Excerpt from On the Training of Persons to Teach Agriculture in the Public Schools If the foregoing points are well taken, we then see that the prob lem of training teachers to teach agriculture in elementary schools is much more than providing them with an equipment of agricultural subject-matter. Here and there the special teacher of agriculture will be needed in elementary work, as' in certain consolidated rural schools, and in well-graded city or village schools. Now and then teachers will be needed to supervise the work in agriculture in sev eral related schools; but Cxperience will probably demonstrate that in most cases this will be only a temporary means of handling the subject, in order to organize it and to start it. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from The Teaching of Agriculture in the Public Schools Here again one can give no intelligent answer until one knows definitely what courses in secondary agriculture involve, the laboratory equipment needed, and the training demanded of the teacher. Then one needs to know the actual equipment of our high schools and high school teach ers, and the possibilities for training such teachers as are needed for this work. All of the facts which are needed to answer intelligently these and other questions involved in the introduction of agriculture into our pub lic schools are easily obtainable. To blunder ahead without first study ing carefully these facts and providing a rational plan, based upon the results of the experience of others and upon a knowledge of the facts involved, would be an educational and political crime. This Bulletin attempts to give briefly these facts. While we do not propose to offer here a complete plan for the intro duction of agriculture into the public schools, we feel that the facts which are presented make clear at least the following points. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The most significant contemporaneous movement in education is the effort to adapt the work of schools directly to the lives of the pupils. It is the expression of the effort to make the school training applicable. The normal activities of the child are to be directed and trained in such a way that real education will result therefrom. Education will grow out of the child's experience; rather than be imposed on him. If this is to be the motive of popular education, then agricultural and industrial subjects will be made more and more a means of school work. It is therefore a question of the first importance how to organize these subjects into an educational harmony. The agricultural subjects are specially difficult of organization, because they, are so many and so diverse and so unlike in different regions. The character and success of the teaching of these subjects lie immediately with the teacher; there have been no institutions consciously to train teachers for such work; therefore it is not strange that many educators should consider the training of persons to teach agricultural subjects to be one of the most important educational questions. With the recent liberal endowments provided by the two Morrill Acts and the Nelson amendment, along with State government appropriations, the "land-grant colleges" have been able to give a greater impetus to agricultural education and have helped to form the rising demand for a wide extension of such education in high schools, normal schools, and schools of elementary grade. Fearing that the demand for the teaching of agricultural subjects may outrun the supply of properly qualified teachers, the Nelson amendment provided that "said colleges may use a portion of this money for providing courses for the special preparation of instructors for teaching the elements of agriculture and the mechanic arts." This bulletin is presented in three parts, as follows: (1) Part I: The nature of the problem; (2) Part II: The means of training the teachers; and (3) Part III: The general outlook--The significance of normal work in the colleges of agriculture. An index is also included. (Contains 2 footnotes.) [Best copy available has been provided.].

Excerpt from Agricultural Education in the Public Schools: A Study of Its Development With Particular Reference to the Agencies Concerned This work comprises a series of studies, carried on since the fall of 1909, on agricultural education in the elementary and secondary schools of the United States with special reference to the various agencies promoting it. Much care has been taken to make the bibliography representative of the literature of the different phases of the subject, and to annotate each title so as to give the reader a brief account of the original article or book. This seemed more essential than to undertake to give even an approximately complete summary of the literature of the subject, especially since such a summary would include many times the number of titles cited. The writer has attempted, as the subtitle indicates, to bring i together the work of the various agencies promoting agricultural reeducation in the public schools, and to show the contribution each has made or is making to its development. In this new and rapidly developing subject of education it is important for all who are interested to know the methods used and results obtained in different parts of the country, and to recognize the extent of public interest as expressed in federal, state, and private activities in its behalf. The demands for instruction in agriculture in elementary and secondary schools have grown so rapidly as to present a serious problem to teachers, both as to readjustment of their school work and as to their own preparation to teach the subject. If this account of the development of agricultural education, such as is actually taking place in different parts of the country, with illustrations of types of instruction, and with sources of further information, may be of some service to the teachers of our rural schools, or to others interested in rural education, the writer will feel well repaid for all his efforts. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from How the Land-Grant Colleges Are Preparing Special Teachers of Agriculture It was soon seen that this new type of teacher must be equipped to teach agriculture as a specialty, to adapt this teaching to a full four-year course in the secondary school, and also to teach in the rural school and in the elementary grades of the town or city school, and, in addition, to per form the functions of an extension worker for that portion of the community not in attendance upon school. The need of a teacher so specifically and yet so broadly trained immediately raised the question of the need of a suitable institution in which to train him. The adaptability of the normal school to the giving of an elementary knowledge of agriculture to those teachers whose major work is the teaching of other subjects has been shown (national Education Association Proceedings, 1913, pp. 516 but the training of a specialist in agri culture who is to teach that subject almost exclusively re quires a different type of institution. A people who had become accustomed to depending upon the land-grant colleges for their needs regarding agriculture naturally looked to those institutions for this new type of teacher. The land-grant colleges, with their innumerable and vital points of public contact and with a well-developed policy, not only of sensing the public wishes, but of responding to them, evolved steadily, but quite rapidly, facilities for train ing these special teachers of agriculture. To learn how these institutions as a class are perform ing this function is the purpose of this study. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Agricultural Education for Teachers Prejudice, inertia, and misgivings are everywhere gradually yielding place to the new rural education. Country communities are demanding that their schools educate in terms of rural life; normal schools are rapidly instituting and perfecting departments for the training of rural teachers; and the colleges are offering courses in rural leadership, and in the teach ing of agriculture, home economics, and farm manual training. Tens of thousands of teachers have sud denly become conscious of the new demands that are being made on them. Not all may take advantage of the facilities offered by the higher institutions of learning, while many who take brief courses in sum mer sessions feel the need of keeping in constant touch with the new ideas in agricultural education along its fundamental lines of development. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.