching.

Again, if the salaries paid to agricultural teachers

with special training in agricultural education are not larger than those paid to teachers without this special training,

we will find it difficult to persuade students to make the

extra effort required by such courses.

As has been said,

the supply will not rise much higher than the effective demand.

It is therefore important to know á, 'what agricultural

graduates receive in other fields;

b, what they receive as

teachers of agriculture;

C, how much this is larger than

the salaries received by teachers without the special training;


what teachers of other subjects receive, for many schools

are now paying teachers as much as they think they can afford

to pay them, and these will either employ an untrained teacher

or do without agricultural instruction.

[blocks in formation]

Administration of public education in
the U.S.

p. 263

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