— 26 — Agricultural, Commercial, and Industrial Education The growth of agricultural, commercial, and industrial education was rapid in 1911, as it had been previously. The following table shows the increase in the number of schools and students compared to 1910.

| | 1910 | 1911 | Total | |-------------------------------|-------------|-------------|-------------| | | Evening | Day | Total | Evening | Day | Total | | Schools under the Ministry of Education | 3 | 9 | 12 | 3 | 13 | 16 | | Other Schools | 3 | 3 | 6 | 3 | 3 | 6 | | Total | 6 | 12 | 18 | 6 | 16 | 22 | | Number of students in Ministry schools | 1098 | 1928 | 3026 | 1386 | 1968 | 3354 | | In other schools | 469 | 1491 | 1960 | 469 | 2589 | 3058 | | Total | 1567 | 3419 | 4986 | 1855 | 4557 | 6412 | Agricultural Education The interest of the Department of Agricultural, Commercial, and Industrial Education has long been directed towards establishing three levels of agricultural schools. Some of this goal has now been achieved by establishing agricultural sections connected to the industrial schools of the provinces, and a middle school for agriculture, and by raising the level of the first year of the Gezira Agricultural School to that of higher colleges. Therefore, this school now only accepts students who have obtained a certificate from the first division of secondary education. The curriculum has been modified to increase the emphasis on scientific and industrial subjects. The position of the school principal became vacant, and Mr. Shear from Edinburgh University, who was the Assistant Inspector-General of Agriculture in India, was chosen for it. The most important change that occurred was the establishment of a well-known school on a new model, with a curriculum that is a middle ground between the small agricultural schools known as Western schools and the higher college. Education in the Mashhoor school is practical, as its students perform all agricultural work and dedicate the morning to lessons and laboratory exams. Along with agriculture, they learn chemistry, printing, mathematics, and Arabic. As for lower agricultural education, it is taught in schools managed or assisted by the provincial councils. I have discussed the importance of stimulating this type of education in the introduction to my report. Last year, agricultural education was added to five industrial schools in the provinces, with the primary goal of education.