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states the amount of education is prescribed, as in Texas
where "four full courses" are required for a permanent State
A detailed report on the requirements for college
certificates does not fall within the province of this study ;
they are not restricted to agricultural teaching, but apply to all.
It will suffice to point out that agricultural
colleges will be somewhat restricted in the making of the
The Evolution of courses for the Training of
The colleges of agriculture have, on the whole, only
slowly and relectantly assumed the responsibility of training teach
ers of agriculture.
There are three reasons for this.
many colleges held that agriculture in schools was neither neces
sary nor possible.
In their long struggle for a student body,
they had developed all kinds of short courses, farmers' institutes
and other extension devices for bringing the gospel of better
farming to the farmer.
The movement for agriculture in schools
a rose at the time when the colleces were beginning to draw stud
Their enrollment crew by leaps and bounds.
It is only
natural that the colleges should think that they were fully able
to give all the agricultural instruction needed.
had no faith in the ability of the schools to give the kind of
agricultural instruction which would have value.
had all the work they could do.
The sudden increase in their en
rollment taxed the resources of the colleges of agriculture to
The demand for graduates was larrer than they could
There was no demand for teachers of secondary agricul
Why should they create a new demand when they were unable
to meet the present demand?
Thirdly, the colleges did not ap
preciate the value of professional training for teachers.
they understood it, their mission was to discover new truths and
ma jority of the instructors had no formal training except that
provided in the regular college course in agriculture.
In the re
action against the early practice of neglecting agriculture, there was now a strong tendency to restrict the non-agricultural courses
in the curricuàa of the agricultural colleges to the minimum.
took some courage, in those days, to suggest that courses in ped
agogy and psychology might be offered.
Since the agricultural colleges are closer to the people
than are other colleges, they are usually quick to respond to pop
It likewise became apparent that much of the subject
matter taught was of secondary grade and should be relegated to
the lower school in order to make room for agricultýral instruc
tion of collegiate grade.
The extension departments now began to
give their attention to the public schools.
(1) Davis shows that the object of the early extension work
among public schools was a propaganda for arousing a favorable sentiment. The next step was to assist in the introduction of
soon this work took on such proportions that the
regular college departments could not do justice to the work.
In some colleges, a special department was established for this