PROCEEDINGS OF SECTION K. 685 



The quantities of products handled are relatively small, and the 

 equipment in farm machinery is circumscribed, as the smallness 

 of the plots and the number of the students would not necessitate 

 its use, except for demonstration purposes. 



A capable high school teacher, who knows his mission, will 

 not attempt to turn out practical agriculturists, but will turn out 

 the raw material; this may be done by correlating the science 

 work with the practical work. 



The propagation of plants, including hot-house work, the 

 vegetable garden, the small orchard, the plots of cereals, fodder 

 fibre plants, and sugar beet, give a wide scope for instructional 

 and observational work among plants; whilst the few cows, pigs, 

 horses, and fowls give opportunity for other instructional work 

 in feeding, milking, milk testing, and the care of animals. There 

 are- other sources of work which the capable teacher could make 

 use of, but the immediate spirit of the movement should be to 

 burn out practical-minded men who could be made good farmers 

 and observant investigators. 



In order to develop the practical mind a farm is not necessary. 

 A small area of land would suffice. Much interesting work may 

 be done at convenient centres with pot and wire basket culture, 

 also hot-house and green-house work. 



Seed testing, grain judging, cross-fertilization, propagation of 

 plants, mechanical analysis of soils, soil physics, the action of 

 fertilisers on soils, and the action of bacterial life, are other 

 phases of work that will interest. The public gardens, and pos- 

 sibly some private gardens, offer facilities for instruction in land- 

 scape work and mind training in other directions. 



I. The Linking of the Work of the High School with that 

 OF THE Agricultural College. 



In the successful Agricultural High School pupils the Agri- 

 cultural Colleges and the University have fine material to train. 



Much depends on the personality of the pupil whether his 

 bent is towards the practical or the scientific side of agriculture. 

 He has been fitted by his previous training to take full advantage 

 of the training given at the Agricultural College; and even did 

 he intend to become a lecturer it would be to his advantage to 

 take two years there and get a broader outlook before joining 

 the University for the degree course in agriculture. 



The agricultural course of the High School could be designed 

 so that a successful student from it may commence work of the 

 second year at the Agricultural College. In a measure this is 

 already done; still a more comprehensive scheme could be 

 drawn up. 



