Kingston, Dublin and Edinburgh. The traveling expenses of candidates if suc cessful will be paid.

IV. Examination for students will be held

(1.) The adults, seamen and others, at the seaport towns where local Marine Boards are formed and are prepared to undertake them from year to year.

(2.) The youths, in inland towns once a year, the examination forming part of the general May Science examination will be held simultaneously all over the kingdom where local committees are formed to conduct them, the examination papers being supplied by the Science and Art Department.

V. The successful candidate will be classed as passed with honorable mention, third, second, and first grade certificates. In the three last, a certificate will be given to that effect. The grades of success may be improved at any future examination.

VI. The teacher will receive one, two, three, four or five pounds, according to the class of success of his pupils, on the condition that the pupil, if a boy, shall have received forty lessons, at least, from the teacher, and then goes to sea, and if an adult at sea, then he shall have received twenty lessons, at least. VII. Should the pupil have been previously examined and payment made on his account, the twenty or forty lessons, as the case may be, must have been given since that examination, and the payment to the teacher will be the difference between that sum previously paid and the amount found due on the grade then taken.

VIII. A local committee must in all cases be formed, and from them the teacher will receive the necessary vouchers.

IX. The sum above fixed can only be considered experimental, and may be altered from year to year.

COLLEGE OF NAVAL ARCHITECTURE AND ENGINEERING.

The course of instruction at the Royal College of Naval Architecture and Marine Engineering at South Kensington was originally in subjects the same as at Portsmouth, but after careful observation of what could be accomplished in connection with practical instruction and observation in the dock-yards, the subjects have been redistributed, and the number of sessions increased.

The first year embraces mathematics, practical ship-building (laying off work), chemistry and metals, machinery, steam and its management, physics, drawing, and French.

The second year embraces the same subjects, with the addition of heat, and strength of materials.

The third year includes the same subjects still further pursued.

A fourth year was added to the course in 1868, and the whole scheme in its details has not yet been fully tested.

A portion of each year is spent in the dock-yards in practical work, under the superintendence of officers in charge of different departments of the local service.

At the close of each session of theoretical study, a rigid examination is instituted, and promotion from class to class, and final graduation with the diploma of Associate or Fellow is awarded on the results.

In 1869 there were 30 students (15 engineers and 15 shipwrights) sent by the Admiralty, and receiving their instruction free; and 10 outside or ordinary students (6 engineers and 8 in naval construction), a total of 40 students.

AGRICULTURAL EDUCATION

IN

IRELAND.

ARRANGEMENTS are now made for a systematic course of instruction in the science and practice of agriculture in Ireland, in connection with the Queen's Colleges, and the Commissioners of National Education.

PROFESSORSHIP OF AGRICULTURE IN THE QUEEN'S COLLEGES.

In each of the Queen's Colleges there is a professorship of agriculture, with a model and experimental farm, and botanical garden, all the helps and appliances of agricultural books and periodicals, and a laboratory for experiments in the scientific principles connected with this depart

ment.

The colleges are situated in different sections of Ireland, viz.: at Galway, Cork, and Belfast, and the course of agricultural instruction in each, will be modified to some extent by the peculiarities of the country in which it is located.

The course of study and of lectures extends through two years, when the student receives a "Diploma of Agriculture." The courses of lectures embrace, in the first year, natural philosophy, chemistry, natural history, and the theory of agriculture; in the second year, geology and mineralogy, history and diseases of farm animals, land surveying and the practice of agriculture.

On the model and experimental farm, and in the botanical gardens adjoining the colleges, and in connection with them, the students have an opportunity of becoming acquainted with the best kind of farm animals and machines, and with the manual and mechanical operations of practical agriculture, horticulture and arboriculture, being accompanied in their visits to see such objects and processes, by their instructors, as well as in various excursions of natural history.

Students who attend the agricultural lectures may be matriculated or non-matriculated. The former pay $33 each year to the college; the latter pay $9 for attendance upon any separate course of lectures. They also pay $3 annually for access to the library, which is well furnished with agricultural publications, to which the matriculated students have access without charge.

In each of these colleges are four scholarships of Agriculture, of the value of $97, two for each year. Candidates for these undergo certain examinations. For the first year, they must have passed the matriculation examination, viz.: in English grammar and composition, the first four rules of arithmetic, vulgar and decimal fractions, involution and evolution, proportion and simple interest, mensuration, book-keeping, and

outlines of modern geography. For the second year, the examinations are in the general principles of heat, chemistry, mechanics and hydrostatics, elements of botany and zoology, theory and composition of manures, and feeding of farm animals.

Candidates for the diplomas of agriculture pay to the college the first year, $33; for the second, $31. If they have scholarships, they pay only $20 the first year, and $18 the second.

