Seventy-Third Annual Report 1263 



It is well known that the thing most cherished is that which 

 comes with conscious effort. People take pride in an institution 

 which is an expression, in part at least, of their own work. With 

 community equipment, communitj lecturers, and community 

 assistance in the school, there is an opportunity for the correction 

 of one of our great economic wastes. From the standpoint of 

 economy, it is time that the various state and federal supported 

 endeavors in the field of agriculture should organize for conserva- 

 tion and concentration of eifort. In practically every separate 

 line of activity the leaders have found: (1) Local and individual 

 work is most effective; (2) at least one person who knows the 

 community conditions and needs must act as agent; (3) this 

 person should be especially trained in agricultural work; (4) com- 

 munity investment is desirable. 



Farm bureaus, farm agents and specialists could best work 

 through and in cooperation with a community school of agri- 

 culture. Whenever possible these schools should cooperate in and 

 carry on this work. The teacher or teachers of agriculture might 

 well be the local representatives of all agricultural activities of 

 the community. 



We must modify to some extent our present plan of providing 

 special state aid to full four-year high schools. There are 213 

 academic schools in the state which do not maintain a full four- 

 year academic course. These schools have from two to five 

 teachers. Such should be induced to center the major part of 

 the school activities around the work in agriculture. These 

 schools should be cut loose from all tradition and allowed to de- 

 velop as pure community schools. There is little doubt but that 

 an experiment of this kind if started in a few localities would 

 lead to a similar procedure in many districts in the state. Three 

 teachers might well specialize in these schools, one to teach boys, 

 one to teach girls and one to teach both boys and girls. 



In conclusion. The school cannot be the best expression of the 

 community unless provision is made for the girls as well as for 

 the boys. Already six of the schools of agriculture have made 

 definite provision by the employment of a teacher of domestic 

 science. Present conditions indicate that the smaller schools will 

 have two vocational teachers: a teacher of agriculture and a 



