Report on Agricultural Education. 
129 
twice in the course of a year. If, therefore, a farm pupil fails 
to grasp how, for instance, to prepare a stubble for the suc- 
ceeding crop, he and his teacher must be content to wait nearly 
twelve months before the lesson can be resumed. This peculiar 
difficulty pertaining to technical instruction in agriculture is 
too often lost sight of by those who argue solely from first 
principles, as well bv those who do not distinguish sufficiently 
between the kind and amount of technical instruction necessary 
for the land-owner, the land-agent, the tenant-farmer, the farm- 
bailiff, and the labourer respectively." 
Again, how is agriculture to be taught ? Is it to be looked 
upon as a science? or an art? or a business? "If it be a 
science, it can be taught at a school or college, with an experi- 
mental field as a laboratory, in a manner analogous to that 
in which chemistry is taught. If it be an industrial art, it 
cannot be properly taught without a workshop (that is to say, a 
real farm for the exercise of the pupils) : and if it be a business, 
it cannot be taught at all, except by a regular system of 
apprenticeship ending in almost a partnership, or at any rate 
in very confidential relations as to money matters between the 
apprentice and his master." 
From an educational point of view there is, no doubt, a con- 
siderable distinction between agriculture as an art and farming- 
as a business. Mr. Jenkins's Report is, in a great measure, 
devoted to a description of the methods adopted in European 
countries for the instruction of all grades of agriculturists ; and 
leaving these subtle distinctions as to terms, which concern us 
little in this paper, let us turn to his pages, and find how the 
best wits have been emploved in building up the fabric of 
agricultural education on the Continent. I shall premise that 
it is my intention, as far as possible, to let Mr. Jenkins tell his 
story in his own words, my object being to bring out the salient 
points of his Report, letting him, for the most part, speak for 
himself. 
Geemant. 
In this country Agricultural Education has long been recog- 
nised as a subject of importance, and some interest is attached 
to a School of Dairying for farmers' daughters, established as 
long ago as 1722 by King Frederick William I. at Konighorst, 
in Brandenburg. The interest taken by this monarch in this 
institution is shown by the circumstance that he not infrequently- 
acted as judge of the merits of the butter, and that a prize of 
100 marks was given by him annually as a contribution to the 
dowry of the most successful maiden in this branch of dairy 
practice. 
VOL. XXI. — S. S. K 
