SECTIONAL TRANSACTIONS.—M. 461 
(6) Susszcts : 
1, 2, and 3 are vocational ; 4, 5, and 6 are the corresponding technical sciences. 
1. Farm processes: The cultivation and management of the soil; the selec- 
tion, breeding, feeding, management of farm crops; the selection, breeding, 
feeding management of farm stock. 
2. Hconomics: Selection of forms of production to suit markets; cost of 
production—interest or rent, labour, maintenance charges ; marketing—prepara- 
tion of material and modes of marketing. 
3. Country life: Conserving rural factors of civilisation ; recreation, schools, 
churches, social and economic organisations. 
4. Agricultural Science: Natural sciences, for the improvement of the soil 
and of domestic plants and animals, and the control of pests and diseases— 
bacteriology, botany, chemistry, entomology, genetics, animal and vegetable 
pathology, physics. 
5. Economic Science: Political Economy and farm management. 
6. Social Science and Civics. 
(c) Ways anp Mzays. 
Obviously, the selection from this mass of material of subjects to be taught 
will depend upor several conditions—the capacities of the students; the require- 
ments of the students, whether for vocational training or technical education ; 
the equipment of the school and consequent ability to handle technical subjects 
illustratively, or vocational subjects practically ; and the knowledge and training 
possessed by the teachers. 
Short Courses.—These short courses are conducted at chosen points in country 
districts and at agricultural schools and colleges. They vary in length from 
one week to six months, and cover practically all agricultural subjects that can 
be demonstrated, such as judging live stock, judging and cleaning seed, fruit 
and vegetable growing, bee-keeping, dairying, poultry, gas-engines and tractors. 
The short course is probably the most intensive method of presenting single 
subjects for vocational purposes. 
Public Schools—Here the chief purpose is educational, while vocational 
training is incidental. Agriculture in the public schools gives some opportunity 
for handling hoes and rakes; working the soil and raising crops; feeding calves 
and raising chickens (as home projects). As an educational subject it offers 
material for Nature study and natural science, and incidentally for history, 
geography, and arithmetic. Also, the teacher who is alive to the opportunity 
can show how interesting and varied is the work of the farm compared with 
the work of the factory or the office, and how important is agriculture in the 
economic well-being of the country. Important elementary lessons in civics and 
social science can be gathered from rural social conditions and rural organisa- 
tions and methods of government. 
High Schools——Canadian high schools have been resolved into preparatory 
schools for the professions. The teaching of agriculture in the high schools 
has not made much progress (1) because agriculture has not been recognised 
as a profession; (2) because high school teachers have not been qualified to 
teach agriculture. 
The raising of the standard of admission to agricultural colleges, to the 
extent of requiring matriculation, has accomplished, or will ultimately accom- 
plish, two objects: the recognition of agriculture as a profession, and the 
inclusion of agriculture as a high school subject for matriculation and teachers’ 
certificates. 
When we speak of agriculture as a profession, we do not mean practical 
farming. That is a business occupation. We mean those occupations offered 
in journalism, agricultural teaching and research, and the many positions in 
the public service under the political departments of agriculture in the 
provincial and federal governments. 
Agricultural Schools.—There are in Canada a number of schools that offer 
agriculture-as their main subject along with certain-academic subjects that 
go with a general education. There is one at Truro, N.S.; one or more in 
Quebec; one at Kemptville, in Ontario: and there are six in Alberta. These 
