LINCOLN COLLEGE.

Press, Volume LX, Issue 17997, 14 February 1924, Page 6

LINCOLN COLLEGE.

MR A. E, V. RICHARDSON'S REPORT.

MATTER BEFORE SENATE. At the request of the Senate of the University of Nov/ Zealand, Ivlr A. E. . Richardson, of the Melbourne University, recently paid a visit of inspection to the Canterbury Agricultural College, Lincoln, in connexion with which a report was laid on the table at yesterday's meeting of the Senate. Mr Richardson's Recommendations. Mr Richardson made the following recommendations: — 1. Reduction of Manual Work. Reduce the amount of routine farm work at Lincoln College by omitting manual work in the third year. 2. Strengthening the Teaching of Fundamental Science?. 0) Provide a special course in agricultural botany and plant pathology at Canterbury College, to supplement the course in botany now given at Lincoln in the third year. (2) Increase the amount of time devoted to agricultural chemistry at Lincoln College. (3) Provide a course in agricultural geology at. Canterbury College in the second year. o. the Course in Tcehnieal Subjects. (1J Course in agricultural engineering, surveying, and levelling to be taken at- the Engineering School at Canterbury College in the third year. (2) Special course on rural economies lo be given in the third year at Canterbury College. 4. Encourage .Specialisation. Encourage specialisation by prescribing investigational work along some branch of agricultural science, in lieu of the practical work now prescribed for the fourth year of the course. I

Commeni.ing on the relationship of Lincoln College fo higher education in agriculture and to agricultural development in New Zealand, Mr Richardson wrote:— Higher Agricultural Education. In those countries where considerable progress has been made in higher edu-

cation in agriculture, e.g., U.S.A. and Canada, it is generally conceded that the most important and influential agency that can be established in any jigricultur.il Slato is a well equipped and well organised agricultural college. Tlie influence of such a college' is not merely confined to the campus on which it is "built. It permeates to every farming centre of the State.

1. Success of American Colleges.— The American colleges were established by the Land Grant Act, 1862. They liave, therefore, been in operation for sixty years. Their history may be briefly summarised as forty years of failure, twenty years of dazzling suocoss. The causes of failure for the first forty years were partly economic and partly lack of teaching and human equipment. Prices of agricultural produce were low, the lands of the middle west were vast in area, cheap and exceedingly rich. There were no trained teachers of agriculture, and agricultural science had not yet begun to shed its flood of light on agricultural practice. The agricultural colleges experiev<ced an attitude of indifference, mistrust, and lack of confidence. But during tho present century the

farming lands of the country were all occupied, population increased rapidly, prices of produce rose, and there came

a gradual and steady increase in the price of land, and with it a recognition of the necessity for a more intensive direction of the agricultural industries. Meanwhile the agricultural experiment stations had been conducting systematic tests on the management of soils, growing of crops, feeding of animals, and had systcinatisc'd and published the information resulting from these investigations. These experiment stations demonstrated the practicability of very largely increasing crop yields by measure.", within the reach of men of average intelligence at a cost which could be recovered with large dividends in increased crop production. The sentiment towards the agricultural colleges therefore began to chango. and there came a gradual recognition that the land must be better worked, live stock better handled to secure high returns from the farms. The experiment stations, which were an integral part of the agricultural colleges, studied the relation between cause and effect in agricultural phenomena, and gradually accumulated a vast mass of definite exact information regarding crop production, animal nutrition, disease control, plant and animal breeding, marketing and other problems of the highest value to producers. The colloges became crowded with students, and were compelled to create an extension or publicity department to carry tho truths and ]e'3sons from tho investi. gational work to tho farmers throughout each State. The knowledge imparted was specific and definite, bearing on every day problems, aud gained from the fount of experience and systematic experimentation.

