the State graduating 50 pupils a year, it would require nearly 

 one hundred years to reach all the farm people of the State. 

 A farmer has a right to ask that his son and daughter be given 

 facilities for country life education in his home school. The 

 State should not make it necessary for him to send them away 

 from home for the elements of such education. It follows that 

 all public schools should be open to education by means of 

 agriculture on the same terms that they are open to education 

 by other means. We have the basis for such a development 

 in the act of 1908 for the encouraging of industrial and trade 

 schools. I am convinced that this act marks a clear advance 

 in industrial education in this country. This law recognizes 

 industrial education as a part of the proper educational work 

 of the State; and the principle that the initiative should lie 

 with the people, and the maintenance be cooperative between 

 the locality and the State. It provides that any public school 

 which establishes such work and maintains it for a year shall 

 receive $500.00 from the State for one teacher so employed and 

 $200.00 for additional teachers. It limits such instruction to 

 those who have taken the elementary school course. It pro- 

 vides for an advisory board to confer with the school officers 

 in respect to the work. Now, training in agriculture is only 

 one phase of industrial education. Training in domestic or 

 household subjects is another phase. These principles should 

 now be extended to the encouragement of education by means 

 of agriculture and the domestic arts in all schools, both in town 

 and country. 



This means that the State Education Department must 

 develop a broad policy of industrial education, with a well 



