ard, horticulture
and floriculture, and the elements of bacteriology, will constitute
important elements in the course.

The course in physics will develop the general principles of the
subject, and will then apply these principles to the machinery of the
farm, to the heating, lighting, and ventilation of houses, to the
drainage of soil, the plumbing of buildings, and a hundred other
practical problems bearing on the life of the farm. Chemistry will be
taught as related to the home, foods, soils, and crops. A concrete
geology will lead to a better understanding of soils, building
materials, and drainage. Physiology and hygiene will seek as their aim
longer life and higher personal efficiency.

The course in agriculture, whether presented separately or in
conjunction with botany and zooelogy, must be comprehensive and
thorough. Not only should it give a complete and practical knowledge of
the selection of seed; the planting, cultivating, and harvesting of
crops; the improvement and conservation of the soil; the breeding and
care of stock, etc., but it must serve to create and develop a
scientific attitude toward farming. The farmer should come to look upon
his work as offering the largest opportunities for the employment of
technical knowledge, judgment, and skill. That such an attitude will
yield large returns in success is attested by many farmers to-day who
are applying scientific methods to their work.

Manual training and domestic science should receive especial emphasis in
the rural high school. Both subjects have undoubted educational value in
themselves, and their practical value and importance to those looking
forward to farm life can hardly be over-estimated. And in these as in
other subjects, the course offered will need to be modified from that of
the city school in order to meet the requirements of the particular
problems to which the knowledge and training secured are to be applied.

Mathematics should form a part of the rural high school curriculum, but
the traditional courses in algebra and geometry do not meet the need.
The ideal course would probably be a skillful combination of algebra,
geometry, and trigonometry occupying the time of one or two years, and
applied directly to the problems of mechanics, measurements, surveying,
engineering, and building on the farm. Such an idea is not new, and
textbooks are now under way providing material for such a course.

In addition, there should be a thoroug