518 



South-Eastern Agricultural CoLiiEOB, Wye. [Sept., 



fungus diseases, etc., should have some elementary knowledge cf 

 chemistry and of botanical principles, so that he can feel he is 

 deaUng with things of which he has a knowledge and may in- 

 teUigently apply himself to the solution of difficulties which 

 may occur to him in carrying on his industry of farming. The 

 proper place for the elementary sciences to be taught is the 

 secondary school, but until that desirable result is secured the 

 agricultural colleges must include such subjects in their curri- 

 culum, and the method of teaching must proceed pari jpassn if 

 possible wdth the teaching of agriculture, so that the student's 

 knowledge of chemistry or botany becomes part of his agricul- 

 tural knowledge. 



This, however, is a digression from the work of Wye College. 

 \\hich is endeavouring to put this idea of teaching into prac- 

 tical shape in lectures and laboratorv work. 



Part of the instruction at the College is given by means of 

 practical classes on the farm, e.g., with implements, veterinary 

 demonstrations, &c. If these classes are to be efficient they must 

 be small, and to secure small classes it is necessary either to 

 increase the number of classes or to employ a large staff. A 

 practical demonstration attended by more than 12 or 13 students 

 may be a waste of time except for those who can get near the 

 the demonstrator. Students are taught the manual operations 

 (ploughing, work with horses, thatching, etc.), but the intention 

 is not to make skilled workers of them — that can only be done 

 by lojig experience — but to indicate to them the methods, what 

 is meant by good work, time taken, and so forth. 



There is a demand for practical teaching of agriculture from 

 the farming community, but what the advocates of such teaching 

 mean is not always quite clear, though as a rule it is probably 

 what they think is ??ot taught at agricultural colleges ! A student 

 who is going to be a successful farmer must " go through the 

 mill " of routine farm work, and he must supplement his know- 

 ledge of stock, crops, soils and manual operations by practical 

 experience relative to the management of men, markets, and 

 financial dealings. Success in farming, as in every other in- 

 dustry, depends upon keen business methods, and a sound know- 

 led,Qfe of accounting is not the least necessary qualification. 



The system of going as a pupil on a farm is often a very 

 unsatisfactory method of learning farming — the pupil pays a pre- 

 mium and often thinks that therefore he can do as he likes : the 

 farmer may be unskilled as a teacher and permit the pupil to go 

 as he pleases, not initiating him into such important matters as 



