12 FARM DEVELOPMENT 



too great and the education and inspiration for good 

 farming, superior home-making and enlightened citizen- 

 ship thus sustained in the open country will be beyond 

 our fondest dreams. Boys from villages, cities and 

 sparsely settled districts who wish to learn farming, can 

 often secure places on good farms where they can work 

 in summer and attend the consolidated rural school or 

 the agricultural high school in winter. 



This general scheme of four classes of schools, closely 

 interwoven as a part of our entire school system, 

 promises to provide both general and vocational school 

 facilities for nearly all who are to live on farms. At the 

 same time, vocational as well as general training is being 

 developed for those who work in the non-agricultural in- 

 dustries. Thus vocational education in the productive 

 industries and in home making promises to follow tech- 

 nical education for the professions. When all the schools 

 needed to provide vocational training for the vast num- 

 bers of those who are to work on the farm, in the shop 

 and in the home are thus developed, the specialization 

 of those designed to teach these specific subjects will be 

 produced by normal schools and normal departments in 

 secondary and collegiate schools, as now teachers are 

 prepared to teach the general school subjects. The 

 preparation of teachers will be the great problem only 

 during the period of rapidly developing vocational edu- 

 cation, and during that period wages for those who can 

 successfully introduce these subjects will be relatively 

 high and the service most useful and attractive. 



