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schools of a high class, specially adapted for imparting agricultural education, is plainly shown by one 
writer, who says — “The number and means of the farmers arc not sufficient to support schools such as 
■would bo calculated to improve much upon the knowledge ordinarily acquired by practice.” This difficulty 
is so apparent and so generally recognized, that most of the suggestions are for the addition of agriculture 
in some shape or form, or ol the branches of knowledge specially bearing on it, to the regular course of 
teaching at the common and ordinary schools throughout the country districts. It is recommended, in the 
first place, that there should be a good-sized piece of land attached to each school. The before quoted 
resident near Mansfield is rather more ambitious than most of your correspondents on this subject, for 
he says, in anstver to query l.'i — “By the establishment of agricultural schools in agricultural districts, 
mining schools in mining districts, and technological schools in manufacturing districts — a small model 
farm at our common school at Mansfield, the boys attending which are all intended to assist their parents 
on their farms, and they can be taught to bo good farmers. A well-chosen and appropriate piece of 
land is the first requisite, then an intelligent instructor, who, for four hours a day, ■n'ould teach the boys 
.an improved ."ystem of farming practically, by working them in the v.arious parts of the farm and garden. 
I he girls might also, at the same j)lace, be instructed in the parts of farm industry for which they are 
adapted, and which would give them habits and tastes that would be of the greatest benefit and happiness 
to them in after-life.”^ In support of this view as to the best mode of extending agricultural education, 
the mayor of Sale adduces the following instance : — “ Increase the facilities for obtaining such knowledge 
by affiliating classes for these studies. At Sale, a class for technological education has been very success- 
fully carried on in connection with the common school for some time ]>ast.” Following up this view of 
the question, we have the opinion of the mayor of Koroit, in the Warrnambool district, who writes — 
“I think industrial schools might bo established with advantage. 'I bis mieht be gradually grafted on our 
common school system ; say by attaching a few acres of land to one school in each district, where industrial 
expoilments might be carried out. ’ Still another gentleman, the mayor of Portland, is of the same 
opinion in regiird to the dii’cctiou teaching at the common schools should take, for he says — “Bv giving (he 
teachers at the common schools an agricultural training, and granting to each country school sullicient land 
say six or seven acres for experimental farming purposes — education of this kind would bo mch promoted.” 
Again, the answer of a settler at the M immera to this qucsiion is — “By teaching the outlines of agriculture 
in all the schools in the colony, each large school to have a museum ot <lricd specimens of .agricultural products, 
bulb.s, and all usetul herbs, their uses to be explained to the schoiai’s.” A resident of Cranbournc v,*rites — 
“In country schools tnerc shouhl be at least halt .an hour a day devoted to agricultural (caching, which 
■would prove both recreative and instructive. Such instruction could be acquired from printed directions, 
and would prove highly .attractive.” An innabitant of Geelong exjircssc.s bis opinion that “the upper 
classes of our common schools shouhl be taught the rudiments of chemistry and physiology.” A resident at 
Camperdown s.ays — “ I think public education shonid bo made compulsory, and technological education should 
bo imp.arted in the common schools.” I could add m.any more iinswcrs of this kind, tegethor with suggestions 
for giving the children a special interest in the teaching they would receive, such as allotting to each 
of the older ones a portion of ground to crop as he pleased, with annual premiums for the most productive 
piece or most valu.able crop ; allotting to each a garden, with annu.al premiums, and so on. But a 
few of your correspondent.s take a wider view of th.^j question. For instance, gentleman at Bungareo 
says — “ Ilavo a Minister of Agriculture ; .also, let one half-day in every week bo set apart in all common 
schools throughout the colony for the purpose of teaching this p.articular branch. Make it a part of the 
programme of a teacher’s qualifications.” Very similar is the opinion of a settler near Warrnambool— 
“I think that, so far as agriculture is concerned, the interest is of sufficient importance for the .appointment 
of a Minister of Agriculture, and that local societies should be established in the various districts. I think, 
moreover, that, in the '.agricultural districts especially, children should bo given some practical knowledge 
of farming and g.ardening at schools, .and the taste* once acquired in youth would never fail to exhibit 
its good effects in after-life.” The adv.autages to be gained from the establishment of ■well-conducted 
night-schools is clearly pointed out by a resident at Creswick— “ If night-schools were established 
in the country districts, they might be so conducted as to diffuse a large amount of information 
on agricultural subjects. Circulating libraries might bo connected with snch schools, the books 
being chosen specially in reference to .agriculture and kindred subjects.” The quotations on this 
branch of the subject may conclude with a recommendiition from the town clerk and surveyor at 
Clunos, who says — “ I would suggest the prepar.ation of .a few cards for hanging in the various 
country common schools, which would contain a few of the leading principles to bo observed in the 
successful pr.actice of farming.” ffhis idea may be well extended, so as to include illustrated tables 
like those lately obtained from the Government printing office at Sydney on the silkworm. In this 
last, the insect is admir.ably depicted in every stage of its growth and every change, and the illustrations 
are ^ accompanied by letter-press directions for feeding and general man.agement, translated from the 
Italian. Ihus a vast amount of useful information might bo conveyed to the children at these schools, 
more jiarticularly if the teachers would give a lecture occasionally in familiar terms on the subjects 
illustrated. But the representations of insects, animals, produce, or machinery, should bo correct and 
artistic, for early impressions last long, and care should bo taken to make these an aid rather than a bar 
to improvement. The above quotations are but a few out of the many answers and suggestions received on 
this branch of the subject of education ; still, they furnish material for a very complete system. 
TEACIIIKG FOE ADULTS. 
Lectures are of course adapted for the teaching of both old and young, and schools are for the young 
alone ; but I now come to the means proposed for the teaching of adults. And the farmer especially has 
need to be constantly learning. As long as scientific investigation lasts, so long will new truths be 
discovered, and not only have these to be learned, but also the many fresh combinations of the old truths. 
Then mechanical improvements never cease, and, with the competition of the present day, the farmer has 
as much need of cheap power as the manufacturer. Thus the farmer must be a reading man now, and the 
want most strongly insisted on is that of suitable books, or tr.acts or pamphlets, prepared for the special 
requirements of the colony. It has been already seen that one of the chief advantages expected from 
