346 KEPORT— 1895. 



purely technical and for scientific instruction. The farmer's son on 

 entering such a school would commence at once his technical training, and 

 he would at the same time commence the study of elementary chemistry 

 and elementary biology and geology. Not till he had gone through 

 elementary courses on these subjects would he be prepared for instruction 

 in the scientific principles of agricultui-e. 



It is from well-arranged schemes, in which the instruction proceeds 

 from first to last' in a proper order, that the best I'esults are to be expected ; 

 such schemes should gradually be made to take the place of the short mis- 

 cellaneous courses of instruction, imperfect in themselves, and given to an 

 audience unprepared for them. The principal use of popular lectures is 

 undoubtedly to arouse a general interest in the subject, and to show how 

 much there is to be learnt on agricultural matters. Miscellaneous lectures 

 have thus a great value in pioneer Avork, but it must never be supposed 

 that they can take the place of solid, systematic instruction. 



Lectures to farmei'S are undoubtedly of very considerable importance, 

 as they are one of the few means of improving the practice of the present 

 generation, but they are the most difficult of all lectures to carry on 

 efficiently. The lecturer must be thoroughly acquainted with farming 

 practice, and with the conditions which determine profit and loss, or he 

 will bring his science into contempt. The teaching of science as science to 

 an audience of farmers will soon result in an empty room ; but keen, practical 

 men will listen carefully to the conclusions drawn from scientific investiga- 

 tions when these can be shown to have a direct bearing upon their daily- 

 work. 



One of the greatest obstacles to the teaching of scientific agriculture 

 in the present day, whether in schools or in evening classes or lectures, is. 

 the great lack of competent teachers. The best qualification which a 

 teacher can offer is that of graduate of one of the larger agricultural 

 colleges, but the supply of such men is extremely small. The qualification 

 sufficing for teaching the principles of agriculture under the Department 

 of Science and Art is an extremely low one,' and should never in itself be 

 accepted as sufficient. A poorly qualified teacher solves all his difficulties- 

 by adopting a popular text-book, and teaching this in a literal mannei". 

 Unfortunately some of the text- books most largely used entirely fail to 

 represent the present condition of agricultural science, and persistently 

 teach a whole series of exploded errors. Technical committees should 

 not sanction the use of text-books of scientific agriculture which are 

 mere reprints of works written many years ago. 



County Councils should recollect that all educational machinery re- 

 quires inspection. They act unadvisedly when they try to rid themselves 

 of trouble and responsibility by making grants to Parish Councils for tech- 

 nical education, and then leaving them to direct the work. It is necessary 

 always to ascertain how a teacher does his work. Does he illustrate his 

 lessons by specimens, diagrams, and experiments; or is his object simply to 

 cram for a written examination ? Opportunity should be given to 

 teachers to improve themselves by further study. Schemes for Saturday 



' A person becomes qualified to conduct a class under the Department by 

 answering successfully six or seven questions, selected by himself out of twelve 

 or fourteen, from a paper drawn up to suit the capacity of lads of fifteen. The new 

 regulations for the Honours examination, which come into force next year, will 

 provide a much higher qualification, as the successful candidates will in this case 

 have passed two examinations subsequent to the one just named. 



