284 REPORTS ON THE STATE OF SCIENCE, ETC. 
Perfection from tops of known yield. Strong tops and weak tops were selected last 
year from a plot of the above varieties planted very widely (rows 4 ft., sets 3 ft.), 
so as to remove any possibility of mutual interference. 
The tubers, ranging from 1 oz. to 3 oz., have been selected and planted this year 
in the same way as the previous generation (common plot). 
Cut set trial.—Tubers were cut so as to have a good sprout on each portion. One 
group of such portions was exposed to the sun and wind before planting. Another 
was kept under a damp sack for a similar period of time (dual plots). 
On the same plots it is proposed to try planting potato sprouts with a very small 
portion of tuber attached (after suitable period under sack to allow the cut surfaces to 
seal themselves). 
VI.—AGRICULTURE IN SECONDARY SCHOOLS OF THE OVERSEAS 
DOMINIONS. 
Much valuable and interesting information respecting the trend of educational 
opinion and practice in the Overseas Dominions has been received by the Committee 
through the good offices of the High Commissioner for Canada and the Agents-General 
of Australia. Some particulars were given in last year’s report (see pages 8-10) ; 
the following extracts are therefore supplementary :— 
CaNaDA. 
1. Abstracts from the 1920 Report of Minister of Education for Ontario with 
reference to High Schools :— 
‘The Agricultural Instruction Act of 1912 provided funds for agricultural education 
in the different Provinces, applied first to rural schools only, but later successfully 
o suburban schools. In 1917 the scope of the grant was extended to urban schools. 
This aspect of the work has developed very rapidly, and as a result of such develop- 
ment a new view seems to be gaining ground, to the effect that much good might arise 
in the direction of a better understanding between city and country, and possibly, 
later on, many of the pupils now studying agriculture in the city schools may be led 
to take up their life-work in the country. 
The Teaching Difficulty‘ The chief difficulty in introducing and in maintaining 
classes in agriculture in secondary schools is lack of qualified teachers. Courses are 
provided at the Ontario Agricultural College, covering two consecutive summers, of 
five weeks each. Because of the fact that agriculture is not yet a regular subject on 
the High School curriculum, summer courses are necessary. In many other respects 
these courses in agriculture for teachers are the most important and far-reaching 
of all the agricultural courses given in Ontario, because through the teachers they 
have much to do with the shaping of the minds of the rising generation in such a way 
as to develop a mental attitude more in harmony with rural conditions. Not only do 
these courses so direct the rural mind at an early age, and thereby produce lasting 
impressions, but they assist materially in showing how the farms may be made more 
productive, and therefore more profitable, thus providing the economic incentive 
necessary for a happy life on the farm. 
‘As the High Schools are the real source from which teachers are derived, the in- 
fluence of these schools is paramount in so far as the supply of suitable teachers may 
be concerned. By the term ‘‘ High Schools ’’ is meant all Secondary Schools, whether 
they be called Continuation Schools, Collegiate Institutes, High Schools, or Private 
Schools, carrying on High School work. The course taken in the High School is largely 
a determining factor as to whether the student eventually becomes a teacher or not, 
consequently one of the causes of the shortage of teachers has its roots in the course of 
study in the High School. And, because of the dominating influence of the University 
in its requirements for matriculation in the various branches of college work leading | 
to a degree, the course of study in High Schools is shaped largely by the Universities. © 
The language requirements for matriculation make so large demands upon the time 
of the pupil while in the High School that the student finds himself unable, for lack 
of time and energy, to carry on a course which includes agriculture or household 
science. 
N.B.—The American State Universities make it possible for a student to offer 
agriculture as part of his matriculation course.’ 
2. Abstracts from Report of the Director of Elementary Agricultural Education 
for British Columbia for 1921-22 :— 
‘ During the past year provision was made for a four-year course in agriculture 
in the High Schools, which any student may elect and receive credit eitherfor entrance — 