The modern agricultural college has now three main divisions- —teaching, investigation, and extension. Teaching and extension work must rest ultimately on investigational work, for investigation is the source of knowledge. Its method is the experimental method, and it goes outside the range of human experience and tradition. It would be difficult to fully appraise the value of the work done by these experiment stations. A largo and able body of competent investigators has been developed, and a body of systematic and tested knowledge has been evolved which has placed American agriculture on a iirm scientific basis.

This brief review of the progress of American colleges is given to emphasise the point that a change' of sentiment towards the colleges dates from the time when (he Government begun to invest money in their colleges for increased staff, facilities, and equipment, and when the colleges were enabled to develop investigational and experimental work.

(2) Importance of Experimental and Investigational Work in Agriculture.— The building up of a body of systematic knowledge bv careful investigation and experiment is essential for the sound development of agriculture in any country.

The field for agricultural investigation in new countries like Australia and New Zealand is vast, and at the present time we are more or less dependent for what might be termed tho scientific basis for agriculture on principles established under climatic and economic conditions unlike our own. There is a wide field of work in the confirmation of what are supposed to bo the basic principles of our greatnational industry.

The future progress of New Zealand lies in the intensification and diversification of its agriculture, and in particular tho further development of the live stock industries. To ensure such progressive development it is essential that facilities and equipment should bo provided for the Department of Agriculture and the Agricultural College to carry out a vigorous policy of systematic investigational work in all branches of agriculture and live stock industries.

(3) Position of Lincoln College in Relation to Higher Education in Agriculture in New Zealand.—Lincoln CoLlege

has a definite position, in the scheme of higher agricultural education in New j Zealand. It is the only "School of i Agriculture" recognised by the Uni- | versity of New Zealand. It is probable that in the course of the next decade there 'trill bo a clamour for other Schools of Agriculture in the Dominion, for such a development might naturally I be expected in a Dominion 'with four I University colleges. The present popui lation and financial resources of New j Zealand do not justify the cstablish- | ment of additional Schools of Agricul- | ture of LTniversitv grade. | The experience of America and Canada amply justifies the view that one

strong, well-organised, well-equipped agricultural college will accomplish a great deal more for agricultural education than several smaller and imperfectly equipped institutions. Lincoln College's Advantages. As a centre for an agricultural college Lincoln has many advantages.

(I) It is situated on one of the representative agricultural areas of New Zealand. (-) It is easy of access, being within 14 miles of a University College and one of the large cities of New Zealand. (3) The farm land of the college is better than that of any other college in Australasia, and is probably as good as any college farm in any part of the

world. (4) The farm land is capable of growing, almost to perfection, a wide range of crops—wheat, barley, oats, rape, mangolds, turnips, grass, lucerne, sugar beet, flax and fruit, and it is eminently suited for the production of sheep and fat lambs, for cattle, dairying:, and pigs. 1 am not aware o," ativ considerable area of country in the North Island where such a wide range of agricultural products could be grown to such advantage as at Lincoln. (5) The college buildings are magnificently constructed, and represent a large capital investment. Such buildings could only be erected at the present day for several times the original cost.

(G) Lincoln has been established for some forty years, and the experience gained should be of value in assisting the development of New Zealand agriculture.

Notwithstanding the advantages which Lincoln has enjoyed, comparatively few of its former students are occupying leading positions in agriculture. Perhaps the majority of those who have passed through the college are engaged in farming pursuits and to some extent assisting in the development of agriculture by providing local illustrations of good farming methods. An agricultural college of University grade should, however, do more than turn out annually a handful of practical farmers. It should undertake svs-

tematic investigational work in those

agricultural and live stock problems which affect the progressive development of the fanning industry. There are many directions in which investigational and experimental work conld be conducted. Should a broad and vigorous scheme of investigational work be initiated' and successfully carried out, Lincoln wonld gain great prestige among the agricultural community, and among educationists, and support for the extension of its activities would bo readily forthcoming. Moreover, the initiation of investigational work would reinforce and vitalise the teaching of agriculture. In view of tho present organisation

