RURAL EDUCATION

New Zealand Times, Volume XLIV, Issue 10298, 5 June 1919, Page 2

RURAL EDUCATION

EXPERTS CONFER PROBLEM OF MAKING INTENSIVE ; FARMING POSSIBLE. . Agricultural education is the subject I of a conference, which was opened in Odd Parliament Buildings yesterday. Dr W. J. Anderson, Director of Education, is presiding, and the deputychairman is Mr T. li. Cresswell, senior inspector of secondary schools. Others present aro:^ —From University of New Zealand: Professor T. H. Masterfield (Victoria College), Professor C. Chilton (Canterbury College). From Agricultural Department: Dr C. J. ReaKes (Wellington), Mr A. H. Cockayne OVeraroa), Mr B. C. Aston (Wellington). From Lincoln College: Mr R. E. Alexander and Dr F. W. Hilgondorf. From Education Boards: Mr J. V. Kalaugher (Auckland), Mr H. C. John:Bon. (Taranaki), Mr E. J. Loten (Hawke's Bay), Mr O. A. Banner (Wanganui), Mr C. A. Cumming (Wellington), Mr James Bruco (Nelson),, Mr W. Martin (Canterbury), Mr E. S. Green (Otago), Mr R. Gibb (Southland); and Mr S. A. Clark (West Christchurch district High School, secretary), Mr W. S. La Trobe (Superintendent of Technical T. B. Strong (senior inspector. Wanganui), Mr F. G. A. Stuckey (inspector, Masterton), Mr M. McLeod (inspector, Auckland}, and Mr H. H. Allan (High School, Ashburton). In opening the conference Dr Anderson said that of New Zealand's many interests the chief was agriculture, because \the country depended for its prosperity on its primary products. Of about £35,000,000 of exports seveneighths were products of the soil, and the primary industries must be placed on the soundest footing possible. Bad and wasteful methods must "be avoided. The' day had long gone by when people came to New Zealand for the purpose of picking up cheap land, and though land at one time could bo had for a few shillings per acre, as much as .£IOO per acre was now obtained' for firstclass dairying land. With land at the present-day high figures, bad methods could not remain and intensive farming would become necessary. LNTENSrVE FARMING.. ' .

To farm land intensively the farmer needed scientific • knowledge. The conference had not met to draft a scheme of agricultural education which would teach the farmer in hi 3 business, but to discuss the question of agricultural education in relation to the general education given in the schools. The question of special agricultural schools fort'the-training of the. farmer was a Education Department. Looking'on the'subject from a nonvocational aspect, the question arose as to whether agriculture should be dealt with in special schools, or whether it should bo taught in ordinary/ schools. He was of the opinion that no special school was needed, and that the present organisation would suffice if that organisation was wisely directed. Agriculture could be taught in 'th'e_^ec«nda¥y 3 course.'""''^' ''^*' ' ~r—'•-•''

• T3l»i scientific ;man- =wa« apt- to.- say, that agriculture was an applied science; and could not' bo taught effectively; ' until a knowledge of allied sciences - had been gained. if they were going to postpone agricultural studies until the elementary sciences had been dealt with, it. would mean that there would be little or no agricultural education at all. Agriculture was •an important art-as well as an important" science, .„andtl)e two musS. 'go' haricf ln'~hand. " "TKe conference's business would bo' as to how, where, and in what manner the subject was to ho approached, and in what institutions it was to be • proceeded with. It was with regard to -the ordinary boy who wished to make his living at agriculture, that it was most important for the conference to consider how agriculture should be approached. There • was •no use in undertaking to teach agriculture unless they got teach-: ers. The teacher was the most important element, and the question of how to train the teachers would have to be dealt with'. .

Mr J. P. ■ Kaulaugher read a paper on "Naturo Study in Primary Sohools." EGe said that' the general aims 'in teaching nature study should be to stimulate intorosfc in rural life, to train the observatdonal powers of the pupil, to encourage careful observation of nature, and thus enable the pupils to understand their environments, and to appreciate moro fully the beautiful in nature, to promote a sparib of independent investigation in other branches of the study, and to bring the life and interests of the school more closely into touch with the homo life of the pupils. The conference will bo continued this morning.