Similarly the animal life of the farm can be studied, and a knowledge gained of the best varieties of farm stock, their breeding and care. Insects and bird life can be observed, and their part in the growth or destruction of crops understood. All this is not only practicable, but necessary as part of the rural school curriculum. Anything less than this amount of practical agriculture leaves the rural school in some degree short of fulfilling its function. _Domestic science and manual training._ In general what is true of agriculture is true of domestic science and manual training. They can be presented in the elementary school only in the most concrete and applied form. But they can be successfully presented in this form, and must be if the rural school child is to have an equal opportunity with the town and city child. The girls can be taught the art of sewing, cooking, and serving, if only the necessary equipment and instruction are available. They are ready to learn, the subject-matter is adapted to their age and understanding, and nothing could be more vital to their interests and welfare. Likewise the boys can be taught the use of tools, the value and finishing of different kinds of woods, and can develop no little skill with their hands, while they are at the same time receiving mental development and the cultivation of practical interests from this line of work. It is not in the least a question of the readiness of the boys to take up and profit by this subject, but is only a matter of equipment and teaching. _Music and art._ Nor should the finer aspects of culture be left out of the education of the country child. He will learn music as readily as the city child, and love it not less. Indeed, he needs it even more as a part of his schooling, since the opportunities to hear and enjoy music are always at hand in the city, and nearly always lacking in the country. The child should be taught to sing and at least to understand and appreciate music of worthy type. The same principle will apply to art. The great masterpieces of painting and sculpture have as much of beauty and inspiration in them as the great masterpieces of literature. Yet most rural children complete their schooling hardly having seen in the schoolroom a worthy copy of a great picture, and much less have they been taught the significance of great works of art or been led to appreciate and love them.