AGRICULTURAL EDUCATION.

Dominion, Volume 7, Issue 2005, 12 March 1914, Page 8

AGRICULTURAL EDUCATION.

SCIENTIFIC METHODS URGED BY EAIIL 6KEY.

On an avcrago tho New Zcalander is generally of the opinion tliat he is not far behind tho other fellow, if,he does not lead him, in most things. It is therefore stimulating to hear an authority of such standing as Earl Grey state that wo- lag behind Canada 'and South Africa in assisting tho farmer to make the best of his opportunities. "I do not think you have in New Zealand,", ho said, "any agricultural college which cr»n compare with'the agricultural colleges in Ontario, tho Macdonald Agricultural College at Montreal, the Guelph Agricultural Cdlego near Toronto, or with tho Potchefttroon Agricultural College in- South Africa. The farms attached to these agricultural colleges aro not run on -commercial lines, like your Lincoh Agricultural College, but they work out agricultural problems. They aro experimental farms, and the demonstrations they aro able to show aro of the greatest assistance to tho farmers-.iu. helping their, to ascertain what they should avoid, which is almost as i important as what they should do with tho view of getting'the best result out of the cultivation of their land.

"From the statements that have been made to me, I believe that there is a groat future' for the orchardists and small holders in New Zealand. ' I am not awaro that you have any fruit or experimental farms which demonstrate .what can be done.

"I dare say my suggestions are quite superfluous,- but I caimot help thinking that it would bo wiso to obtain a full report of .the methods employed by tho Canadian'and' South African Governments, with tho view of teaching your farmers how ; to apply scientific methods to tho cultivation of your land, with tho view of securing the greatest amount of profit.

The Canadian Way. ."At first the money spent toy. ', tho Government at' Ontario on experimental work was grudged by the farmers, but how tho farmers, having realised the great advantages they have secured to themselves by tho expenditure of State money on agricultural research, aro the strongest supporters' of a forward agricultural policy on the part of tho State. '/"Tho experimental farm in Ontario is visited by and hundreds of farmers. The experiments mado there in hybridising barloys have enabled them to obtain a barley which produces an increased -yield of throe bushels per acre. That means 1,500,000 additional bushels per annum on 500,000 acres under barley cultivation. . That in itself is a great return on. tho money spent bv the State on, agricultural purposes. Short fortnightly and three weeks' courses aro, given at the college free on such subjects as dairying, poultry-keeping,' farriery, etc, "./■■

.. "And in tho schools, attention is paid to.-nature study. I have not seen any of your' country schools, and so do not know whether your Education Department is giving a rural education of a; character which will encourage the child 7 ren to have an ambition'to bo scientific horticulturist, or whether they aro copying tho methods in tho Motherland. A Wrong influence.

"In England wo are giving to our' children an cducation.which, gives .them an ambition to live a town-life.'/ Tho general effect of tho.education given in tho country school is to make a boy wish to'bo a clerk in a stuffy office in a crowded city, whereas tho influence of tho school ought to-make, him thankful •that ho is living under tho blue sky, in the open country, amid tho beauties of nature. Its object should bo to make .him appreciate tho advantages of coun-' try over town life. It is beginning to le realised in'-.'-England that every rural .school should 'have a garden attached to it,■ wherein, tho children,,both boys and ■girls, should bo taught how to grow fruit, vegetables, and flowers. Boys, full of energy, ,who find it difficul; to drink in kuowlodgo through their ears sitting still in a school often, make the best scholars when their education comes to ■them' through their own finger-tips by working in a garden. When tho children of tho school realise' by .themselves, tho difference between the output- cf potatoes sprayed and unsprayed,.weighing tho potatoes from the sprayed and unsprayed plots, they unconsciously acquire the spirit which', when developed, makes them enthusiastic and expert gardeners. '•''•'.■

A Recommendation. . "Of course, everybody agrcea that tliis is desirable, but the difficulty in securing a good horticultural education at your schools is that you have first to train the teachers. I am glad to believe that your Government is already moving in this direction. "England is a manufacturing country. You are a protected country, and your manufacturing interests depend' upon the- wealth created by your agricultural producers. This Ijeing so, there is special reason for giving your school children an educationwhich will give them accurate powers of observation and aptitude for applying scientific principles to the cultivation of the land."