RURAL EDUCATION

Nelson Evening Mail, Volume LXVI, 11 March 1933, Page 10

RURAL EDUCATION

value of agricultural INSTRUCTION Views of director, of EDUCATION That it would lie an unwise policy to discourage boys from taking the agricultural courses provided at the l district high schools and at a number of secondary and technical schools was a point stressed in an interview by the Christchurch “Press” with the Director of Education (Mr T. 11. Strong). Ho expressed the opinion that while farmers were facing difficult times at present, good times were in si ore for them. The failure of parents to realise tho value of agricultural instruction, Mr Strong said, was, in his opinion, due to more than the present financial depression. In the first place l , many farmers did not realise tile value' of a scientific training, and the extent to which scientific research had assisted them in their work. He himself had met farmers who insisted on their hoys, wiio were eventually going to be farmers studying such subjects as Latin and French to the neglect of subjects that not only had close relation to the boys’ future occupation, but also had cultural value. Probably the desire' of parents that their children should secure a pass in the university matriculation examination, even though there was no prospect of their going to the university, also accounted to some extent for the avoidance of the practical agricultural course. DEPARTMENT’S DUTY If the requirements of the senior free place examination had anything to do with the unpopularity of the agricultural courses it was the duty of the department to endeavour to remove any hindrances that might exist in this direction. He did not think, however, that the conditions governing the senior free place qualifications were the principal reason why the agricultural courses were not more popular. Mr Strong believed the courses in district high schools could be made more useful if teachers organised the instruction in such a way as to secure the cooperation of the farmers themselves. Good work of this kind was done at the Rangiora. High School, but. little had been attempted in this direction by the district high scho.ols, which were schools that from their situation ought to be in closest touch with tho farming community.

In two North Island education districts the district high school teachers, with the aid of the board’s special instructors, had succeeded in forming associations of farmers who lived in the neighbourhood of the district high school, and who were prepared lo interest themselves in tho agricultural course boys. ’The secretary to (he association was generally the. teacher who had charge of the course, and it was his duty to keep in touch with (he members of (lie association to ascertain the nature of the farm operations that were going on at tiie time. The lads received in the school suitable science instruction bear, ing on these operations, and were then taken, often in the farmers’ own cars, lo see tho work on the farms. In anolber district instruction camps were organised, and the boys were taught animal husbandry, stock judging, shearing, etc. Farmers were l invited to the camps, and in a number of instances proved to be excellent instructors.

CLOSE TOUCH WITH LIFE “I realise that the organisation of such practical methods of instruction entails a good deal of effort on the part of the teaching staff,” said Mr Strong. “I know that it is very much easier for the teacher to arrange instruction in the academic secondary, subjects such as Latin and French; but I consider that no rural high school could be regarded as efficient that failed to come, into close touch with the life of the people, that is, that did not develop useful courses of instruction of value to those young persons whose future occupation would be on the land. ‘‘l do not wish to convey the .impression that country boys and girls should not be given full opportunity to study for the professions, law, medicine, and so forth,” he added, “but 1 am convinced that a rural school that provides nothing else but an academic course is not doing its duty to the community in which it is situated. I hope that teachers in rural districts will realise what is expected of them in this connection.”