AGRICULTURAL DEPARTMENT OF THE SYSTEM OF NATIONAL EDUCATION. The operations of the Commissioners of National Education embrace: 1. Model Farm at Glasnevin, near Dublin.

2. Model Agricultural Schools under the exclusive management of the Commissioners.

3. Model Agricultural Schools under the management of Local Patrons.

4. Agricultural Departments in Workhouse Schools.

The working operations of several schools, and the results of the experimental model farming in connection with each, are fully set forth each year in the report of the Inspector-who in 1852 was Dr. Kirkpatrick. From his report for 1851, it appears that, besides the Model Farm and Agricultural School at Glasnevin, there were 28 Model Agricultural Schools and 37 ordinary Agricultural Schools. In these schools there were 96 boarders, and 173 pupils working on the farms, and paid out of the produce of the farms-most of whom were destined to be teachers in National Schools. The Inspector in his Report remarks:

The reports of the conductors of the several Agricultural Schools in which Industrial Classes have as yet been established are most favorable as to the utility and efficiency of such classes, and generally speak of the pupils composing them as being the most regular in their attendance at school, and the most proficient in literary and agricultural knowledge. The establishment of an Industrial Class of six pupils in every Agricultural School would be of great advantage in carrying out the different operations of the farm, and in diffusing more effectually the benefits of the agricultural department of the school. The labor of such a class for two hours each day on the farm, in performing the light work, (which can be more conveniently and economically done by boys than by men,) would be worth at least £8 per annum. Now assuming that of the 4,704 National Schools at present in operation 2,000 are favorably circumstanced for having small school farms attached to them, which might be principally cultivated by such classes, a sum of £16,000 would be annually added to the national wealth. This would be an immediate and tangible benefit, but who can estimate the value and importance of the thrifty and industrious habits of which the foundation might thus be laid among the future producers of the wealth of the country. A boy might thus, without any impediment to his literary education, earn nearly 30s. a year, and if his parents could afford to invest this in the purchase of a pig, a lamb, or a calf, which might be reared for his benefit, he paying for its maintenance with his future earnings-selling it at the proper time-investing the proceeds in additional young stock, and thus from year to year gradually adding to his little property, what a valuable step this would be towards improving the provident habits of the humbler classes! What an improvement on the old and still too general practice of allowing young lads, whose laboring in this way would be so useful, to spend the greater part of their time before and after school hours in idleness or mischief. I think from the experience we now have had of the working of the system of agricultural education in this country, the practicability of combining agricultural with literary instruction in all schools favorably circumstanced for practically ex

emplifying the agricultural principles to be inculcated, can not be any longer questioned. From all the information I could acquire on this subject in the course of my personal inspection, and from the statements of the local parties connected with the different Agricultural Schools, I find that in almost every instance the agricultural instruction does not in any way retard the progress of the pupils in literary studies. I have heretofore had occasion to refer to the case of the Larne School, as affording a gratifying instance of the truth of this statement; and I have again the satisfaction of stating that its pupils have a second time given public, and I trust satisfactory proof that at the same time they have acquired a thorough and useful knowledge of agricultural principles, they have made as much proficiency in literary instruction as if it formed the sole subject of their studies. Three of them were examined at Edinburgh, in September last, before the education committee of the General Assembly of the Church of Scotland, and several noblemen and gentlemen interested in the agricultural education of the youth of that country, on a similar plan to that carried out in connection with the National Schools here; and from the public and private accounts I have received of their answering, Í think they amply fulfilled the object of their mission by affording a convincing proof of the practicability of combining agricultural and literary education in common schools, where the Teachers are properly qualified to communicate such, and to superintend the practical operations of a small farm.

