556 PROCEEDINGS OF SECTION G2. 



place their primary industries in the front rank of national im- 

 portance. In 1889 there were but ten agricultural high schools 

 in the States, and the training of teachers in agricultural topics 

 with nature study had only started. At the present time there are 

 over 60 agricultural high schools and 400 public high schools 

 teaching agriculture. In addition, 125 State or County normal 

 schools and 16 agricultural colleges are training teachers to 

 understand agriculture and to include this with nature study in 

 their course of training. In Australia a commencement has been 

 made. The first continuation agricultui^al high school was opened 

 by Sir John Cockburn in Adelaide, South Australia, in 1897, where 

 provision was made to bridge the period between the time the lad 

 left the primary school at 14 and entered the Roseworthy Agri- 

 cultural College at 16. During these two years the subjects taught 

 are advanced arithmetic, algebra, geometry, book-keeping, 

 mensuration, land surveying, mechanical drawing, English, botany, 

 elementary agriculture, chemistry and manual training. 



In Victoria five high schools are established in which a similar 

 course of training is pursued, but to each a considerable area of 

 land is attached to use for gardens and a farm. This training 

 prepares the student for entrance to the Dookie Agricultural 

 College, 



In New South Wales similar provision is projected in the 

 extensive educational scheme recently approved by the Govern- 

 ment. Each high school will furnish the requisite training 

 between the ages of 14 and 16 to boys intended for entrance to the 

 Hawkesbury Agricultui"al College. Already the Hurlstone Agri- 

 cultural Continuation School has carried out excellent work in 

 this direction. Several of the most prominent students at the 

 annual examinations at the Hawkesbury College during the past 

 three years have come from Hurlstone. 



The aim throughout is the proper preparation of the student 

 for the more complete, higher and thorough training at the agri- 

 cultural college, and in this work admirable results have been 

 achieved. Thus the connecting link of the educational chain 

 between the primary school and the agricultui'al college is 

 established. 



The selection of an avocation by any lad is a serious step in 

 his life, and if possible it should be made before the conclusion of 

 the primary stage of his education. 



To attempt to force a city lad to select an avocation most 

 suitable to his inclinations and tastes without some direct know- 

 ledge of it is fraught with some difficulties, but it is evidently wiser 

 to direct his education and training towards the land at an impres- 

 sionable age. It is in this direction that the high school will 

 prove most valuable. Where a break in his education takes place 

 it is difficult to get him to resume it. Often a lad is sent into the 

 country to ascertain if he is likely to care permanently for a rural 

 career. This frequently ends in his staying there and missing the 



