There is necessity that we now reorganize much of our peripatetic teaching. It is no longer sufficient to call persons together and exhort them and talk to them. We have come about to the end of agricultural propaganda. All field and itinerant effort should have a follow-up system with the purpose to set every man to work on his own place with problems that will test him. We have been testing soils and crops and fertilizers and live-stock and machines: it is now time to test the man. There is also danger that we consolidate too many rural schools in towns. If it is true that the best country life is developed when persons live actually on their farms, then we should be cautious of all movements that tend to centralize their interests too far from home, and particularly to centralize them in a town or in a village. The good things should come to the farm rather than that the farm should be obliged to go to the good things. _The present educational institutions._ We must first understand what our institutions of education are. The extension of agriculture-education in institutions in the United States (beyond the regular colleges of agriculture) is in four lines: as a part of the regular public-school work; in unattached schools of agriculture publicly maintained; in departments attached to other colleges or universities; in private schools. The last category (the private schools) may be eliminated from the present discussion. The separate or special-school method is well worked out in Wisconsin (county plan), in Alabama and Georgia (congressional-district plan), Minnesota (regional plan), with other adaptations in Louisiana, Oklahoma, Michigan, Maryland, and elsewhere. In New York, the movement for special schools has taken an entirely new direction. Two schools are connected with existing institutions of higher learning of long-established reputation (being the only schools of this kind, state-maintained, attached to liberal arts universities) and one is unattached; none of them has a defined region or territory. These institutions are established on a more liberal financial plan than the special schools of other states, standing somewhat between those schools and the agricultural college type. While much publicity has been given to the unattached-school plan, the main movement is the adding of agriculture-education to the existing public-school systems. Only eight or ten of the states have entered into any regular development of separate or unattached schools, whereas in every state the movement for agriculture in the public schools is well under way. The public schools are of definite plan; the unattached schools are of several plans, or of no plan; and in some states an intermediate course is developing by the establishing of public high-schools (one to a county, a congressional district, or other region) in which instruction in agriculture and household subjects is highly perfected.