86 
Intern - hools that coald give this instractlon, tbe demand would n 
anon the colleges and universities. Whether such institutions will ever 
nrise is n question concerning which I scarcely wish to prophesy. If they do 
rise, then the colleges and universities must continue to supply the demand 
for tbe kind i f instrnction that is given in the various winter-course enter- 
prises, it is probable that there must always be an adjunct institution to the 
colleges and universities in which such in structi on can be given. 
I am i:i sympathy with the movement : - 1 agricultural high schools. 
However, I think that the first desideratum is to have the common schools as 
they dow exist open to agriculture on equal terms with other subjects. This 
will give agriculture opportunity and will not debar it from the privilege 
common school development It will recognize it as a scholarship study, not 
merely as a technical or occupational subject Whether the common schools, 
even when they are open to agricultural work, will satisfy the needs of the 
rural communities only the future can tell : if they do not. then in the natural 
course of events special schools will develop here and there to satisfy the de- 
mand. I do not like to think of establishing a duplicate system of public schools 
< ut-of-hand which would seem to^ antagonize or at least parallel the existing 
schools: and it would tend t<» set agricultural instruction off by itself and to 
make it only a class subject. Of course there are many difficulties in the way 
of introducing agriculture into the schools as they now exist, but it is funda- 
mentally correct t-» open the scl* "Is to the subject. Of course the work would 
need to be elective, at least in most cases. It is always objected that the 
schools are now full and that a new subject can not be introduced. This of 
course is temporarily true. The difficulty is that we are trying to introduce 
the new and modern subjects while at the same time trying to hold to the old 
curriculum. In time the whole poiut of view of the common schools will be 
radically changed and the school will be a natural product of its environment. 
The very fact that the new and relevant subjects are being introduced is proof 
enough that this evolution is slowly coming about. 
1 believe we have the legal right to use the proceeds of the land-grant fund 
for elementary instruction in agriculture and mechanic arts, but I believe we 
shall find it wiser policy to utilize State funds and forces already in existence 
tor the purpose of carrying on these educational and extension courses than 
to use the Federal fund. 
The experience of Cornell University is that it is of great advantage to 
have uniform entrance requirements for all departments of the university, 
and the attendance of students has increased greatly notwithstanding the 
strict enforcement of such requirements. Uniform entrance requirements in 
institutions in which the college of agriculture is combined with the general 
university is essential to the dignity and success of agricultural work. 
E. Davenport, of Illinois. I should very much dislike to hear this d - nss 
closed without some reference to the movement that is on foot all over the 
country, namely: The consolidation of the primary schools. When you speak 
of transporting children to central schools, the objection is raised .that hordes 
can not travel the roads. Everybody knows, however, that more hordes are 
now used in transporting the children and more miles are traveled than would 
be necessary to send them all to central schools. It is to be hoped that we 
will not always have to go on with the little primary schools, four or five 
children and one teacher. 
I.. II. Bailey. I think the rural school, as we ordinarily know it to-day. is 
bound to pass away. It seems to me it is one of the most inefficient units in 
our body pollti untry mill has passed away. It can not compere with 
the mills in the city. In the rural school the teacher is teaching her firs 
