e satisfaction to all employed as book studies
alone never could, and they make possible a far better type of
agriculture when the pupils have fields of their own. Nor is it
necessary for pupils to wait for their maturity, for many a lesson
learned at school and demonstrated in the neighborhood is promptly
applied on the neighboring farms.

133. =The Study of the Individual.=--A second subject of study in the
new rural schools is the individual. Nature study is essential to a
rural school, but "the noblest study of mankind is man." Though it is
highly important that the individual should regard social
responsibility as out-weighing his own rights, it would be unfortunate
if the importance of the individual were ever overlooked. The nature
of the physical self, the requirement of diet and hygiene, the moral
virtues that belong to noble manhood and womanhood, the possible
self-development in the midst of the rural environment that is the
pupil's natural habitat are among the worthy subjects of patient and
serious study through the grades. Neither physiology, psychology, nor
ethics need be taught as such, but the elementary principles that
enter into all of them belong among the mental assets of every
individual.

134. =Rural Social Science.=--In the same way it is not necessary and
perhaps may not be advisable to teach rural sociology or economics by
name, even in the high school. With the extension of the curriculum to
include agriculture, there is need of some consideration of the
principles of the ownership and use of land, farm management, and
marketing. Practical instruction in accounts, manual training, and
domestic science find place in the new school. Fully as important as
these is it to explain the social relations that properly exist in the
home, the school, and the neighborhood, to show the mutual dependence
of all upon one another, and to point out the advantages of
co-operation over a prideful individualism and frequent social
friction. Along with these relationships, or supplementary to them,
belong the larger relations of country and town and the reciprocal
service that each can render to the other, the characteristics and
tendencies of social life in both types of community, and the effects
of the changes that are taking place in methods of doing business and
in the nature and characteristics of the people of either community.
Following these topics come the problems of rural socialization
through such