MAKING FARMERS

Hawera Star, Volume L, 11 September 1930, Page 6

MAKING FARMERS

THEORY AND PRACTICE

AGRICULTURAL BIAS

LAND AND EDUCATION

A discussion, on agricultural bias ensued on a motion and amendment on the .subject of agricultural education at the conference of the New Zealand Technical Education Association yesterday the conference finally deciding that the curriculum of a post-primary school should be based on the needs of tne pupils and the environment of the school.

A statement concerning the proposals of the recess committee, in respect, to agricultural instruction was' made by Mr. G. J. Park, principal of the. Sealdon Memorial College Auckland, w i,o considered the tMe opportune to adop t the recommendations. After stressing the need for doing everything .possible, for the further development of agriculture., Mr. Park ventured to forecast that the time was near when the Dominion would benefit by those who took up fanning. “It seems to me also right,” said Mr. Park, ‘‘to express the view that | the bov who takes up farming-in the next decade will have reason to iejoice eventually over his choice of vocation. After the cloud® of depression pass away, it would seem likely that the world-wide boom of 1850-1873 will be repeated, and the young man established on his farm in 1945-50 will be in a position comparable to the farmer com. mencirig in. 1900-1910. I feel confident that anything done by the Government to direct young people to rural industries now’ is decidedly in the interests both of the Dominion and of the boys themselves.” He then moved : “That in view of the great importance to the Dominion of our primary industries, the curriculum of our schools should include .provision to- meet buy demand received for. adequate' instruction in agriculture and allied subjects.” A general discussion followed, in which the .general opinion was that while it was agreed that it was not desirable to force an agricultural course into every school, an agricultural course should be available, in every school district.

Mr. F. W. Martin (Masterton) contended that putting a boy into a “lab'’ with a few test tubes did not provide agricultural education, and was a waste of time and money. Mr. R. Hoe (Auckland) thpugnt it. should be an optional subject in every school. Theoretical agriculture could be taught in every school, hut thcie was only one place to learn practical agriculture, and that was on the farm. °Mr. J. Hutton (Greymouth) moved as an amendment the remit: “That while this conference recognises the importance of agriculture as a subject, it is of opinion that the curriculum of a post-primary school should he based entirely on the special needs of the pupils and the environment of the district.”

CRUX OF THE QUESTION

The amendment was seconded by Mr W. M. Lux ford (Wanganui), who said the recess committee’s report aimed at agricultural bias, but they could secure that without teaching agiculture in all the schools of the Dominion. There was in that report a recommendation which, if carried out, would result in 1000 students offering for agricultural classes. The paragraph in the recess committee’s report , said Mr Lu x ford, was as follows:

“The committee looks to the Government to marshal all its available forces toward making the new movement a. success, as well as to take steps to ensure that land for settlement will he available for those who graduate through approved agricultural courses upon terms which will offer reasonable opportunity of earning a. livelihood at least equal with that offering in other vocations. ’ ’

That was the crux of the whole question, proceeded Mr Lux ford. The trouble in the past had been that, after the agricultural course, students had come to a dead end, as they had not the money to obtain a farm. ” If the Government took that matter up seriously and made land available for these students :so that, after, they had taken agricultural courses, they could earn their livelihood, they would get the agricultural bias all right. It was not necessary to have farms in connection with the schools, for the students: could obtain the practical experience on the farms in the district, for the practical part did not take long to pick op.

NOT IN! CITY SCHOOLS

It would not he wise to impose agricultural courses on city schools, said Mr H. S. IV. King (Auckland), but where the environment was conducive to agricultural education being given, those schools should have the choice. Agricultural instruction in the post-prim-ary schools was of the utmost importance to the countrv

Objecting to the imposition of a syllabus framed outside the school, Air L. J. Wild supported the amendment. Not all the schools should provide agricultural courses, because the equipment necessary was of a highly specialised character. The amendment was then put and carried by a large majority. Mr H. S. W. King (Auckland) moved : —'

“That this association strongly supports the recess committee’s recommendation that greater importance be attached to the teaching of agriculture, but that the association also express opinions, based upon the experience of its members, in respect to the necessity for school farms, and the financial provisions necessary to purchase and conduct them.”.

Some delegates were not in favour of school farms, and others, thought it should depend on the particular district in which the school was situated. “Agriculture is not merely a means of making a living, but a mode of life,” said Mr Wild, who stressed that there was a good deal of difference between vocational training and agriculture.

Air Luxford said he was opposed to the purchase of school farms. Air King thanked delegates for expressing their views, adding: “I much regret that in a. progressive town like Wanganui they should be satisfied with theory alone. If that is what Wanganui wants, that is what Wanganui will have.”. The remit was carried. It was also' resolved, without discussion . on the motion of Air Park :

“(1) That the Alinister he advised that an area of 2-3 acres of land, having a laboratory thereon, and adjoining the school, is essential for the efficient conduct of agricultural courses. “(2) That where the number of students having carried their study of agriculture to the senior free place standard is sufficient to justify it, the department should assist with the provision of such an area of land as will make it possible for the expenses to be derived from the revenue produced. “(3) That where such a farm is conducted, it should be administered by an Advisory Board under the Technical 1 School Board.”