The supervision of teachers of vocational agriculture

The question of more direct supervision of teachers of Vocational Agriculture throughout the United States has been uppermost in the minds of state supervisors of Agricultural Education during the last three years. With the number of men entering this work constantly increasing, the time of the supervisor has largely been consumed in matters of administration. He has not had the time to see the men in the field sufficiently often to know their local conditions and community peculiarities. Efficiency could, no doubt, be increased if the supervisor could know the conditions in every community where schools are located, and because this is recognized to be the case a real need for closer supervision has become very evident. Two commonly used plans for doing this job of supervision have been tried out. Districts embracing a given number of counties have been formed, and a district supervisor placed in charge, who is responsible to the state supervisor. In some sections of the country, where there are a large number of schools in one county, the county type of supervision has been practiced. Ohio, North Carolina, and Mississippi have done most of the exploring in this new line of supervisory work. Mr. Coggin, of the State Department of Agricultural Education of North Carolina, reported to the conference of the Southern Region, held at Hot Springs, Ark., in 1925, the results that had been accomplished in his state by instituting district supervision. The eight factors of accomplishment listed by Mr. Coggin have been carefully analyzed to see what were the attendant causes for the results obtained. Mr. Coggin's eight points are here given in order. They are self-explanatory

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