PART II. “1 
(3) The best pupils from the Provincial training farms to proceed, 
if desirous, to a higher training establishment at the Laboratories near 
Nairobi, to supply the demand for teachers and instructors. 
(4) European Supervisors to organise Agricultural Societies in 
reserves, assist in the annual district shows, to make the customs, 
crops, and general agricultural welfare of the inhabitants of his 
Province his sole interest. At the same time to see to the introduction 
of more useful food crops and crops of economic importance. 
Mr. SIMPSON said that the paper was very interesting; the 
advice given was very good, but its application must be slow. The 
development of the native must be gradual, and his evolution from the 
savage state could not be too rapid. It must be remembered that, 
intimately connected with his social life were the factors of women and 
cattle. The connection between these two made the development of 
the native livestock industry difficult. The buying of wives was not 
as direct as the words imply. There was very much more in the 
question. When a woman left one section of the community, her 
place had to be taken by a substitute, namely, cattle, to maintain the 
strength of that community. The religious ceremonies connected 
with the receipt of the cattle showed that the transaction was not 
solely purchase. A great deal of study of this and other customs was 
essential before native agriculture could reach the standard that had 
been suggested in the paper. 
With regard to the development of native schools of agriculture, 
the Baganda had been educated very largely by the missionary 
societies, and, naturally, the education had been clerical. The 
Government had taken up the matter of native education, and 
considered that it was not a third-class European but a first-class 
African that should be produced. Agricultural education must play a 
great part in that development. All schools now had an agricultural 
bias; agriculture was a subject of primary importance and to promote 
the teaching all schools had gardens. Help was given by all the 
scientific and technical members of the Department of Agriculture. 
On the Government Farm at Serere, 54 students were taken and 
they were in residence from 1st April to 31st January. They had to 
take part in all farm operations, received a simple lecture weekly, and 
were taught the care of livestock. Best value from education could 
be obtained by explaining the things of every day life that surrounded 
them, rather than subjects of no immediate interest to native life and 
conditions. 
Mr. KIRBY observed that in Tanganyika the problem was unlike 
that in Kenya. There were no native reserves, and the natives could 
move from place to place with perfect freedom. As an example, two 
of the more intelligent tribes, the Wanyamwezi and the Wasukuma, 
had often wandered far from their original home and had formed many 
agricuitural settlements, which, incidentally, might serve as sources 
of labour. 
Instruction in regard to native agriculture involved co-operation 
between the education and agricultural departments. There was at 
present some concentration of teaching at central schools; and, later, 
native teachers would be trained, who would go out to teach agriculture 
in the schools, with the assistance of school gardens. It was felt that 
the latter system would more rapidly spread acricultural education 
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