RURAL EDUCATION.

Dominion, Volume 6, Issue 1853, 12 September 1913, Page 8

RURAL EDUCATION.

« '•*> THE HAWKESBURY COLLEGE OF AGRICULTURE. REPORT BY MR. E. NEWMAN, M.P. DISCUSSION IN PARLIAMENT. During the Parliamentary recess Mr. Edward Newman, M.P., paid a visit to New South Wales and conducted exhaustive inquiries, on the spot, into tlio constitution and operations of the Hawkesbury Agricultural College in New South Wales. Mr. Newman has embodied tho result of his observations in a report which was presented to both Houses of Parliament yesterday. In tho House of Representatives tho Primo Minister moved that the report be laid on tho table and Mr. Newman outlined its principal features. Purpose of the College. In his report Mr. Newman states, inter alia, that tho primary object of the New South Wales Department of Agriculture in establishing tho Hawkesbury College and farm was to teach the science of agriculture and the various other sciences connected therewith, their practical application to the cultivation of tho soil, the rearing and management of stock, and to qualify students as far as possible for the profitable management of farms, orchards, vineyards, etc,, either as proprietors or managers of same. "To this end it was deemed indispensable that every young man who should bo admitted to the college should learn to labour and become proficient in the use of the various implements of husbandry employed on the farm, and in the management of the various kinds of live-stock included in the practice of agriculture. Every student, therefore, is required to perform a certain amount of labour. "Ono other object in view in establishing the farm was the conducting of experiments in various branches of agriculture, but more particularly in respect to the comparative values of the various artificial and commcrcial fertilisers, tho rotation of /crops, and growth of plants suitable to the climate of New South Wales, but not generally adopted in agriculture. In a word, to design and carry on experiments in every Department of agriculture for the purpose of improving its processes and enhancing the valuo of its products. A Fine Establishment. "The college itself is situated about one mile, from tho town of Richmond, and thirty-eight miles from Sydney. Tho soil is mostly of an inferior quality, but of considerable variety. After referring briefly to the college itself, Mr. Newman has the following to say about the students: — "Application are received from prospective students of fifteen years of ago and but candidates are not eligible for admission until they are sixteen years old. "As boys generally leave school about fourteen years of age, the Hurlstono Agricultural High School has been erected to carry on the general education of boys, with special emphasis on science and agricultural methods, be- i tween tho ages of fourteen and sixteen. ' It will provide a carefully arranged theoretical course of study in agriculture, and forms a link between the primary school and tho Hawkesbury Agricultural College, or the faculty of agriculture at tho University. This school is under tho Education Department. Fees and Courses. "Physiquo and general aptitude for collego work are considered in conjunction with the applicants' educational attainments. Each applicant has to produce a testimonial as to character from his last teacher or employer, evidence as to his aptitude and fitness for agricultural education, and a medical certificate as to tho state • of his health. "The fees are £30 the first year, £20 the second year, and £10 the third year, with a few additional : mall charges, such, for instance, as lis. for medical attendance, 4s. for medicino, • and lift, to cover 'expenses connected with sports (football, cricket; hockey, shooting, and gymnastics) and concerts connected with the social life of tlio collego. "Tho principal work of the college is the three-years diploma course, but in addition to this there are special courses in the dairy, orchard, poultry, piggery, experimental plots and farm, carpentry, saddlery, blacksmithing, and engineering sections. There are also short courses for farmers in winter, and a summer school for public school teachers. Tlio rural schools' course for town children is also held at Hawkesbury. The New South Wales System. Mr. Newman describes at some length the general system of agricultural education in New South Wales: —There are six apprentice farm schools, two farm schools for \tho higher education of farmers and dairymen, and one college for practical and scientific teaching. Bursaries aro given at each of thoso schools—l 2 altogethor per annum —to deserving youths who could not otherwiso get this technical education. There are 18 farms, orchards, etc., under tho control of the Department. "A University Ohair of Agriculture and also a Chair of Veterinary Science wero founded in 1909 by tho Government. There is provision made for research work and for fiold demonstrations, and tlio Department in other ways devotes itself to tho development of the science of agriculture. Another institution to which he refers, is known as tho Pitt Town, Farm, wftich is controlled by the Labour Department. This institution deals with the boy who knows little or nothing about fann life in Australia, and in a few months instructs him in the methods of carrying out farm work. Tho boys are taken from the cities, and taught to be efficient farm labourers.'' The total number of scholars under tuition during the present year at the various institutions is about 392.' Cost of the College. Mr. Newman quotes the Principal of tho Hawkosbury Collego as stating that ho considers a,sum of at least £50,000 and an aniiu.il grant of £5000 would bo required to start a college in any way ■similar to Hawkesbury. "This, of course, is only a very approximate guess of tho cost of what the New Zealand Government proposes to do, and is independent of the purchase of the necessary land " Continuing, ho says: "I would suggest that if colleges are erected in Now Zealand separate accounts should be kept of what ho described as the experimental or strictly demonstration portions of tho work in addition'to tlio ordinary farm accounts." "Bearing all these things in mind," Mr. Newman remarks, "i think it is safo to say that oi: 1 - colleges. should be as central as possible in their situations, should be near a railway station, should be about 1000 acres in extent, and should consist of mixed qualities of soil and not too fertile. "I havo no hesitation in recommending that tho lines adopted at Hawkesbury be followed as closely as the conditions will permit. As a practical farmer myself, 1 appreciate thoroughly tho enormous advantages, a young man* would havo win had been trained at Hawkesbury as compared with the man who had not been so trained. "If tho Government decide to follow this oourso I would su>;Kost that ats trained at Hawkesbury, otW uimlk

