AGRICULTURAL RDUCAI'.'OX. 207 



gineering, etc., \\'\U lie of great benefit, and will do more to 

 popularise agricultural education than anything else, as, without 

 the confidence of the farmer, we can never hope to progress with 

 the schools and colleges. 



The Training of Lecturers and Instructor.s. 



This is a point that should receive, by all those interested in 

 agricultural education, the gravest consideration. In the past we 

 have drawn our entire agricultural statY for this country from 

 other countries. Some of these men have proved as tine men as 

 can be found anywdiere in the world, but it is only natural that a 

 man imported into this country takes a considerable time — and 

 sometimes (though rarely) i- unable — to adjust himself to his 

 surroundings and the people of this country. There is no reason 

 why w^e should not train our own men, that is. South Africans, 

 for doing the work in South Africa. However, unless these men 

 are to receive a training equal to that received in other coun- 

 tries, it will be better not to train them here at all. Points to be 

 considered wdth regard to the training of teachers of agriculture 

 are : — 



1. Our present standard of education in South Africa. 



2. The small number of our population. 



3. The very few openings available for highly trained 

 scientific agriculturists. 



Our present general standard of education in South Africa 

 is low ; therefore, as I stated before, we must first cater for the 

 greater number by training them as farmers. This does not, 

 how'ever, prevent our doing a very great deal of good to the few, . 

 by training them as experts, but it is quite impossible to think 

 for one minute that a college can be established, and receive the 

 necessary support for its establishment, if it were only going to 

 turn out degree men. Success is rendered impossible for the 

 reasons given above, namely " — 



1. The Standard of Education. 



2. The smallness of our ])opulation, and 



3. The limited number of suitable ])ositifMis for such 

 men. 



Assume for one moment that an institution were establi>^hed 

 for training degree men on!}-. Such an institution would need 

 a staff of highly trained lecturers, along with the initial exp-ense. 

 and also the expense of u])kcep of the necessary buildings and 

 laboratories, etc. Could this expenditure ever be justified at 

 the present time? I do not consider that it could. What is 

 possible, however, is for colleges tm-ning out farmers to have. 

 in addition to the two or three years" course, a four year>' cijurse 

 which will enable men to qualify in certain subjects. As a model, 

 I will take the Guelph College in Canada, which is turning out 

 some of the best men in Canada and the L'nited States to-day. 

 This college has both a two years' and a four years' course, and 

 students can pass from the two to the four years' course, pro- 



