32 



be deprived of promotion in them by inability to take high 

 rank in other subjects. 



E. Course of Study. The agricultural department in the 

 school should offer training in the practice and the science of 

 agriculture. The course in agriculture should be elective to the 

 regular pupils of the high school, and, as before said, should be 

 open to those above fourteen who intend to be farmers, even 

 though they might not be able to pursue successfully certain other 

 branches of study offered by the school. Regular pupils pursuing 

 the course in farming should be permitted to substitute satis- 

 factory work therein for the requirements of the school in such 

 cultural subjects as Latin or German, or for certain courses in 

 physics, chemistry and biology. 



In this way it would be possible and advisable that regular 

 pupils, pursuing, as a legitimate part of their study, the course 

 in agriculture, should at the close of a four years course gradu- 

 ate with their fellows, and receive a certificate or diploma setting 

 forth the work which they had satisfactorily performed. 



The school course should permit of continuous work at home, 

 morning, evening and on Saturday, as in the separate agricul- 

 tural school. 



a. Dominant Motive. As in the separate school, the atmos- 

 phere and the dominant object in the agricultural department 

 should be agricultural and vocational. Much of this atmosphere 

 might with profit be extended to other departments of the 

 school. Contact with farming objects and activities would vital- 

 ize the instruction in the regular courses in science and in 

 manual arts. 



~b. Grouping Studies and Students. By putting first and 

 second year students together in one class, and third and fourth 

 together in another, each student would be given double the 

 amount of distinctively agricultural training by the instructor 

 which would be possible were the students handled in four divi- 

 sions instead of in two. By the same means the efficiency and 

 enthusiasm of the teacher would be multiplied. In alternate 

 years the energy and attention of all could be concentrated now 

 on animal husbandry and then on horticultural subjects, or 

 vice versa. 



