PROGRESS IN AGRICULTURAL EDUCATION. 



337 



reqiiiromonts for vrraduiitioii. In time it may bo possible to approximate the 

 uiiifurmity reached iu this respect in eity hi{,'h sehoois, tli(>U{,'h such uniformity 

 is by no means a matter of prime importance. The main tiling sought should be 

 to give more training to all, however early or late in the course they may di'op 

 out of school. The course below is given only as a sort of guide and a standard 

 which all such schools may strive to reach. Where a State can organize consoli- 

 dated rural schools fully develoi)ed according to the general plan given, it is 

 believed that the agricultural high school may be given its defiidte portion of 

 school work much as outlined, and that the agricultural collegiate course will 

 develoi> strongly and naturally beside other collegiate and university courses. 

 Making practical education universal in the lower schools is the real problem, 

 and the chief function of the higher schools is to make possible some technical 

 education in the lower schools where all i)upils may receive some benefit. 



Tlie courses in agriculture, forestry, and home economics in agricultural col- 

 leges are gradually approaching a uniform standard, with requirements in 

 amount similar to those established for entrance into the undergraduate course 

 in universities. The desire to rank with other institutions is, however, of less 

 importance to the State than that the college shall prepare teachers for lower 

 schools, leaders in the industry of agriculture and in home making, and investi- 

 gators and advanced teachers. Since studies in these technical branches are 

 rapidly rising in value as means of education or culture, in addition to their 

 technical value, agricultural college courses promise to hold a position beside 

 the general courses, if, indeed, they shall not be ranked as broader because they 

 both educate and prepare for definite work. 



Consolidated Rur.\l School Course. 



first year. 



Reading. 

 Spelling. 

 Language. 

 Number work. 



Writing. 

 Music. 



Nature study. 

 General exercises. 



SECOND YEAR. 



Reading; using in part themes from 



nature, the farm, and the home. 

 Spelling. 

 Language. 

 Xuinber work. 

 Writing. 



Music. 

 Hygiene. 

 History. 

 Drawing. 

 Nature study. 

 General exercises. 



THIRD YEAR. 



Reading ; nature stories forming a part. 



Si»elliiig. 



Language. 



.Vritlinietic. 



Writing. 



Music. 



(Jeography. 

 Hygiene. 

 History. 

 Nature study. 

 General exercises. 