fieations being equal, should be given preference for appointment." Facts and Figures About Students. The following interesting information apparently obtained by a shorthand note of questions by Mr. Newman and replies thereto by tiie Principal of the College (Mr. Potts) is appended at the conclusion of the report: — Mr. Newman: The New Zealand Government want to know what is the cost of this college ? Mr. Potts: The capital cost has been very heavy, for the reason that the college was started in only a small way, temporary buildings only being put up. Mr. Newman: Can you give an estimate for a college of 100 boys? Mr. Potts: I would recommend not to start under £50,000 in New Zealand. This initial cost would, of course, have to be supplemented by an annual vote as tho farm developed. That, however, could bo allocated late'r on. I think it would be foolish to attempt to start on less than £50,000. For 100 boys, I think you would want an annual grant of £5000. The maintenance and education of students here costs £20 a year on the average (£3O for the first year, £20 the second, and £10 the third;. Mr. Newman: What is the financial result of tho institution every year? ■Mr. Potts: When the farm was taken over the greater portion of the land was valued at 15s. per acre, but as a result of • better markets, etc., I think that if a revalution wero taken tho land would be worth £5 an acre. This is due to the fact that we havo used the students in fencing, ringbarking, grubbing, etc. Every year so much permanent improvement has been made, which goes to increase the valuo of other improvements. ' A dam has been put into a paddock where there was no water-supply of a permanent nature. This is all done by student labour. Mr. Newman: How many boys are there in residence now? I Mr. Potts: Wo can accommodate 200, and there are about 180 here just at present. Mr. Newman: What class are they drawn from ? Mr. Potts: About 40 per cent, from country, selectors', farmers', and graziers' sons. Tho balance aro from sons of Civil Servants, lawyers, bankers, merchants, traders, and others. Mostly Become Farmers. Mr. Newman: What percentage of the students bceomo farmers? Mr. Potts: We havo turned out about 1000 students, and up to nine years ago wo had no means of getting accurato figures. But about nine years ago a journal was started which every month contains columns giving particulars of the whereabouts and employment of old bovs. A register has boon started and definite information has been gained, showing*that about 75, per cent, of our boys are on properties of their own or occupying responsible positions as mana- [ gers of properties or acting as teachers in this and other countries. Tho Aim. Mr. Newman: Is the aim to produce farmers.or teachers? Mr. Potts: Farmers. But every year some boys show that they aro suitable for teaching purposes. A lad is found to be naturally endowed for the calling of a teacher. . When we find a boy like that we get him as a teacher either for this collego or elsewhere. . Special instincts arc necessary for teaching. The aim is. first, to develop character; second, the maintenance of a robust form of health: third, a strictly technical training, the object being a good sound knowledge theoretically of the principles underlying all the operations and manual dexterity in all operations of tho farm and in the management of live-stock, so that when a boy. leaves the college in possession of the diploma we havo the utmost confidence in his capacity to cam his own living on tho land or to occupy some responsible position in managing a property. We aro particularly careful about the practical asnecfc of his training in this country, whore wo havo continuous sunlight and the advantage of an immense area of land attached to tho collego, with ft good type of draught horse, so that there is ample' opportunity of turning out/a lad thoroughly skilled in practical work. Course of Instruction. Mr. Newman: When a boy arrives hero, what is done with him first ? That is, a boy who says ho wants to be a farmer? Mr. Potts: Ho has to co into the first year