542 
Report on Agricultural Education. 
churnings and makings-up of butter, and an explanatory lecture 
is given each time. Questions are asked and answered, and 
every operation is performed according to the best systems. 
The dairy and its staff are let out to landowners and other 
persons willing to hire it, as well as to local agricultural 
societies. The minimum charge is for a week, and the rate 11. 
per week, in addition to the travelling expenses by rail. 
Examinations have been attempted at the end of the visit of . 
the dairy to particular districts, and the best answers have 
received a prize of 20s., and the second best 10s., from the 
Society. At some of the examinations there have been as many 
as twenty-three candidates, and never less than seven. The 
cost of the dairy, exclusive of furniture, including hot and cold 
water fittings, cisterns, boiler, &c., was 115/. 
Mr. Jenkins's Recommendations. 
In the recommendations at the end of his Report, Mr. Jenkins 
endorses the German and, indeed, the Continental view, that 
education, as such, can be given quite as efTectively through the 
partial medium of sciences bearing upon agriculture, as through 
the exclusive medium of pure mathematics and the dead lan- 
guages, and desires more particularly to express his concurrence 
Avith the opinion that facts should be learned before principles. 
Following this up, he quotes Mr. Lawrence's opinion, given in 
this ' Journal ' many years ago, " that he would recommend any 
youth resolving upon agriculture as his occupation in life, to 
place himself with a tenant-farmer for a year, to acquire what 
may be called the grammar of agriculture. With this prepara- 
tion he would be in a position to derive greater advantage from 
a two-years' course of instruction at Cirencester, or any other 
agricultural college. After this, two years' residence with a 
skilful farmer, with careful daily observation and the study of 
the most approved agricultural literature, would form a reason- 
ably safe foundation to work upon." 
The system here recommended is practically identical with 
the Danish system, and comes very near to that which is 
adopted at the Ivstitut National Agronomiqiie ; but whether 
these two divisions of the educational process should be con- 
ducted concurrently or in succession, appears to be more a 
question of opportunity, and especially of time and money, than 
of necessity. 
Mr. Jenkins remarks that English farmers are notably spe- 
cialists, and thus explains our success in agriculture in this 
country. There is a danger in attempting too much, and the 
German system, which covers such an immense ground, is too 