of the College, the problems which might be undertaken to advantage aro (a) cereal breeding, (b) soil management problems, (c) animal nutrition, (d) pasture improvement, and at a later date (e) farm surveys of typical farms of the Canterbury district. The production of new varieties or strains of wheat, barley, and oats is of fundamental importance to New Zealand, and there is no reason to doubt that application of scientific methods to the breeding of cereals for the New Zealand conditions will result in improvements comparable with those brought about by Farrer, Pye, and others in Australia. Competent au-

thorities have estimated that tho work of these men has resulted in increased crops worth millions per annum to Australia.

Some cereal breeding work has been commenced at Lincoln College with a view to isolating improved strains of wheat and oats. Work of this character should be encouraged and financially supported by the Government and the farming community. It could be extended to include tho breeding of improved strains of standard grasses, e.g., strains which would be hardier, more prolific, or of. higher nutritive value than existing types. Pasture Development. Pasture improvement is of fundamental importance to New Zealand. The proper associations of pasture plants for different types of soils, and the effects of various methods of treatment of pastures and the definite ofi'eets of varying fertilisers on the growth of pastures are matters requiring to be worked out. Tho immediate and cumulative effect

of various artificial manures on the yield of cereals, root crops, and grass for Canterbury conditions needs investigation. Of great value would be the inauguration of farm surveys of Canterbury province, which would include a study of economic conditions, methods, and costs of production on typical farms. In the past a vast amount of experience gained by farmers has been entirely lost because there has been no organised agency for systematically studying the data and applying the lessons to the further improvement of farm practice. Farm surveys would show the organisation and methods used on the farms that are making good profits, and those that are not would show also -why they arc not. These surveys might bo undertaken in co-operation with the Department of Agriculture and the School of Economies at Canterbury College. Funds Required to Extend Activities at Lincoln College.—Tho investigational work outlined abovo will involve increased expenditure. As the results of the investigations would be of value to the wholo of New Zealand, it is reasonable to expect, financial support from the Government for such work. Tho College has a limited income, and it does not appear possible to obtain further revenue from the farm, though some increase in the revenue might be obtained by making students' fees balance maintenance costs. The fee for third-year students is, I understand, for tho year. Thi3 fee cannot cover cost of maintenance, to say nothing of instruction, though the College authorities may argue that the students ' labour is of considerable value to them.

Though, possibly, some further increase in revenue may come from the farm and students' fees, it is clear that for any substantial development at Lincoln outside assistance is necessarv.

I see no reason why Lincoln College and tho Department of Agriculture should not work in closest co-opeTation with each other in investigating problems in agriculture and live stock for the benefit of the farmers of New Zealand. In Victoriaj tho Department of Agriculture and tho agricultural colleges work in close co-operation for the prosecution of investigational work, and the results of "this co-operation have been mutually advantageous both to the Colleges and the Department. In the remaining States of tho Commonwealth the agricultural colleges are undor tho control of the Departments of Agriculture. I would suggest that the Board of Governors of Lincoln College approach

the Government with a. view to obtaining: financial assistance to increase its staff in order to carry out, preferably in co-operation with the Department, of Agriculture, investigational work of the character outlined above. ! Director's Kcply. In the course of his reply to Mr Rich, ardson's report, the Director of Lincoln Agricultural College, Mr It. E. Alexander. stated: L 1)1 Ilia comments on the equipment of the College, Mr Richardson starts off on the assumption that the report made to the Senate of the "University by the Special Committee is correct. Here, my Board would lilto to I point out that this report was prepared by a committee who did not, visit the College and took no steps to find out what facilities, if any, were provided 1 ' on special subjects which wore taken

