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sufficient number of village schools to demonstrate the best sort 

 of education for the farm children, to train intelligent leadership- 

 in the village life, to send on to the middle schools and colleges 

 those children that can profit by more advanced schooling, and 

 to serve in general as allies to the church in the development of 

 the villages under Christian ideals. The Christian village 

 school should help China to answer such questions as those 

 discussed under the head of "Village Schools, " in Part II, but 

 particularly to show what Christian leadership means. 



B. Agricultural Education Specifically 



The regional areas that may be adopted in the plan re- 

 commended by the China Educational Commission for co-ordi- 

 nating the work of the Christian colleges should be followed 

 with respect to agricultural education. It is assumed that the 

 main areas will be: 



(1) North China . 



(2) East China 



(3) South China 



(4) West China 



(5) Central China 



Standard Development for each Region. In each of these 

 areas we would have: 



1. A College of Agriculture, of Senior Grade if possible ; 

 connected with the College should be an Experiment Station to 

 carry on needed investigations, and an Extension Service. 

 These three agencies are not as a matter of fact separate institu- 

 tions. An agricultural college has three distinct functions, 

 teaching resident students, investigation, and teaching those 

 out of school. The experiment station is the college doing 

 research, and the extension service is the college teaching those 

 who cannot come to the college. (Special suggestions for West 

 China and Central China will be made) . 



2. Also in each regional area, it is advised that there be 

 one middle school of agriculture, preferably not connected with 

 the college, and probably developed out of an existing middle 

 school and covering the new middle school grades. This school 

 might also include industry and home making, as well as 

 agriculture. 



3. In each province it would be well to have at least one 

 good agricultural vocational school, with a course of one year at 



