130 Report on Agricultural Education. 
" In Prussia at the present time there is an elaborate system 
of agricultural education for all except the labouring classes, 
based on the principle that theoretical instruction only can be 
properly given at schools and colleges. At some institutions, 
however, the necessity of a combination of practice with science 
has been recognised, and there in consequence a farm has been 
added to the school, or arrangements with a neighbouring 
farmer have been made. Under any circumstances, and in 
schools and colleges of all grades, eye-teaching is resorted to as 
much as possible. Indeed, the Botanic Gardens, specimen plots, 
collections of implements, natural-history objects, anatomical 
specimens, models of fruits, vegetables, &c., diagrams, and other 
means of instruction, are not the least remarkable adjuncts to 
even a low-grade agricultural school. At the same time it must 
be remembered that, with perhaps the exception of the Agri- 
cultural Institutes forming part of the teaching apparatus of the 
Universities, none of the so-called agricultural schools are ex- 
clusively devoted to the teaching of agriculture. All the other 
subjects which form part of a liberal education are taught ; and 
agriculture, with the sciences of which it is the application, 
takes only the time which in other schools would be devoted to 
acquiring proficiency in the dead languages and advanced 
mathematics." 
Landwirtlischaftsschulen. — The chief object, however, of the 
higher agricultural schools (Landwirthschaftssc/nden), which it 
has been before noted are distinct from the Agricultural Insti- 
tutes, is to enable the sons of farmers to qualify for the right to 
one year's voluntary service in the army, instead of undergoing 
the ordinary service, which is compulsory on all German sub- 
jects. Instead of serving as private soldiers for three years, the 
one-year volunteers serve as sub-officers for twelve months, 
during which they find their own quarters and rations. The 
education at these schools is of a somewhat stringent character, 
as in time of war the additional officers required are drawn from 
their ranks ; the higher grades of agricultural educational 
institutions have therefore distinct and definite relations to the 
military service of the Empire. From a list of subjects given by 
Mr. Jenkins in Appendix I., page 329, it is evident that the 
examinations at these schools in languages and sciences are of a 
high character. 
Entrance to the higher agricultural schools is open only to 
those who have attained a certain standing at an ordinary 
school of the first, second, or third rank, which schools are 
icspectively designated as Gijinnasiuvi, Rcahclnde, and Biir- 
f/crscliule. The lower the grade of school, the higher the position 
in it which the pupil must have attained before he can enter a 
