546 
Abstract Report of Agricultural Discussions, 
24Z. or 25Z. a-year a good English education might bo given ; but 
though it might include French to a certain extent, and mathematics, 
a classical education equivalent to that of the upper classes could not 
be had for that sum. 
Dr. Voelokek, speaking from his experience in the education of 
agriculturists, said he was convinced that the practical education, 
such as is required by the sons of small tenant farmers, was much 
better acquired at home than upon a farm attached to a school. 
The farm, moreover, was an expense which fell heavily upon agricul- 
tural schools, and without it, he believed that with some little care they 
could be made self-supporting. They required to be sup2)orted by the 
influential men of the county, and such encouragement as Sir Edward 
Kerrison had suggested that this Society should afford would be most 
beneficial ; but it was in vain to hope that anything Like a good pro- 
fessional education could be given in any establishment especially set 
aside for the instruction of the farmer. It was impossible to instruct 
more than three or four pupils together in one business. Wherever 
there were a number of lads brought together, they would be sm-e to 
do anything but what they ought to do. In school they could be kept 
under perfect control ; so also in the lecturc-rooni ; but it was prac- 
tically impossible to give to a number of young men instructions in 
classes upon a farm. The sons of wealthy farmers required to be 
specially instructed in the great art of making experiments, and of 
deriving advantage from a more careful observation than was, perhaps, 
needful on the part of the small tenant farmer, for the simple reason 
that the latter had not the means at command of bringing into play the 
fruits of a superior education. A lad, who, up to his fifteenth or 
sixteenth year was instructed in the elements which were usually 
taught in general schools, and in addition, perhaps, in the elements of 
natural science, especially chemistry, would, when occupied upon the 
farm, practically turn out a much better agricultural chemist and a 
more careful observer of the facts of natural history than the lad who 
was instructed with special reference to his occupation in the elements 
of a particular branch of science, such as chemistry or botany. 
Professor Coleman entirely agreed with Professor Voelcker that 
there was a difficulty in commanding the attention of large classes of 
students upon a farm, and making the instruction sufficiently personal 
to be of value. At the same time, he could not admit that much 
information might not be derived by students from the teaching of the 
farm. If success in practical farming depended so much upon local 
experience, — and the practice depended largely on soil and climate, — it 
would be absurd to suppose that instruction upon a farm, irrespective 
of its situation and soil, would lit the student to take charge of a farm, 
and embark a large amount of capital upon it, where the conditions 
were altogether different. But that much useful general information, 
available for future development with reference to special cases, was 
thereby conveyed he certainly believed. 
Mr. Wren Hosktns said that the subject of agricultural education 
was one that had always presented considerable difficulties, partly 
owing to a sort of ambiguity in the expression itself, and partly from 
