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each in the schools of several villages, concentrating the 

 agricultural teaching in each school into one day, but giving 

 sufficient guidance and suggestion to the permanent teacher to 

 permit of certain aspects of the work being carried on between 

 visits. 



This suggestion is really one of great importance, for the 

 reason that perhaps most missions can not spare funds for a 

 special school of agriculture, nor even for a special teacher of 

 agriculture. Indeed it may be permanently out of the range of 

 possibilities that the farm-village school in China can be 

 provided with a, full-time special teacher, or with a teacher 

 sufficiently trained to give effective vocational work in agricul- 

 ture. 



What must be done, if farming is to progress in China, if 

 the Christian forces are to do their full work for China, is that 

 bright farm boys shall be trained for farming. Two grades of 

 schools are needed for this purpose; one that gives the training 

 to the boy at an age as late as possible and still turns him into 

 farming; the other that gives many boys as much agriculture as 

 is possible at the age when they are on the "edge'* of leaving 

 school. 



Now it can not be foretold whether special schools or special 

 teachers can be made available for these two types of work, 

 especially the schools. If not, itinerant teachers must be 

 depended upon. 



Industrial Work. Home and village industries are in 

 practice so closely linked with farming in China, that the need 

 for introducing industrial work in the schools seems apparent. 

 It is doubtful, however, if in most farm villages it is possible or 

 necessary to give this work a status similar to that of agricul- 

 ture; this is not to minimize its value and place in village 

 education. 



Education of Girls and Women. It is desirable that in 

 those regions where women participate in farming all grades 

 of work offered for boys and men in agriculture, will be offered 

 to girls and women as rapidly as needed. It is of course 

 assumed that the education of the girls of the farm villages 

 shall be stimulated in every possible way. In addition to 

 facilities for general education, the system of rural education 

 should fully recognize home-making and home industries. 



6. Agriculture as a general subject. It is useless to try to 

 make the village schools fully effective unless they recognize 



