_Physical training._ It has been argued by many that the rural child has enough exercise and hence does not need physical training. But this position entirely misconceives the purpose of physical training. One may have plenty of exercise, even too much exercise, without securing a well-balanced physical development. Indeed, certain forms of farm work done by children are often so severe a tax on their strength that a corrective exercise is necessary in order to save stooped forms, curved spines, and hollow chests. Furthermore, the farm child, lacking the opportunities of the city child for gaining social ease and control, needs the development that comes from physical training to give poise, ease of bearing, and grace of movement. Nor must the athletic phase of physical training be overlooked. While it is undoubtedly true that athletics have come to occupy too large a part of the time and absorb too great a proportion of the interest in many schools, yet this is no reason for omitting avocational training wholly from the rural school. Children require the training and development that come from games and play quite as much as they need that coming from work. The school owes a duty to the avocational side of life as well as to the vocational. The curriculum here proposed is so much broader and richer than that now offered in the rural district school that it will appear to many to be visionary and impossible. That it is impossible for the old type of rural school will be readily admitted. But it is entirely practicable and possible in the reorganized consolidated school, and is being successfully presented, in its general aspects, at least, in many of these schools. It is only such an education as every rural child is entitled to, and is no more than the urban child is already receiving in the better class of town and city elementary schools. If the rural school cannot give the farm child an elementary education approximating the one out-lined, it has no claim on his loyalty or time; and he should in justice to himself be taken where he can receive a worthy education, even if he is thereby lost to the farm. But the rural boy and girl need not only a good elementary education, but a high school education as well. Let us next consider the rural high school curriculum. _The rural high school curriculum_ This section is presented in the full knowledge that comparatively few localities have as yet established the rural high school. It now forms, however, an integral part of the consolidated rural school in not a few places, and is abundantly justifying the expenditure made upon it. In other localities the tendency is growing to send the rural child to the town high school, or even for the family to move to town to secure high schooling for the children. In still other cases, and we are obliged to admit that these yet constitute the rule rather than the exception, the farm boy or girl has no opportunity for a high school education.