‘ PART IT among Africans than a system merely of central schools at which agriculture was taught. He believed that the cost of training in that. way was cheaper than in agricultural schools. Incidentally, instructors were produced who went out amongst the people and taught them. The work of the teachers was inspected by agricultural officers, assisting the Education Department. Mr. WORTLEY said that very little had been done to introduce agricultural ' education into Nyasaland. Up to the present, the education had been purely in the hands of the missions, with the aid of a small subsidy from the Government. A Director of Education had recently been appointed, and he felt that a strong Agricultural bias would soon be given to native education. THE CHAIRMAN (Mr. Holm) stated that very soon after his arrival in Kenya he came to the conclusion that, in order to promote native agriculture, the training of Africans in agriculture was fundamental to the progress of the work. He considered that a mass effort of the kind required could not be carried out satisfactorily uniess there was behind it a considerable number of trained African instructors; it was for this reason that the Kenya Government had started native agricultural schools, such as they were. They were presented with the difficulty that they could not secure as pupils boys who had had an elementary education, and they were forced to start by giving the pupils a certain amount of elementary education. At the same time those pupils had the whole of the work of the institution to per'orm. They saw how different crops should be cultivated and managed and harvested, and, finally, disposed of. The primary object of these agricultural schools was to supply, in the course of time, the Agricultural Department with a number of qualified agricultural instructors; at the same time, it was intended also to turn out Africans who would be competent to teach agriculture in a suitable elementary manner in the native village schools and to take charge of the school gardens attached thereto. Experience elsewhere had proved that the effort would be a failure if somebody, who was not an agriculturist, attempted to teach agriculture. In Kenya, they had further in their minds, in connection with the general scheme of organisation, that the native agricultural schools situated in the native reserves (of which they hoped to have three) would supply a central school at the Scott Agricultural Laboratory with the most promising pupils, to whom would be given an additional training in agriculture and elementary agricultural science. From those pupils they hoped to get for the Department a staff of competent agricultural instructors. The effort, he thought, had so far been successful; and, though not fully trained, they had in the Colony about forty instructors who had already passed through their schools and had attained a fair degree of efficiency. Part of the organisation was that the instructors should be located at centres in charge of demonstration plots on shambas which would serve as useful object lessons to the neighbouring native cultivators. Mr. VAN DEN ABEELE said that in the last few years the Belgian Congo Agricultural Department had made a very great effort in regard to native agricultural education. In the different Govern- ment plantations experiments were carried out in connection with coffee, cocoa, oil palm, rubber, and cotton growing; and a great number of native teachers were trained in a most practical way in the best methods of cultivation. After one or two vears. these teachers =9