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happen even if all the teachers are thoroughly practical men, and 

 specially for the following two reasons ; — 



First : people are inclined to think that the theoretical leaching on 

 which practice depends requires more time than the practical training. 

 Secondly : it is much easier to teach the whole of the underlying 

 principles in due proportion in a regular series of lectures than from 

 concrete examples. 



But much of the advantage of the practical work is lost if sufficient 

 time is not given up to it ; and the theory can be duly instilled if a 

 syllabus of principles be drawn up for illustration by examples. 



Care should be taken then that the agricultural training should be 

 eminently practical, and if it is limited to one year, it certainly ought 

 to be altogether out-of-door work, as distinguished from merely oral 

 instruction or study from books. 



The instruction should be on the following lines : — 



Veterinary Surgeon : Feeding and general treatment of stock. 

 Diseases of cattle, their prevention and cure ; Physiology 

 and anatomy of farm animals ; Horse-shoeing. 

 Engineer : Mechanics, mensuration, land-surveying, building 



construction. 

 Carpenter : Carpentry. 



Gardener : Preparation of land ; Sowing and cultivation of 

 various crops, and their preparation for the Market : Use 

 of Agricultural Machinery ; Forestry. 



Science Teacher : Elements of Geology, Chemistry and Botany, 

 Book-keeping. 



All other teaching, included under the head of " literary culture" 

 should absolutely cease. 



If necessary, a pass examination might be instituted to ensure a 

 certain amount of knowledge before agricultural training commences. 



Text-books may be recommended by the teachers, but should be used 

 only in the student's spare time. 



Certificates might be granted by the teachers, as a result of their work 

 during the course. 



It would be better to begin by making the course at Hope to last 

 only one year, for the following reasons : — 



(a) A much larger number can pay for a one year's course, than 



for one lasting two or three years 



(b) It would suit students from training colleges. 



(c) School-bo} r s might take it instead of their last year at school 



in an ordinary way. 



(d) It is better always to begin in a small way, and allow growth 



in the most serviceable manner. 



(e) Alterations can more easily be made if the course is for one 



year, than if for two years. 



(f) A one year's course can easily be altered into a two year's 



course if found advisable, but a two years course is partly 

 spoilt, if it is terminated at the end of half the time. 



(g) It will be easier to avoid the danger of making the course 

 collegiate instead of practical. 



Since writing the above on the importance of practical work, the 

 Committee of Council on Education have issued their report for Eng- 



