TRANSACTIONS OF SECTION F. LEA 
number had risen to 15,545, an increase of nearly 700 per cent., the operation of the 
Act being to undermine the independence of poor Scotchmen. 
The remedy suggested is to increase the school rate one-fourth, also to increase 
the Government grant one-fourth, which would enable Scotch school boards to 
grant free education up to the fifth standard, at which stage children can leave 
school. 
WEDNESDAY, SEPTEMBER 16. 
‘The following Papers were read :-— 
1. Agricultural Investigation and Education. By THomas JAMIESON. 
Attention was drawn in this paper to the growing tendency to speak of 
‘ Agricultural Science,’ a term directly pointing to education in such parts of what 
is called ‘ pure science’ as can be usetully applied to aid the industry of agriculture. 
The term ‘ Agriculture Science’ is welcomed as indicating a better realisation of 
the relation of science to agriculture, but a warning is given against assisting in 
forming the notion that agriculture is itself a science, and a counsel to keep in view 
that it is merely an industry intended for money-making, with aims and interests 
different from those of science, a distinction which in the interest of investigation 
it is desirable to maintain. 
It is also sought in this paper to point out the present defective provision for 
agricultural education, and that much of the education that is provided is improper 
in consequence of its consisting of assumed and unproved matter. A practical 
suggestion is also made bearing both on investigation and education. In regard to 
agricultural investigation, serious obstacles to its advance are, on the one hand, the 
unknown or desultory support that is given to it, and on the other hand, the con- 
stant reminder that the aim is mercenary, in other words, that those among whom 
the investigator has to distribute the results of his work have no interest in it 
beyond its power of seeming to increase pecuniary gain. 
The agricultural investigator cannot altogether lose sight of the fact that his 
researches are carried out with but a sordid money-making object immediately in 
view; but there is an ultimate object of a higher kind which it is desirable to look 
to; otherwise evil consequences follow, such as the alienating from the work men 
who seek knowledge for the sake of knowledge, and who are best fitted for bringing 
out truths that may aid the industry. It is, therefore, thought important to 
emphasise and realise this higher aim. To do this one has merely to separate 
the agriculturist from the ultimate object altogether, and to regard him simply as a 
means to an end, the end being increased production, more food for all, less need to 
make life a toil, and hence more leisure tu enjoy life. It is perhaps correct to say 
that, but for the element of discontent, increased production means increased 
happiness, than which perhaps no higher aim can be held out. 
After investigation comes, almost of necessity, education. Agricultural educa- 
tion is properly education in agricultural science ; for although some contradiction 
may seem to be conveyed in adding that agricultural education should consist 
not only of what is learned in the laboratory or experimental field, but also of facts 
gained by actual experience or practice on the farm, yet the attendant qualification 
is important, namely, that neither the one nor the other should be taught from the 
educational chair till the one has verified the other. On the one hand, the teaching 
of the laboratory should be confirmed, both on the experimental field and on the 
farm ; on the other hand, the teachings of the farm, should be submitted to the test 
of the laboratory and experimental field before either should form a part of education. 
So that, whether the fact has originally been found on the farm or in the laboratory, 
it would thus pass into the domain of agricultural science, that is to say of proved 
matter, before it is taught. Agricultural education ought to consist of two parts. 
1. The unlearning of what is unsupported by scientific proof, and 
