128 
Report on Agricultural Education. 
be judged from the fact that the United States Government has 
ordered 20,000 copies of it to be printed and distributed in 
America. 
INIr. Jenkins's instructions included an inquiry into the — 
(A.) Higher Agricultural Education, or such as may be 
reasonably regarded as suitable for " gentlemen farming their 
own land, their sons, their managers or stewards, and also of 
large tenant-farmers." 
(B.) Intermediate Agricultural Education, or such as may 
be suitable for " farm bailiffs and small tenant-farmers." 
(C.) Lower Agricultural Education, or such as may be 
suitable for " farm labourers and peasant proprietors." 
(D.) Instructio7i in the Rudiments of Agriculture in elementary 
puljlic schools ; and in England, under the Science and Art 
Department. 
Mr. Jenkins points out, however, that such classification is 
only of partial applicability ; that in France for instance, " the 
Agricultural Education of Classes (B.) and (C.) is practically 
the same, while in England Intermediate Agricultural Educa- 
tion (B.) is applicable only to sons of ordinary tenant-farmers, 
small land-agents and farm managers. In North Germany, on 
the other hand, farm-labourers rarely emerge from the class to 
which they were born, and therefore receive ,no education 
beyond that given at the village school, which, however, they 
are bound to attend until they are 14 years of age, or until 
they know enough of the Church Catechism to enable them to 
be confirmed ; whereas in Wiirttemburg, their compulsory edu- 
cation does not cease till they are eighteen years of age, the four 
years' additional instruction being given in evenings, and to 
some extent on technical subjects connected with their calling." 
Mr. Jenkins devotes a few words at the outset to the diffi- 
culties of the subject of Agricultural Education. Opinions differ 
very greatly on nearly all educational questions ; but when 
technical instruction is involved, and when its consideration is 
mixed up with that of general education, the diversities of 
opinion met with appear almost hopelessly irreconcilable. 
The difficulties in the case of an ordinary trade are increased 
enormously in the case of agriculture, for a reason which is 
peculiar to the cultivation of the soil. "A bootmaker, a 
weaver, a glass-blower, or in fact any other artizan, can pursue 
any department of his calling at any time ; and he can teach 
an apprentice how to perform all the necessary operations every 
day in every week of the year, if he enjoy health and strength, 
;ind has work to do; but the teaching of agriculture means the 
instruction how to perform a long series of operations, each 
one of which can only be done during a limited time once or 
