AGRICULTURAL INSTRUCTION

Evening Star, Issue 22031, 17 May 1935, Page 11

AGRICULTURAL INSTRUCTION

DEVELOPMENT OF SCHOOL GARDENS Reference to the development' of school gardens as An attractive environment to schools and to the increasing intelligent appreciation of some of the fundamentals on which scientific agricultural practice is based is contained in the annual report of the Otago Education Board. In thfe course of his report, the senior agricultural instructor (who i* also supervisor of manual training), writes: . “In -practically all the schools th« study of environmental materials ha* been used as a development course leading inter alia to an intelligent appreciation of some of the fundamentalt on which scientific agricultural practice is based. - The educational values o| this subject, as with any other, vary, \yith the teaching methods employed, but it is gratifying to record progressive improvement in this, relation and in the pupils’ concrete .application. of thejf instruction, “ In many cases the garden and external environment of the school generally strikingly reflect the thought and work of both teacher and pupils. An attractive environment to the school acts as a silent teacher, and is being regarded as equally necessary as any other adjunct m approximating to t£e ideal. w • “The iihprovsment work in this direction has been materially furthered by the Supply of trees and shrubs propagated for the purpose at the following schoolsMosgiej. Milton, Olraka, Palmerston, Kurow, Roxburgh, Northeast VAUey. Tuapeka Mouth, Tahakopa, and Balclutha. The assistance, thus rendered is acknowledged with appreciation by the board and the Vecipients. Similar reference must also be made to the valued practical .cooperation of numbers of school committees in furthering the development' of this nil-important aspect of .school activiti"* ”