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FIG. 21.-Rural consolidated school at Alberta, Minn. The State has a large number of such schools, which are doing much to readjust rural

education and rural life.

This means that a strong, well-prepared teacher who has the right vision of country life may go into an average community and reorganize the old school, with community assistance, in such a way as to make it a genuine social-center school.

Model rural school, Kirksville, Mo.-A number of institutions, notably State normal schools, have erected model one-teacher schools on or near the campus, for demonstration purposes. The one shown in the accompanying miniature stands at the corner of the campus of the First District State Normal School, Kirksville, Mo. While intended for an individual teacher, the school is more than a one-room structure. The entire basement is utilized. Here are the pressure

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FIG. 22-This school is used as a demonstration and practice school for all rural teachers-in-training at Kirksville, Mo.

tank, which supplies the building with running water; the furnacea combination hot-water hot-air heating system; the bulb room for the garden; the laundry; and the playroom for small children. The main floor has a well-lighted and well-arranged classroom, separate toilets and shower baths for the boys and girls, a community library for the school patrons, and such modern devices as stereopticon, telephone with connection to all the farm homes, and drinking fountains. The attic, which is usually given over to bats and cobwebs, in the Kirksville school is devoted to work in household economics at one end and shopwork for boys at the others. It has been maintained by some educators that this school plant is too complex

for the average rural community. On the other hand, continued experience at Kirksville seems to have shown that one teacher can easily manage the entire school, and the machinery, as pump, gasoline engine, etc., are so simple that seventh grade boys can easily take ocare of them. The authorities maintain that any boy who knows how to crank an automobile or a gasoline engine has all the knowledge required to run the machinery of this school.

The chart at the back of the exhibit showed some of the daily activities in the school. At the center of the screen was a photograph showing the children coming to school in the morning, all of them being rural children, carried a distance of 5 miles. The wagon has been

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FIG. 23.-Model rural school on the campus of the State Normal School,
Mayville, N. Dak.

used successfully for eight years. In all that time it has not missed more than half a dozen days on account of bad roads-a record which will convince the most conservative people of the practicability of conveying children to school by this method. This school building can be duplicated anywhere in the United States for $2,200. ComIplete, with sanitary plumbing and hot-water heat, it can be conestructed for $2,750, and with all equipment for $3,200. Such a school should inspire the teachers to demand a modern school plant, and it suggests for every rural community a satisfactory social center. Model rural school, State Normal School, Mayville, N. Dak.The second model rural school miniature was exhibited by the State

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Normal School at Mayville, N. Dak. This is the so-called cottage model. The basement is used for furnace, playroom, and cistern, which furnishes water for the school. The one marked feature is the arrangement of the main floor. This is planned for one main classroom and separate alcoves for work in agriculture, manual training, and domestic science, all arranged, as per main floor plan attached, to enable the teacher at his desk to oversee the students at work in all three alcoves. Besides the classroom and alcoves, the main floor contains separate cloakrooms and toilets for the boys and girls. The toilets are equipped with sanitary dry closets.

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FIG. 24.-Ground plan of the Mayville Model School.

A study of school elimination.-Another miniature which attracted considerable attention was exhibited by the Bureau of Education, showing in a graphic way the loss in pupils up through the various steps of the public-school system. The miniature started a group of 60 pupils with the elementary school, and by means of sliding platforms carried them through the elementary school t the high school and thence to the college. Of 60 pupils entering school in 1897-98, 53 were in the fourth grade in 1900-1901, 25 in the eighth grade in 1904-5, 15 entered high school in 1905-6, 5 completed the high-school course in 1909-10, 3 were in college in 1910–11 and 1 graduated from college in 1915. It is believed that when al the steps in the public-school system are reorganized to meet th

needs of daily life, the percentage graduating from college will be materially increased.

ORGANIZATION OF AGRICULTURAL EDUCATION IN THE UNITED

STATES.

A graphic exhibit of the organization and growth of agricultural education and extension was prepared by the United States Department of Agriculture. The exhibit consisted in the main of a series of suggestive charts arranged to give the observer at a glance a full perspective of agricultural organization and development.

One chart showed the scheme of agricultural organization and extension in the United States. The Department of Agriculture, through its many bureaus and offices, as shown in the chart, has

ORGANIZATION OF AGRICULTURAL EXTENSION WORK IN THE UNITED STATES.

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FIG. 25.-Chart showing the organization of agricultural extension work in the

United States.

organized a States' Relation Service, with thoroughly organized extension work in the North and West and South.

The several States have their own colleges of agriculture, partly naintained through Federal aid, organized for teaching, research, and extension. The research work is promoted at the college of griculture experiment stations, which were established and receive. Federal aid through the Hatch Act of 1887, strengthened by the Adams Act of 1906. The extension service has been developed hrough several funds, partly State and partly Federal. With the passage of the Smith-Lever Act, which was approved by the Presilent in 1914, agricultural extension has received a new impetus. When the funds under this act become fully matured, every rural community of the country will receive the benefits of a thoroughly rganized extension service in agriculture and home economics,

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