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.school will govern the technical side of the course of study. 

 There should be much farm practice, free use of projects, and 

 the work in every way adapted to practical ends and needs. 

 The pupil should be led into some understanding of the economic 

 and social problems of the farm village group and even questions 

 of citizenship should not be omitted. Instruction should be in 

 the vernacular and Chinese literature should be made somewhat 

 familiar. The aim of the school is to educate boys to become 

 successful farmers and Christian leaders in the farm villages. 



Obviously such a school can do no research and little formal 

 -extension work. But it can make studies of actual conditions, 

 .assist the college in making surveys, and its teachers can de- 

 monstrate and otherwise reveal to the farmers the best practice 

 based upon science. Such a school should be a vital factor in 

 village reconstruction, a real leader toward a new day for the 

 farmers of the region it touches. 



5. Elementary Schools of Agriculture. It is to be hoped 

 that each mission, -having a field of responsibility that includes 

 farm-villages, will speedily establish a vocational course in 

 .connection with one of its lower primary schools. It should take 

 the boys at a point early enough to keep them in school, but as 

 late as possible. The work will of necessity be of the most 

 elementary character, but the advice given with respect to the 

 higher primary work may well apply here. Such a course will 

 require a specially prepared teacher, and possibly an additional 

 teacher; in this case the agricultural teacher might also serve 

 as pastor of the local church, or as an extension teacher for the 

 college. He should make the school a center of interest and 

 influence among the farmers of the surrounding country. 



Short Courses. All schools of agriculture or offering agri- 

 culture should give short courses during the period of least 

 pressing farm work, of a type that will attract the youth and 

 younger adults. These courses would need to be adapted both 

 to the special problems of the farmers and to their time-require- 

 ments. Evening courses, half -day programs; courses varying 

 in length from one week to several; courses illustrated with 

 exhibits, charts, pictures, demonstrations, all suggest points of 

 adaptability. 



Itinerant Teachers. It is possible that some of these 

 schools, co-operating with one another, or with the colleges, 

 .could arrange for a traveling teacher, who could spend a day 



