Educational Yearbook of the International Institute of Teachers COllege
 
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Agricultural Education

by John H. Reisner
Agricultural education in this article is interpreted in terms of the generally accepted functions of the agricultural colleges in the United States—instruction, research, and extension. The discussion will include not only agricultural education of college grade, but the agricultural activities in secondary schools, training schools for village primary teachers, the work of agricultural missionaries without school connections, and the program of the rural reconstruction unit with its adult education projects for the improvement of agriculture and the enrichment of rural life in the villages.

Education in the German Colonies Before the War

by Karl Koerner
Germany's endeavor to establish colonies is of recent date. Colonization was started some hundred years after it had been undertaken by other powers and covers thus a period of as many decades as theirs covers centuries. We should, therefore, consider not its accomplishments but its growth.

Education in the French Colonies

by Paul Crouzet
One need scarcely expect, in dealing with education in the French Colonies, to arrive at general, common conceptions, since the main principle of colonial education is differentiation, adaptation of the educational offering to the needs of the given colony. Hence this great diversity of effort, which, because there were fifteen different colonies to be served, has meant the building up of fifteen different educational systems. Hence, also, the difficulty of administering and controlling these systems from France, of daily reference to fifteen different sets of school regulations. And hence, finally, the difficulty of trying to describe all these systems in a single report, an enterprise never heretofore undertaken in summary form, of which this will be the first example showing any considerable degree of completeness and detail.

  About

From I.L. Kandel, editor (1924):

"The International Institute of Teachers College, Columbia University, in pursuit of one of the purposes for which it was created, has undertaken the publication of an annual volume, an Educational Yearbook, in order to make available to students of education that educational theories and practices of the world.  It is hoped that a convenient summary of the developments in education, which in the case of some countries will be given annually, in the case of others at larger intervals, will help to elucidate the problems of education and will promote an exchange of experiences on which intellectual and human progress depend.  The need of such a volume has long been felt by students of education in its broadest sense.  If the Yearbook succeeds in meeting this need, it is due to willing cooperation of those who have collaborated in this volume, and to the ready and timely response which has made its publication possible."

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