Education, 



5S 



[July, 1912. 



The principal sciences in which instruc- 

 tion should be provided in the courses 

 under consideration are Chemistry, Ele- 

 mentary Physics, with special reference 

 to Mechanics, Botany, and Animal 

 Physiology. It is obvious, however, 

 that only an elementary knowledge of 

 these sciences can be given in an agricul- 

 tural course lasting two or even three, 

 years. Much difference of opinion exists 

 as to whether " pure," as distinguished 

 from " applied," science should be taught 

 to agricultural students. The Confer- 

 ence are of opinion that wherever poss- 

 ible the elementary instruction in pure 

 science, which must precede more advanc- 

 ed instruction in applied science, should be 

 given by an agricultural scientist, and 

 should be given an agricultural bias. 

 Difference of opinion also exists among 

 experts as to whether the curriculum for 

 the first years should be devoted to 

 science subjects or to agriculture or to 

 both. It is clear that much must depend 

 on the previous knowledge of the 

 students ; students who have, before 

 commencing their course, acquired a 

 fair knowledge of practical farming 

 might be expected to derive much advan- 

 tage from a first year's course devoted 

 wholly to science subjects, but students 

 less well-equipped with practical know- 

 ledge would probably be unable to see 

 what bearing the teaching had on agri- 

 culture, and their interest would not be 

 secured. If, however, the recommend- 

 ation referred to above with regard to 

 the admission of students only after 

 they had acquired adequate practical 

 knowledge was generally adopted, the 

 class of students attending agricultural 

 institutions would become more uniform 

 in this respect. In these circumstances it 

 might be advisable to devote the first 

 year mainly to the study of science, the 

 teaching of which should be illustrated 

 as far as possible by agricultural objects, 

 and should include instruction in the 

 properties of soils, the nutrition of 

 plants, and the elements of manuring. 

 The Conference also think that at least 

 one day or two half -days, a week should 

 be allocated to such non-scientific sub- 

 jects as surveying and practical instruc- 

 tion on the farm. 



As regards the course taken as a whole 

 it must always be remembered that the 

 aim of the instruction in Agricultural 

 Chemistry and Agricultural Botany 

 should be, for the purpose of the class of 

 pupil under consideration, to impart 

 knowledge which will be of value to 

 the student as a farmer, and not to train 

 agricultural chemists and agricultural 

 botanists. For instance, in agricultural 

 chemistry, too much time should not be 

 devoted to the technical methods of ana- 

 lysis used by professional agricultural 

 chemists. The study of this subject 

 should rather be limited to the acquis- 

 ition of such a knowledge (both theoret- 

 ical and practical) of the more ele- 

 mentary chemical facts upon which the 

 life of animals and plants and the char- 

 acter of soils depend, as Would enable 

 the student to interpret the practical 

 bearing of a detailed chemical analysis, 

 e.g., of feeding stuffs and manures. 



In the past an attempt has been made 

 to teach too many subjects, with the 

 result that the instruction in certain 

 important subjects, especially agricul- 

 ture itself, has suffered. Geology, Ento- 

 mology, and Mechanical Engineering are 

 subjects the comprehensive study of 

 which may, at any rate for the present, 

 be left to pupils who will qualify as 

 experts, to whom farmers would look 

 when requiring special advice or assis- 

 tance. Animal Physiology and Hygiene, 

 on the other hand, are subjects to which 

 too little attention has been devoted in 

 view of the importance of the live stock 

 industry in this country. 



It is therefore suggested for the con- 

 sideration of the Governing Bodies of 

 agricultural institutions that the effort, 

 of the staffs should be concentrated on 

 the thorough teaching of Agriculture, 

 including Manual Instruction and the 

 use and repair of machinery, Chemistry, 

 Botany, Animal Physiology, Elemen- 

 try Surveying, and simple Farm Book- 

 keeping, and the farmer-students should 

 not be compelled to attend classes in the 

 following subjects, which, while of such 

 interest and value to farmers cannot, 

 with the subjects above-mentioned, be 



