86 



interiuetliate schools that could give this instruction, the demand would not ho 9 

 made upon the colleges and universities. Whether such institutions will ever " 

 arise is a question concerning which I scarcely wish to prophesy. If they do 

 not arise, then the colleges and universities must continue to supply the demand 

 for the kind of instruction that is given in the various winter-course enter- 

 prises. It is probable that there must always be an adjunct institution to the 

 colleges and universities in which such instruction can be given. 



I am in sympathy with the movement for special agricultural high schools. 

 However, I think that the first desideratum is to have the common schools as 

 they now exist open to agriculture on equal terms with other subjects. This 

 will give agriculture opportunity and will not debar it from the privileges of 

 common school development. It will recognize it as a scholarship study, not 

 merely as a technical or occupational subject. ^Yhether the common schools, 

 even when they are open to agricultural work, will satisfy the needs of the 

 rural communities ouly the future can tell ; if they do not, then In the natural 

 course of events special schools will develop here and there to satisfy the de- 

 mand. I do not like to think of establishing a duplicate system of public schools 

 out-of-hand which would seem to antagonize or at least parallel the existing 

 schools; and it would tend to set agricultural instruction off by itself and to 

 inake it only a class subject. Of course there are many difficulties in the way 

 of introducing agriculture into the schools as they now exist, l)Ut it is funda- 

 mentally correct to ojien the schools to the subject. Of course the work would 

 need to be elective, at least in most cases. It is always objected that the 

 schools are now full and that a new subject can not be introtluced. This of 

 course is temiiorarily true. The difficulty is that we are trying to introduce 

 the new and modern subjects while at the same time trying to hold to the old 

 curriculum. In time the whole point of view of the common schools uill be 

 radically changed and the school will be a natural product of its enviromuent. 

 The very fact that the new and relevant subjects are being introduced is proof 

 enough that this evolution is slowly coming about. 



I believe we have the legal right to use the proceeds of the land-grant fund 

 for elementary instruction in agriculture and mechanic arts, but I believe we 

 shall find it wiser policy to utilize State funds and forces already in existence 

 for the purpose of carrying on these educational and extension courses than 

 to use the Federal fund. 



The experience of Cornell University is that it is of great advantage to. 

 have uniform entrance requirements for all departments of the university, 

 and the attendance of students has increased greatly notwithstanding the 

 strict enforcement of such requirements. Uniform entrance requirements in 

 institutions in which the college of agriculture is combined with the general 

 university is essential to the dignity and success of agricultural work. 



E. Davenport, of Illinois. I should very much dislike to hear this discussion 

 closed without some reference to the movement that is on foot all over the 

 country, namely : The Consolidation of the primary schools. When you speak 

 of transporting children to central schools, the objection is raised that horses 

 can not travel the roads. Everybody knows, however, that more horses are 

 now used in transporting the children and more miles are traveled than Wduld 

 be necessary to send them all to central schools. It is to be hoped that we 

 will not always have to go on with the little primary schools, four or five 

 children and one teacher. 



U. II. Bailkv. I think the rural school, as we ordinarily know it to-day. is 

 bound to pass away. It seems to me it is one of the most inefiicient units in 

 our body politic. The country mill has passed away. It can not compete with 

 the mills in the city. In the rural school the teacher is teaching her first or 



