PKOCEEDINGS OF SECTION K. 687 



course the science training would be more elementary and con- 

 fined to a few subjects. The business side of farming would, 

 however, be made more prominent, and a student before receiving 

 a certificate should be expected to write a presentable paper on an 

 agricultural topic. 



A year's course in dairying, horticulture, poultry management, 

 &c., has already been arranged, but preference is given to full 

 course students when there are too many applications. 



The Agricultural Colleges of a necessity devote their energies 

 to the practical needs of the times, and, unlike the University, 

 are more subject to the whim of the moment. Still the Uni- 

 versity too is dependent on Governm.ents, and so on popular 

 conceptions or misconceptions. 



The diploma, in my opinion, should not' be granted by the 

 University. A diploma should be a certificate of competency 

 more for the practical or living side of life. The diploma course 

 should be shaped with the commercial basis as the central thought, 

 i.e., the science and other subjects taught would dwell in their 

 direct application to agriculture with a view of perfecting the 

 practice and management of the farm. On the other hand, the 

 environment of the University does not give an atmosphere of 

 the actual living side of the agriculturist's life; neither, as the 

 course is at present constituted, does it include the humanities in 

 any form. It is purely a scientific course designed less for agri- 

 culturists on the land than for instructors in the sciences relating 

 to agriculture. 



Thus, owing to the extremely low maintenance fees and free 

 education at the Agricultural College, it is possible for any in- 

 dustrious youth to take up the diploma course. Already some 

 youths earn suflScient to pay their fees themselves, and these are 

 usually the best type of student. The students in residence at 

 the Agricultural College, living as they do amongst the farming 

 community, have advantages over the student attending the 

 Universities, and will have greater ones as the social equipment 

 is developed. 



The influence due to living in an atmosphere of agricultural 

 thought is one of much importance, and greater than it is usually 

 credited with as an educational factor. The cost of living at the 

 University Colleges precludes many students who would be leaders 

 of thought from taking advantage of their splendid associations 

 with men of the highest culture and knowledge of life; still, in the 

 environment of the University, there is the opportunity for the 

 students who are to be leaders of men to find congenial sur- 

 roundings. 



The problem the University has before it is not only to turn 

 out scientific agriculturists, but men with practical judgment and 



