PROGRESS IN AGRICULTURAL EDUCATION. 315 



entomoloo:;^', vegetable pathology, legislation and economics, and spe- 

 cial agricultural industries (production of beer, malt, oil, sugar, etc.). 



Laboratory and experiment fields for the purpose of study and 

 research entering into the pr<^)gramme of the different departments. 



In lycees and colleges a complete course in natural history (zool- 

 ogy, botany, and geology) and courses in physics, chemistry, and 

 mathematics, in which are brought out their application to the agri- 

 culture of the country. 



A course in the theory of agriculture, with lessons and demonstra- 

 tions in the fields and on the farms bv means of reerular visits. 



Such instruction, completely distinct from the professional train- 

 ing given in the schools of technolog}^, would work together Avith the 

 latter for the advancement of agriculture. This merits public suji- 

 port in so far as it is organized on the basis above indicated. 



The special course in agriculture should be obligatory for all stu- 

 dents, as is the case in mathematics, physics, chemistry, and natural 

 sciences. As the length of the complete courses in the lycees and 

 colleges is not changed, the time of the students not taken up by 

 exercises in manual practice should be divided into three parts, the 

 first being devoted to classical studies; the second to mathematics, 

 physics, meteorology, and chemistry; and the third to the natural 

 sciences (botany, zoology, geology, agriculture, and modern lan- 

 guages). 



The diplomas given for completing technical courses in the higher 

 institutions of all grades (universites, facultes, lycees et colleges) 

 should consist uniformly of special certificates having reference to 

 the ditTerent lines of work at each institution. 



Diplomas conferring baccalaureate, licentiate, or doctorate in 

 industry or in agriculture do not serve the purpose and may detract 

 from the quality and solidity of the instruction and from the spirit 

 of emulation which should exist between the different institutions. 



In agricultural sections a local commission comi:)Osed of practical 

 agriculturists, professors of agriculture, presidents of the principal 

 agricultural associations of the section, should be appointed for each 

 institution of university rank for the purpose of giving advice 

 regarding the programme of studies, the division of time between the 

 different courses, and upon the manageijient of the institution in 

 general. In addition to this, its mission should be to point out 

 reforms to be made and improvements to be introduced. Tiie prop- 

 ositions of this commission should be submitted to the general council 

 (con.seil general) of the department for approval. 



.Vgriculture should be given a large representation in the superior 

 council (conseil superieur) of i)ublic instruction. 



The institutions of higher agricultural education should necessa- 

 rily be provided with experiment and demonstration fields, together 