class, tho indoor work of which is disclosed in the curriculum, and in which his primary education is directed towards the practical side of life. Take, for instance, his,school geometery: it is utilised for the purpose of teaching him elementary surveying, in taking out the area of a paddock, the contents of a dam, or a stack; furt'hor, by its use lie can apply himself to the taking of levels by means of the dumpy, and if ho wants to do a little irrigation on his farm, instead of employing a licensed surveyor at threo guineas a day, ho does it himself. .Then, again, farm book-keeping, which is an important essential in the commercial management of anv farm, is taught; also elementary chemistry, elementary agricultural botany, and elementary agricultural entomology. Then, on the farm he is taught to milk in the first year, he is taught to handle horses, and later 'on the use of a single-furrow plough, the light implements, such as cultivators and scarifiers, and lie is steadilv introduced into tho various sections of farm activities. The second year provides a higher education, both on the farm and indoors. The second and third years' work become more interesting, in so far as the principles labouriouslv inculcated in tho first year are applied in various operations in tho second and third, and become moro attractive and intelligible. For instance, in agricultural chemistry, after going through the elementary course, tho students are taught the analysis of dairy products, such as the fat content of milk, estimating the moisture in'butter, the mechanical analysis of soils, soil physics, and the chemistry of manures as applied commercially; and towards tho end of their full course the commercial aspect of tile training is fullv discussed. Tho debate was adjourned, but before tho House rose, it was agreed, on the motion of the Prime Minister, to circulate tlic report. A Comparison with Canada. Sir Walter Buchanan (Wairarapa) said that in looking round the Chamber while Mr. Newman was speaking he had been reminded that when auy pastoral or agricultural subject was raised in the House there were usually a number of members asleep. Mr. Russell: Sleeping Ministers you mean! Sir Walter Buchanan said that his statement could not be denied. He continued that during his recent visit to London he had noted a great difference in quality between Canadian and NonZealand cheese. The difference he attributed to the fact that Canada had a much better system of agricultural education than this Dominion.. Ho emphasised the necessity of placing agricultural education upon a better footing in Now Zealand, and endorsed the statement of tho member of Rangitikci that it was tlio small farmer who benefited most under a good system of agricultural education. Colleges and Schools. Mr. D. IT. Guthrie (Oroua) coinmciidod the work done by Mr. Newman in preparing tho report, and said that it was a pity that tho Education Department had'not long ago realised the importance of agricultural education. Up to a year or two ago nothing hard been done, and even now no encouragement had been given that was at all coniin?nnurato with tho importune* of agricultural education. Agricultural edu-

cation should bo Mended with primary education. Special agricultural colleges could only reach a limited number of people. To a great extent Lincoln College supplied in New Zealand what the Hawkesbury College supplied in New South Wales. The aim should be to establish a system of agricultural education in this Dominion that would extend to all the children in tlio country who stood in need of it. An agricultural college would servo its main purpose in connection with the training of teachers and exports. Mr. G.-M Thomson (Dunedin North) said that in connection with any extension of agricultural education both the Agricultural Department and tlio Education Department should be consulted. He emphasised the valuo of practical training on scientific lines, and expressed appreciation of the work dono by tlio member for Rangitikei. Tlio discussion was continued by Messrs. H. G. Ell, D. Duddo, J. A. Young, and J. Payne.