Report . cts: (1) the senti-ment of the usual college professor is an attitude of mingled con-descension and sympathy toward those who enter secondary schools,and (2) there is no department in the usual agricultural collegewhere students may be trained for school work. The agricultural colleges should devote more of their energies tothe great number of secondary schools which will require teacherswithin the next ten years. The problem has already become acuteand bids fair to be embarrassing. Secondary schools are nowemploying men to teach agriculture who are neither skilled teachersnor skilled
Report . cts: (1) the senti-ment of the usual college professor is an attitude of mingled con-descension and sympathy toward those who enter secondary schools,and (2) there is no department in the usual agricultural collegewhere students may be trained for school work. The agricultural colleges should devote more of their energies tothe great number of secondary schools which will require teacherswithin the next ten years. The problem has already become acuteand bids fair to be embarrassing. Secondary schools are nowemploying men to teach agriculture who are neither skilled teachersnor skilled agriculturists, whereas they should be both. Unlessthe yearly crop of prospective agricultural teachers greatly increasesin the near future, agricultural schools may be forced to thephonographic method of teaching. School Management. One of the most interesting phases of the agricultural schoolshas been the system of school management in some of them. With Annual Report op the State Board of Education 85. A GLIMPSE OF THE 1910 CORN High School^ Baltimore County. the new conception of subject-matter and the vocational aims of theschool it might have been expected that a different system of studentmanagement would creep in. In the bread-and-butter colleges ofsome universities there was less trouble with student manage-ment than in the departments of the university for the so-calledhumanistic or strictly cultural subjects. From the classicistviewpoint, we should have expected the reverse to be true; we shouldhave expected the bread-and-butter men to be rough, boorish, andunruly. We should have expected the cultured men to be quiet,responsible and law-abiding. For if culture does not so leave itsimpress on the spirit, of what use is it? But, the result seemed tobe that culture did not cultivate. The agricultural and engineer-ing students were less often in trouble with the police, were lessliable to fail in examinations, although their courses were notori-ous
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