Administration, Equipment, and Methods 93 



the work because he is the only man in the system, the only 

 one with any practical farm or laboratory experience, or because 

 of the unsympathetic attitude of his science teacher. Quite often 

 he is the science teacher. 



Table 26 shows that but two of these teachers, whether super- 

 intendents or not, teach no other branches, and that only 31 

 teach three other branches or less. The qualification of these 

 persons to teach agriculture is considered in the chapter on 

 Salaries and Preparation. 



Table 25 



OrnciAL Position of the Instructor in Agriculture, (Includ- 

 ing THE Seven Alabama Schools Reporting) 



Taught by principal or superintendent al04 



Taught by high-school assistant 645 



Taught by special agriculturist 11 



a Three of the principals were trained in college to be agriculturists. 

 b Two of the high-school assistants share the work of agricultural instruction with 

 their superintendent. 



It need not be said that a thoroughly trained teacher can 

 teach a large number of classes more efficiently than one not 

 trained. The teacher well trained in the sciences might also 

 be expected to take up agriculture more easily than one not 

 so trained. In order to be well taught, agriculture requires 

 time for setting up experiments, as certainly as do other sciences. 



Table 26 



Distribution of Teachers According to the Number op Classes 

 Taught in Addition to Agriculture 