at this College' for the degree. Since I this committee did not consult in anv way, either the Board of Governors or the staff of this College, they ;-hoi:ld have taken the only evidence which was available to them, viz., the success or failure of the students presented for examination. Had this been taken it would be found that the average percentage of passes obtained by students taught here was much higher than by the same students in the subjects taught at the University College's. We may ask why was this evidence not considered? One suggestion made, I think to Mr Richardson, before he came to see this College, was that the standard of attainment was too low. This statement is evidently based on wrong information, because the standard is set by the ?\ T ew Zealand University and not by the College, who are asked to, and did, teach up to the standard. Mr Richardson comments on the course in practical work. This, again, is prescribed by the University, and not by the Board. The Board are in agreement with Mr Richardson over (ho defects in the' prescription for the first four subjects, and have protested that the medical intermediate is not suitable for agricultural students, but the Senate of the University, up to last year, refused to alter the course, and then in only one subject, biology. Although the .second and third vear

are overloaded, students have always succeeded in passing the required ex-

aminations, simpiv because the staff of

this College provided special classes and tuition. They did this to enable students to obtain the degree, in their enthusiasm for the advancement of agricultural education. This is a matter that the Special Committee could have found out had they communicated with the College, and saved themselves from doing an injustice to enthusiastic teachers.

In regard to the necessity for practical farm work, Mr Richardson ra:iy, or may not, be competent to judge. He is a plant-breeder, coming from a comparatively speaking non-agricultural country. He has visited America, where conditions are altogether different from New Zealand, and has no knowledge of European conditions, which more closely resemble' our conditions. No one can argue that occasional attendances or work on a farm are equal to one year's continued attendance or completed year's work'on a farm. In respect to this question, this Board, which is largely composed of farmers, claims to have intimate knowledge of the requirements cf farmers, and is surely more capable of deciding the qualifications and training necessary to produce agricultural instructors thnn those merely interested in agriculture f:om an academic point of view. If i.he object of the degree course is lo .stamp men as qua'ifvi] t<i teach and demonstrate agriculture, then practical work is us essential as .it is to the doctor. veterinarian, chemist, biologist, or engineer. If the object is to confer an easily obtained decree, then any course can be mapped out. A degree student ehould know how as well as the why and wherefore. An agricultural specialist must be a specialist not in name' only, but in experience.

Mr Richardson cannot affirm that our teaching is wrong, not having met or examined the students who have passed through the College. To say that the students p.re exploited for their farm work is to make an unfounded statement. Mr .Richardson had no .justification for making this statement, lie had no possibility or capability of determining this question, which, ■ I feel certain, he would regret on more mature consideration.

In reference to the human equipment —our staff may not be large, but they are fitted for the positions, and are, in each branch, the most capable in the Dominion. "While our staff is small, Mr Richardson tries to make it smaller by indicating that the biologist teachC3 engineering - , etc., which is incorrect. This subject, with others, is taught by the housemaster.

At 110 time had we any desire to teach engineering, surveying, and geology up to degree standard, but rather than disappoint tho students, special degree classes have been carried on in these subjects with success, and very little thanks has been accorded the staff for preparing these students.

For the third and fourth years, students should come to Lincoln, enter our second year, and take part in tho practical work of the farm during their first year's residence and classes in agriculture, agricultural chemistry, zoology, veterinary science, and bookkeeping. During the next year it was suggested to employ the students in experimental research instead of practical work, and classes in agriculture, agricultural botany, chemistry, and veterinary science. We might here point out that the suggestion, made by Mr Eicliardson, of the students working two harvests is not taken seriously by the Board, who consider harvest work as the least important work from an educational point of view that the student does on the farm. The suggestion only emphasises the assertion already made, that Mr Eichardson's training and experience in Australia does not enable him to grapple with the problem from a New Zealand point of view.

