CONFERENCE ON AGRICULTURAL EDUCATION AT THE MASSA- 

 CHUSETTS AGRICULTURAL COLLEGE, AUG. 24, 1911 



W. R. HART, Massachusetts Agricultural College 



There were three programs on three separate days. The 

 program of August 2nd was in charge of Professor E. E. 

 Balcomb, of the State Normal School of Rhode Island. The 

 theme for discussion was "Training teachers to meet the demands 

 for teaching agriculture in the public schools." 



The demand for teachers of agriculture is widespread and 

 insistent. The headlong action of some states in legislating 

 agriculture into the schools without making adequate provision 

 for training teachers for that specific work is to be deprecated. 

 The importance of agriculture as a school subject makes it all 

 the more needful that it be well taught. This fact places an 

 unusual burden upon the teacher who undertakes the task of 

 introducing the subject. It lays an especial responsibility upon 

 those who are engaged in the training of the teachers for their 

 work. The grades of work for which teachers must be prepared 

 will require different kinds of training as well as different de- 

 grees of preparation. Preparation for teaching agriculture in 

 schools below the high school may be secured in normal schools 

 and special classes. This preparation in school must be rein- 

 forced by practical gardening or farm work. Work of this 

 elementary type will seldom extend beyond what may be done 

 with the aid of simple schoolroom apparatus and the school 

 and home gardens. Agricultural colleges will have the chief re- 

 sponsibility for training teachers of agriculture for high schools 

 and academies. A fairly comprehensive study of the special 

 sciences a'ong with agricultural science must enter into such train- 

 ing. Added to this scientific knowledge, the teacher must have 

 had much practical farm experience. He must also be able to 

 carry on practical exercises himself and make them demonstrate 

 the truths he is endeavoring to teach in the class room and 

 laboratory. Individual states as well as the Federal government 

 will need to contribute more liberally towards the training of 

 teachers of agriculture. The responsibility of the teacher of 

 agriculture to the community is greater than that of any other 

 teacher. In rural communities he must become in some degree 

 an adviser of adults as well as an instructor of youth. Such 

 functions call for qualities of a high order. The teacher of agri- 

 culture will, therefore, be much more valuable to the community 

 than the teacher of any other subject. The compensation of 

 successful men and women in this work will naturally be greater. 