I beg to direct attention to a portion of the speech delivered by Sir John M'Neill, G.C.B., who presided as chairman at a public breakfast given to Mr. Donaghy by the friends of agricultural education, at the conclusion of his lectures on that subject. After referring to the necessity for and advantages of agricultural education, and the most suitable means of having it generally carried out, he thus proceeds :-"I have had occasion to visit the school conducted by your guest, Mr. Donaghy, at Glasnevin, in the vicinity of Dublin, and from the results of the experiments made in that institution, I should look with the greatest hope and confidence to the success of any scheme that might conciliate public support to enable it to be permanent. On looking to the schemes of improvement which are started every day, I think I see a disposition on the part of those who move them to look for too speedy results of their own labor. Now I am perfectly satisfied that if we are to move in this matter with the prospect of conferring benefit on the country, we must be contented to sow that others may reap. All education, mind you, is founded on that principle. He who establishes a school for the education of youth does not expect to see all those children, men, and women grown up. He does not expect to live to see the fruits of the labor that he has bestowed on them-or in many cases at least he can not expect it. He is satisfied to instill into the minds of youth those principles which are to guide their conduct in the manhood he will never see. If, therefore, we are to move in this matter let us not deceive ourselves. We, at least such of us as have the snows of many winters on our heads, are not to suppose that we are to see the result of our labors. We must be contented, if we are to do good, to drop into the ground an acorn, which may, at a distant period, produce a tree, under whose boughs many may hereafter find shelter and shade. If in this spirit you are prepared to move in this matter-if, without attempting to hold out the prospects of immediate results, you are prepared to establish a national institution, which shall grow with the growth, and strengthen with the strength, of the nation, I am prepared to go along with you in the amount of any influence or means which I possess. But if you are merely going to move for the sake of producing immediate effects-if you expect to see the result of your own labors-if you are not prepared to take any measures of which you may not see the result, I look for no advantage from your labors." Dr. Anderson, the distinguished chemist to the highland and agricultural society of Scotland, being called upon to express his views on the matter, said-" He had felt, ever since he had come into connection with the agriculturists of Scotland, that it was essential they should have some means of establishing a thorough and effectual agricultural education. He had thought of various plans, and had seen the great difficulty of making a commencement; but the plan they were now met to-day to discuss was a most important and practical one; as he believed the parish schools did afford them the means of carrying on this branch of education to a considerable extent. He confessed that, for his own part, he would like to see the system carried out

even more extensively than had been suggested at this meeting; and that a thorough system should be introduced over the whole of Scotland. They could not have a better educated class, as regarded general knowledge, than the agricultural classes of Scotland: but, as yet, they had no means of supplying them with that professional education which the present state of agriculture, and the rapid advances now making in it, rendered it necessary to possess." These remarks clearly and happily express the views that must be entertained by intelligent practical minds as to the beneficial results of a system of education such as that administered by the agricultural schools, and are admirably calculated to meet the objections of those, who, because they can not see immediate and general improvement resulting from the operations of the agricultural schools, pronounce the system a failure. Improvement can not in this instance tread on the heels of education-the latter sows the seed of which the former will in due time be the fruit; and as in ordinary cultivation some crops take only a short time to arrive at maturity, while others require a long period to attain perfection, so from the cultivation of the minds of our young farmers and laborers many beneficial results are already observable, but the general harvest of improvement will be slow in coming round. The conduct and efficiency of the agricultural teachers during the past year have been in general most exemplary and satisfactory. I am enabled to speak thus favorably, not only from my own experience acquired at my different visits, but from the accounts I have received from proprietors and others who feel an interest in, and have closely watched their proceedings. They do not confine their labors to the superintendence of their schools and farms, but not unfrequently discharge the duties of "Practical Instructors" in their respective localities.

The results, in the shape of pecuniary profit, realized at the different school farms, as shown in the Appendix to this Report, differ materially; but it must not be supposed that such results are an index to the efficiency or non-efficiency of the teachers. Various circumstances besides the industry and ability of the agriculturist, will combine to affect the result of his labors, and unless where the cases are equal in respect to advantages and disadvantages, the pecuniary result of the year's operations does not afford a sure criterion whereby to judge of the merits or demerits of the system by which they were produced, although they can be useful in many other ways, such as showing the results obtained in different localities, and under different systems of management, and by comparing the results of any year with those of the preceding, the progress or retrogression in individual cases may be ascertained. It may be observed, and perhaps unfavorably commented on by those unacquainted with all the circumstances, that in some of the schools, especially those under the immediate management of the Commissioners, there has been a loss in the agricultural department; but it must be borne in mind that most of these schools are but very recently established-that in almost every case the farms connected with them were in a most wretchedly exhausted condition-that most of the energies of the agriculturists are directed to the effecting of the preliminary and indispensable improvements, and to bringing them under suitable and regular rotations of cropping; and until these preliminary measures are completed, and the farms in working order, it would be unreasonable to expect profitable pecuniary results.

The following extract, taken from a recently published and highly interesting pamphlet, bears so strikingly and prominently on this peculiar point, that I can not refrain from giving it insertion here:-"When any one acquainted with the multifarious risks which surround the farming business, takes a lease of land, he does not look for profit for several years, unless it happens to have been previously put in good condition; on the contrary, he calculates on having a heavy expenditure and little income for a considerable time. When a farm has for a number of years been starved and badly managed, to look at it, the theorist might conclude that it would not take much to put it in the same state as those richly cultivated fields adjoining. But than this there is not a more common mistake; and when landlords are of opinion that farmers can give as much rent for a wasted farm, as they may seem inclined to offer for another, which perchance is in better condition, they are not looking at the matter in a proper light. In many cases, to put the individual who has become tenant of a 'run-out' farm in an equal position with his more fortunate neighbor, who has got land exactly of a similar nature, at a rent nothing