A FORTNIGHTLY REVIEW 



OF THE 



IMPERIAL DEPARTMENT OF AGRICULTURE FOR THE WEST INDIES. 



IBRA 



NEW Y( 



BOTANI 



QAKOl 



Vol. IX. No. 206. 



BARBADOS, MAia H 19, 1910. 



Prick Id. 



CONTENTS. 



Page. 



Agricultural Eiliicatioii iu 



Eiistcrii Bensial Jind 



.^,ss,•lln '^ 8i) 



Agricultural Education, The 



Prolilciu of 81 



lionk Shelf 91 



Breeding, Broad, Iniiiortauco 



of 85 



Cotton Notes : — 



Pre])aration of Laud for 



CoU.,n Planting 8G 



West Indian Cotton ... 8(> 



Uepartuient News 9.'i 



Forest Pcilicy in Hawaii ... 87 

 Fungus Notes : — 

 The Chief Groups of Fungi, 



Part II 94 



Gleanings 92 



Insect Notes : — 



Carbon Bisulphide, Part II 90 

 Manuiing with Liiue ami 



JMagnesia 95 



Page. 



[Market lle|iorts 9(; 



Notes and Connuents ... 8H 

 I Nutmeg Industry, State of 



the ". «4 



Palm Oil. gnalities of ... 88 



Poultry Notes : 

 Feednig Poultry witii Corn 87 



Pulilieations of Imperial 

 Department of Agri- 

 culture 8.S 



Rice iu British Guiana ... .S5 



Kulilier. -Tackiness' iu ... 89 



Silk Cotton Seed as a Cattle 



Food 9.". 



Small Holders on Cattle 

 Farms 89 



Stock Importation, Bonuses 



for 89 



Students' Corner 0."? 



Sugar Industry of Mauritius S.'i 



West Indian Fruit .St 



The Problem of Aj^ricultui-al 

 Education. 



indicate, generall}-, the plan according to which the 

 more advanced worii should be conducted. This plan 

 is continuous throughout all the stages, and consists, 

 broadly, in the circumstance that the mind should 

 receive training with the aid of the exhibition of facts 

 in a concrete, rather than an abstract, form. 



It is evident that the pupil leaving the elementary- 

 school differs most largely from all others in the fact 

 that he ceases to be the recipient of information given 

 in an organized manner at an early age. Thus, only 

 a comparatively short time is at the disposal of his 

 teachers for the purpose of giving him the mental 

 training which will best fit him to fill the position to 

 be occupied by him ultimately. The very shortness of 

 this time makes it all the more important that the 

 greatest care shall be exercised in the matter of 

 educating him according to the most efficient methods. 

 This does not mean that any attempt should be made 

 in the direction of equipping him as fully as possible 

 with a knowledge of some technical subject. An 

 endeavour will be made to present the correct 

 interpretation by means of the following considerations. 



^ 



II. The Means of EnnATioN-. 



Jf^^N the last article on this subject the chief 

 attention was given to the more advanced 

 (Stage of agricultural education. In the present 

 one, its elementary, or primary, stage will be dealt with 

 more particularly. The iinportance of this does not only 

 arise from the fact that it is concerned naturally with 

 a larger number of those who are in receipt of educa- 

 tion, but from the circuinstance that its methods should 



A clear view of the position is given in a statement 

 by one who could spoak with authority concerning the 

 professional side of education — the late Bishop Creigh- 

 ton : ' If a boy is going to be educated till eighteen, it 

 does not matter that his knowledge should be in 

 a very conftised state at fourteen. I3ut if his education 

 ends at thirteen or fourteen it is necessary that he 

 should understand tlum why and what he was taught.' 

 It is to be noticed that, in this statement, importance 

 is not given to the fact of being taught or to the kind 



