EDUCATIONAL ORGANIZATION 321 



garden more inviting, the corn rows less long and the 

 chores of the kitchen and stable more acceptable. 

 This will solve some of the difficult problems of the 

 rural schools, although introducing others that are 

 objectionable to some parents. 



In addition to the very small amount of nature- 

 study instruction given by the teacher, each of the 207 

 district superintendents devotes eleven months of the 

 year to his work, and supervises home agricultural 

 projects and exliibits for the aid and encouragement 

 of the pupil, the teacher and the parent during the 

 summer months. It is now provided that any town- 

 ship may centralize its school system at one point with 

 a corresponding increase in teachers and equipment, 

 with provision for the transportation of pupils from 

 the remote sections. 



In secondary education, the vocational work begins 

 to take definite form in courses. The industrial and 

 domestic science subjects in the cities have become an 

 establislied part of the instraction and have been 

 extended into night schools for the older classes and 

 the continuation schools for those who desire to 

 maintain a touch with the scliool loom after they have 

 been forced or perhaps led on into commercial pur- 

 suits. Thus the break lietween school instruction and 

 life work is closed and the latter follows in the natural 

 evolution from the former. 



A tremendous impetus has been given to voca- 

 tional training in the secondary and grade schools, 

 not only in New York but throughout the United 

 States, by the passage in 1917 of the Smith-Hughes 



