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Excerpt from The Means and Methods of Agricultural Education The problem of enrollment in the United States and Canada. The character, tenure, and remuneration of teachers: the sex of teachers; the preparation of teachers. The problem of material equipment. - The length of session in rural districts. The problem of supervision; the lack of adequate supervision. 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.
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This text was designed to be of use in preservice and inservice education courses. It is useful in courses related to teaching methods, introductory agricultural education, course or program planning, SAE, and evaluation of learning. Teacher educators should find the unique examples used in the text highly useful in teaching their courses.
Excerpt from A Study of Organization and Method of the Course of Study in Agriculture in Secondary Schools: Submitted in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Philosophy, Columbia University The following study was undertaken with a view to learning something of the character of organization and method in the teaching of agriculture in secondary schools. By organization is meant the coordination of means to the attainment of the end professed. Included within this meaning is method, as referring more specifically to actual procedure in the inter-activity of teacher and pupil in the classroom, laboratory, shop, and outdoors. Under these two heads particular attention has been given to the study of the curriculum as a revealing factor in the matter of organization and to the activity of the teacher as an instructive factor in the revelation of method. But more or less controlling modifiers of organization, such as qualification of pupils and of teachers, adequacy of equipment, location of school, type of school, and aid from the state, have not been ignored. Out of this coordination of means the attempt is made to evolve those factors which have dominated most conspicuously the organization and method used in the schools studied. The point of view is taken at the start that agriculture is to be regarded as a 'mode of life', rather than as a mere activity of production; that agricultural education has to do with the preparation of youth for life in the country rather than merely with the 'getting things done on farms'. Hence a consideration only of means which have to do with successful production per unit of land or of labor is not sufficient. In a study of the curriculum, heed has been given to the provision of subjects in the schools for so-called agricultural students, other than those which deal with the profitable production of plants or animals. Agriculture in the schools should be a curriculum rather than a course. Nevertheless, it is not uniformly so regarded. By the very nature of things emphasis is thrown in this study upon features that have the productive aspect. 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.
