33() RKPORT ol' oFF'U'E OF KXPKRIMKNT STATIONS. 



k('I>t proiniiH'iitly in iiiiiid. the )il:iii \v:is |iiirsn«'<1 of ^iviiiK in <'!»cli lowor grade 

 those prufticiil tliiiiK^* wliidi prDiiiisc to he csin'ciall.v valiiiildt' to lln' |iui)il who 

 drops out. It is hoj)od tluit tills outliiic will also ho an aid to those who are 

 responsihle for the courses of study in niial schools of siiialU'r unit and those 

 interested in fornuilalin^' conrsi's of study in a>,'ricultiu'al liitili schools smaller 

 than the Minnesota A|,'ricultural School, after which the high-school course of 

 this scheme is modeled. 



That these three schools designed to educate for country life can be articu- 

 lated, as the city graded schools, the city high school (including the city me- 

 chanic arts high school), and general and technical courses of the State univer- 

 sity, or other college, designed for city life are articulated, is nuide evident by 

 this outline. It will be seen that tliis sclieme will also enable pupils to transfer 

 from country school to city school, or vice versa, up to the end of tlie second 

 high-school year without great loss, thus better unifying all scliools. of country 

 and town. 



It is proving no more diificult to grade the instruction in agriculture and in 

 home economics in i)rimary. secondary, and collegiate courses of study than 

 it was to distribute work in English or history througliout these three classes 

 of schools ; though as yet, owing to the new^ness of these subjects, the process 

 has not proceeded so far in the former as in the latter. In blocking out this 

 scheme of nature study, agriculture, manual training, and home economics for 

 country youth, it is understood that any given school must adopt it to its own 

 conditions, giving such parts suited to its ovv'n grades as its surroundings, equip- 

 ment, and teaching force may render practicable, arranging for articulation with 

 other schools where possible. Thus the teacher in the one-room rur.al school 

 might be able to take up a few of the nature-study courses designated for the 

 first five grades and some of the courses in agriculture and home economics, 

 outlined for the sixth, seventli, and eighth years. The teachers in the two 

 or three room rural school could give still more of this work ; and those pupils 

 who are able to attend the agricultural high school would thus be lietter pre- 

 pared there to take the advanced work provided in science, manual training, 

 agriculture, and home economics. 



The consolidated rural school pi'ovided with a teacher qualified in agriculture 

 and a teacher trained to instruct in home economics, and two or more teachers 

 to assist in tlie general instruction, could care for the entire ten grades. Even 

 here, however, the course as outlined would necessarily need to be modified 

 to suit local needs, equipment, and preparation of the teaching force. 



Books and other helps on nature study, agriculture, and home economics 

 for use in these variously organized rural schools and following the general 

 f-.cheme outlined, could be provided by makers of publications and apparatus, 

 and could be fitted into the respective grades by any school organization using 

 them. 



The agricultural high-school course can not be at once completely reorganized 

 in county agricultural high schools or even in large agricultural high scliools in 

 State districts of larger size. Each scliool will be compelled to receive pupils 

 with various stages of preparation in the general school subjects and often 

 with no school instruction in agricultural and home economics subjects, though 

 usually witli more or less careful home tr.aiTiing and exfierience in these prac- 

 tical lines; and it has been found that a large percentage of those who enter 

 with but poor preparation become strong students and continue to gradua- 

 tion. On the other li.ind. local conditions, such as the short time the pupils will 

 remain in the agricultural high school and the limit.-itions in the way of equip- 

 ment and teaching force, will make it quite inii)ossil)le to secure uniformity in 



