PROGRESS IN AGRICULTURAL EDUCATION. 335 



and without altridginc in anyway tho opportunitii's for advaneenipnt of such 

 (lupils as wish to enter ofiior sehdols of secondary or hij,'her j^rades. 



Tenth. Tiiat in industrial education, as in every oilier lorni, the success of tlie 

 work depends upon the quality of tho teachiiifi; and that tlierefore, since effort 

 lor Industrial education in elementary and seconihiry scliool.s is comparatively 

 rec«Mit and teachers have not i>reiiare<l themselves in this field, sjiecial ojjpor- 

 tunities and inducements must he offered to th(> leachinj,' force to make the 

 necessary preparation. 



Eleventh. That the organization of hoj-.s' and Kii'ls' cluhs for definite industrial 

 work outside the scliool. of cluhs of farmers and of farnu'rs' wives for the [lur- 

 l)ose of carryiii},' on systematic ri'adinj,' courses in aj^riculture and househohi 

 afTairs, should he undertaken throuj2;h the cooi>erative effort of county and State 

 superintendents and afiricultural high schools and colleges for the purpose of 

 arousing a general interest in rural comnmnities in the suhject of industrial 

 education. That the I'atrons of llushandry and farmers" institutes are potent 

 forces In creating a demand for the introduction of the industrial phase of edu- 

 cation into the rural school system, and that their influence can be made still 

 more effective by the establishment of working relations between their officers 

 and workers and the school authorities. 



Twelfth. That when teachers are unprepared to give instruction in the ele- 

 ments of agriculture and other phases of industrial effort, the work is likely to 

 result in failure; that under existing con<litions and under conditions likely to 

 e.xist for a l^ng time to come comparatively few teaciiers in the country schools 

 will he prepared for this work. Therefore, any law making mandatory the 

 tea<'liiiig of the elements of agriculture, manual training, or domestic science in 

 the entire body of rural schools within a State is unwise, in that the lack of 

 correct information and conseciuent faulty teaching on tlie part of the great ma.ss 

 of country school-teachers will tend to bring the whole suhject into disrepute 

 and cause a reaction which will postpone the proper development of industrial 

 education. But while the committee advi.ses against making mandatory the 

 teaching of these subjects, it advises just as strongly that every effort be made 

 for the proper pret)aration of country school-teachers to begin this instruction, 

 and that every encouragement and inducement be offered those prepared to 

 undertake it to introduce and carry it on in the schools under their charge. 



The report of this coniinittoe also contains the foHowiiiii; siiirgestive 

 courses of study for rural schools prepared hy Prof. AV. M. Ilays: 



INDUSTRIAL COURSE IN THE CONSOLIDATED RURAL SCHOOL, THE 

 AGRICULTURAL HIGH SCHOOL, AND THE AGRICULTURAL COL- 

 LEGE ARTICULATED INTO A UNIFIED SCHEME. 



-The articulation of studies in agriculture and in home economics or, as it is 

 more often called, domestic economy, through the consolidated rural school, the 

 agric\ilt\MMl high school, and the agricidtural college, heretofore h;is not been 

 attemitted. "^Po demonstrate that this is practicalile, and to frame a basic 

 attempt from whi<ii the several school faculties may work in articulating 

 schools of the three cla.sses named, tlie outlines below .ire presented. The.se 

 include .mIso tin- stii<lies not rel.-iting to agriculture or home economics, that 

 some idc.i of i)roportions as well as of placement and gradation may be shown. 

 The published course of study for the rural schools of Wisconsin, the c<nirse of 

 study for the Minnesota Agri<'ulturjil High S<-hool and the collegiate agricultur.il 

 course of the T'niversity of Mimiesota were used as the b:isis of this oullint'. 

 with additions, omissions, and changes to suit. While the articulation was 



