262 BOARD OF AGRICULTURE. 



Agricultural boarders, .... 62 

 Agricultural day pupils, .... 607 



Total, 669 



(2.) Model agricultural schools under the exclusive manage- 

 ment of the board. — The farms attached to these schools are 

 rented by the commissioners ; the farm buildings were erected 

 by them — aided in some cases by local contributions — and, 

 with some exceptions, the farms are cultivated for and at the 

 risk of the commissioners, by agriculturists, who are also 

 charged with giving agricultural instruction in the schools. 



The number of pupils educated in 1859 was — 



Agricultural boarders, .... 154 

 Agricultural day pupils, .... 538 



Total, 692 



Two classes of agricultural boarders are admitted to these 

 schools, namely, paying and/ree. 



Paying pupils are submitted to a qualifying examination in 

 the subjoined programme, so that none should enter with an 

 education so deficient, that they could not fully benefit by the 

 instruction afiforded. 



The free places are obtained by competitive examination in 

 the same programme,* and such additional subjects as the can- 

 didate may be prepared in. 



The cost to the pupils on these farms is from thirty to forty 

 dollars a year only, for those who pay. 



* Programme of examination for candidates for a^dmission to model agricul- 

 tural schools : — 



To know notation and numeration well, and to repeat all the aaore useful 

 arithmetical tables. To work readily questions in the simple and compound 

 rules of arithmetic. To distinguish readily, and with certainty, in any easy 

 sentences selected from the daily lessons, all the parts of speech. To know 

 the maps of the world and Europe. To write on paper a fair hand. To 

 know and to be able to write down the characters or marks used in punctua- 

 tion. To write down correctly easy sentences from dictation. To write out 

 from memory the time and money tables. To read and spell correctly the 

 words of an easy lesson, and to explain the meaning. 



