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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 wiich 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

fized 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 me tioned above.


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 prepa re

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students to meet the lowest requirements, rather it is their

aim to make the student eligible for the highest certificate,

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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.
5,0rganization 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.

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