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The paper attempts to outline the phases of agricultural 
education available, or capable of being readily made available, 
in several British West Indian Colonies. 
Consideration is given first to the teaching bearing on 
agriculture in elementary schools: it is urged that little attempt 
should be made to give a technical aspect to the teaching, 
which should consist mainly in making the elementary scholars, 
who are largely of the peasant class, familiar with the common 
objects and events of an agricultural district. Simple opera- 
tions connected with the growing of plants may be demon- 
strated and practised, and some of these exercises may take 
place in a school garden. This affords a sufficiently wide 
scope without attempting details of technical agriculture, and 
provides as much as is required by the peasant who is to 
become an agricultural labourer. 
A certain number of pupils from the elementary schools 
require to receive further training in agricultural matters in 
order to fit them for the higher ranks of the labouring class 
‘who, in a minor degree, superintend the work of labourers, 
the so-called drivers or head men of the West Indies. These, 
who in the organized scheme now in existence are styled 
Agricultural Pupils, can best receive training at some institu- 
tion where practical agricultural or horticultural work is 
carried on for purposes other than teaching. In the British 
West Indies this is successfully done in connection with the 
botanic gardens and experiment stations. 
The education offered to the scholars attending the 
secondary schools, those of the grammar school class, con- 
sists in a good all-round training in English subjects, 
elementary mathematics, one classical and one modern lan- 
guage, coupled with instruction in elementary sciences funda- 
mental to agriculture, such as chemistry, physics and biology. 
As in the elementary scliool, so in the secondary, little can be 
done in the teaching of technical agriculture. 
A good general training in practical agriculture is given by 
means of a system of Cadetships to a selected number of 
scholars who wish to follow agricultural pursuits. The cadet 
remains attached to the secondary school for purposes of 
discipline; he also continues to receive instruction there in a 
limited number of subjects; the remainder of his time is 
occupied in practical work at the botanic gardens and experi- 
ment stations, where he learns the methods of cultivating the 
crops of the district, to make and keep records of work and 
experiments, to supervise labour, to conduct correspondence, 
and so forth. 
In a few instances posts of minor responsibility at the 
institution are filled, for a limited time, by cadets who vacate 
