INTRODUCTION 1 1 



manner the assistant principal, who is trained to teach 

 home economics, can visit the older girls in their homes 

 during the vacation and thus supplement the instruction 

 given in cooking, sewing and other household subjects 

 taught during the winter in school. Thus the one to two 

 hundred farms and farm homes in the consolidated rural 

 school district are great laboratory adjuncts to the farm 

 school. 



The large agricultural high school has a group of 

 trained technical teachers in agriculture and home 

 economics, each with such equipment as is necessary to 

 demonstrate and give practice in the various special 

 lines taught. 



The agricultural college is still more highly equipped 

 with technical teachers, laboratories, libraries and facil- 

 ities to give training preparatory to teaching research or 

 other public or private service in agriculture or home 

 economics, as well as for the practical affairs of the farm 

 and the farm home. 



The college receives students from agricultural high 

 schools or from other secondary schools giving an equiv- 

 alent of preparation. The agricultural high school re- 

 ceives pupils from the district rural school ; and from 

 the consolidated rural, village or town school where a 

 partial agricultural high school course is given, students 

 are received with such advanced standing as their ad- 

 vancement warrants. The consolidated rural school 

 provides the elementary eight-year course, and often 

 one, two or more years of the high school course. A 

 system under which many farm pupils can secure the 

 elementary course and two years of high school work 

 in the consolidated rural school, or in the village or town 

 school, and a two-year finishing course in a large agri- 

 cultural high school, would suit the needs of hundreds 

 of thousands who are to be farmers and farm home- 

 makers. The expense in time and money would not be 



