AGRICULTURAL BIAS

Rotorua Morning Post, Volume 1, Issue 167, 8 March 1932, Page 6

AGRICULTURAL BIAS

VALUE IN EDUCATION address to rotary club by high school headmaster POTENTIAL DISTRICT VALUE An address on a subjeet of particular interest to the Rotorua district: "Agricultural Bias in Modern Education," was given at the Rotorua Rotary Club's luncheon yesterday by Mr. W. G. Harwood, B.A., M.Sc., the new headmaster of the Rotorua High School. Before commencing his address Mr. Harwood was welcomed to the town by the president of the club, Mr. J. Buddle, who wished Mr. Harwood every success in his new positioh and offered him any assistance that the club was able to give. Mr. Harwood thanked the club for their cordial welcome and their offer of assistance, saying that he might possibly call on them later in connection with the subjeet on which he was going to speak. He said he was not a practical farmer, but was keenly interested in the subjeet and appreciated this opportunity to address the club members so that he might crystalise some of his ideas on agricultural bias. The term agricultural bias, Mr. Harwood continued, was interpreted in many ways. One was the introduction 'to the child of knowledge of the growth of plants, their functions and elassifieation, but there was also the more narrow view of the man who said it meant the studying of agriculture and nothing else. Familiar with Nature Mr. Harwood considered a course between these two extremes the best. He did not believe that the object should be the making of the child into a trained farmer, but that he should be made familiar with the. processes of nature. This would give the child an idea of what was necessary on the farm and through this would bring to light his inclinations for the land. The pupils' response to the subjeet could be measured and be used as some guide to his suitability for farming. Mention was also made of other aspects of the subjeet than the purely educational. Mr. Harwood referred to tha state of the Dominion's primary industries and the adverse effect upon them of the present depression among the producers. When, on the other hand, the returns from farming were good, the country was prosperous. He also drew attention to the subjeet of land deterioration and the problem of bringing it back to fertility. An other side of the subjeet was then brought forward by the speaker, who said that there were misfits in all walks of life in the cities and on

the land, but that the latter class were probably more of an economic loss to the country than the others. He referred to the difficulty of the misfit on the land making a change, whereas those in the city could niore easily find other occupations. The teaching of agricultural subjects in school would to a great exent, obviate the sending of misfits to the land. Those who showed aptitude for this kind of work would not be out of their element if they took up farming and this would materially aid economy in the country. But apart from this, the teaching of agriculture possessed a sound educational value. Values of Education "The values of education," said Mr. Harwood, "has been the subjeet of considerable discussion." He considered that the most value could be secured by making it as broad as possible, to cover the essentials of life. Agricultural teaching he continued conformed quite well to these principles. Mr. Harwood mentioned that the subjeet could be carried to an advanced stage, but he intended the school course to be a general introduction to agriculture as a whole. He also mentioned that agriculture could be taken as a subjeet for the university entrance exam, and did not consider that its study would be a drawbaclc to a pupil if he wished to take up any of the professions. The study of nature, he considered, would turn out citizens who would look at things broadly. It would also turn out good home gardeners. Agriculture, by its very nearness to nature, would causejpeople to think and consider things quietly instead of being hasty in their apting and decisions. Kill Brilliant Mind Mr. Harwood referred to the opinion that an agricultural bias would kill the brilliant mind, but this had not yet been proved and he did not think it would be the case. The course would give the child a smattering in many subjects, including botany and zoology. Mr. Harwood said he considered that the demands of the district must to some extent determine the bias of the teaching at the school, and in the direction of agriculture he thought the district had great possibilities. He said that he was amazed with what the soil could produce here and referred to the possible results giving the school course an agricultural bias. At the conclusion of his address Mr. Harwood was thanked on behalf of the club by Mr. E. Earle Vaile, who pointed out that the term bias was incorrect. What was wanted and meant was an agricultural tendency. He referred to several points in the speaker's address with which he partieularly agreed and said he was quite in accord with what Mr. Harwood had said.