Mr Richardson stated definitely that lie cosisideTcd this the ideal course and tho best that could be desired, but he could not suggest it in his report, as he was definitely instructed to map out a three years' course, for since a student can obtain his B.A. in three voara, the University could not map out a longer course for agriculture. This seems to us rather an extraordinary direction and reasoning, and Mr Richj ardson, in accepting the duty of reporting here under these conditions, especially in view of his freely-expressed opinion on the matter, betrayed a weakness and a want of conception of the time and study required for an agricultural course. It could be easily said that the B.Ag. course should be a five years' course, because the medical student is required to spend that time over his studies. It might be pointed out in the course suggested that although the course covers four years, no time is lost in travelling to and from Christchurch. One year is partially spent at, research work. The student is equipped to carry on experimental and demonstration work, and the graduate would be a more desirable man than under either of Mr Richardson's suggested schemes. Further, his schemo involves, and ours avoids, an almost certain clashing between the time-table of Lincoln College and that of Canterbury Coilege; in fact, we cannot see a possibility of working Mr Richardson's scheme unless classes are to be duplicated at each place. Why any objection could be raised to a four years' course, we cannot understand, as up to the present only two students have succeeded in finishing the course in three years, and only three have bee® able to complete the first four sub- {

jects in one year. This is a fact we would ask the Senate to weigh very carefully, viz., over 80 per cent, of the candidates have failed to complete the first four subjects in one ye<ar. In any case, if the number of subjects is to remain as at present, no ordinary student can master them in three years, and it is not the function of the University to encourage cramming for examinations; rather it should cater for full training in the cdursc adopted by its students.

The Board would like to point out to tho University that it has done more towards agricultural education and inducing students to take the degree, than any other body in New Zealand. It was only after the attention of the Senate had been called to the prescription of tho degree in 1910, which had been in the calendar from early days, that certain modifications were made which enabled the first two students to graduate. Since then representations have been made from time to time to tho Senate with varying degrees of success. The Board would also like to point out that at no time have the candidates for tho degree been given the consideration they should have been given. This Board feels that by offering advantages both pecuniary and educational it has enabled men to take the degree who could not have done so if attendance at the University College f<?r the completo course had been necessary. This, the Board feels, is a point which tho University should not overlook, as the eapablo and deserving student who would become the desirable graduate is ofton not in a financial position to attend a University College under present conditions. That the majority of the agricultural graduates were in such a position tho Board can satisfy the University, and claims that it has done a good work in enabling these men to graduate. If the University is prepared to offer scholarships to enable such meto to take the course, this Board feels that in justice to itself these scholarships should bo expended at Lincoln. The Board cannot entertain tho suggestion by Mr Richardson that degree students should be charged a special fee of one hundred guineas per annum, and so recoup itself for extra expenditure necessary under our suggested scheme. The Board feels that if it adopted such a scale, it would simply shut its doors to many of tho brightest and most desirable students. Mr James G. Wilson, President or the Board of Agriculture, commented on Mr Eichardson's report a3 follows: — Mr Eichardson's report is a carefully prepared and valuable one. Somewhat incomplete in its present application owing.to the circumstances being altered since it was written. j

The Board of Agriculture considers there should be a Chair and School of Agriculture established in North Island, a3 soon as funds permit, and that the configuration of the country, the distances apart of the main centres in the north and south of the North Island warrant a second school being established later. Each school, while meeting tho full requirements of the degree course, might specialise in the system of agriculture in vogue in its district.

The practical work necessary for a pass might well be curtailed, and not necessarily limited to one farm, but ■widened so as to allow the work to bo done in the holidays, and as far as possible within easy reaeh of the student 'p home. As it is possible there might be a paucity of students nominating for an agricultural course at first, it should be pointed out to the first occupant of any Chair that it will depend much upon the energies of himself and staff to so

keep the benefits of the degree beforo the public as to fill the classes. A diploma or certificate might he given to those attending special classes and work as may be specified for those who have not time or cannot afford to complete the whole course. [The report and the reply were referred to by tho Chancellor in his address, the full text of which will be found in another column."]