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would have to be begun in the upper primary years, and doubt- 

 less even before that. It must reach the boy before he leaves 

 school and give him a year at least of interesting, vital, 

 vocational training. Indeed, it may be necessary to introduce 

 agriculture with a vocational tinge almost at the outset in the 

 elementary school, partly to help keep the boy in school. It is 

 doubtful whether there should be special schools of elementary 

 grade for agricultural training. 



4. Middle School Agriculture. Here the query is largely 

 one of the present ability of China to use the " product. " 

 Evidently, middle school graduates will not go onto farms, 

 except in cases in which holdings are managed directly by the 

 owners and not rented. Nor can they be used in research; it 

 takes well-trained men for investigation of any sort. Probably 

 the graduates of courses in Middle School agriculture could be 

 used as teachers of agriculture in villages, and as teachers of 

 adults in the extension service. In both cases it is highly 

 desirable that those thus crained should be farm bred, or, at 

 least, boys willing to learn the art of farming. 



It must be admitted that it is unwise to try in advance to 

 be too specific concerning the time and manner of teaching 

 agriculture below the college. The main groups to be reached 

 in these years are: 



1. Farm boys who should be reached as late as possible, 

 but while still in school. 



2. Boys staying in school for a longer time, and given 

 agricultural training as late as will still make farmers of 

 them. 



3. Boys who cannot go to college, but who can be training 

 for village teaching and for assistants in extension work and 

 other expert service, where they can work under the direction 

 of college trained men. 



It has been suggested that travelling teachers should be 

 employed to serve groups of village schools as teachers of 

 agriculture in these schools. Larger villages can perhaps 

 employ a teacher capable of teaching agriculture both to the 

 pupils and to the farmers. The village school should be made 

 an educational center for youth who have left school and for 

 adults, by having night school, winter courses, lectures, and in 

 general serving as a center of community advancement. 



