SCOTCH SCHOOL FOR YOUNG FARMERS.

Otago Witness, Issue 2809, 15 January 1908, Page 9

SCOTCH SCHOOL FOR YOUNG FARMERS.

Quite a new departure in Scotland was made when the Secretary- for Scotland, the Right Hon". John Sinclair, opened a special school of 6tiidy at Irden-connell for young farmers, to be run on the lines of the high, schools in Denmark. If this is taken in conjunction with the fact that the Scottish Educational Department means to have ail education in the country districts smacking of agriculture, these facts indicate a forward policy of a very thorough nature, and a firm determination not to lay behind other countries in agricultural education. At the opening of the~> Arden-connefl School Principal Wright delivered an inspiring address, detailing the nature of the instruction to be given, which is quoted in full; — Principal Wright said it fell to him ac president of the school to give some detailed explanation of the nature of the educational system which they were that day introducing into Great Britain. The present experiment was undertaken by the Scottish Christian Social Union on the instigation of Dr Paton, of Nottingham, who had for many years been an admirer and advocate of the Danish high schools. The union, however, could not probably have, undertaken the conduct of the school had it not been for the. co-operation and support afforded them by. members of the Scottish Agricultural Commission who visited Denmark in. 1904. Essentially the Danish high schools might be correctly, though incompletely, described as continuation schools, Which discharged in a combined form the functions of continuation classes, with certain additions and-'modificatious ; and they were not, as was sometimes supposed, agricultural schools, though, as the population of. Denmark was mainly agricultural, the !

courses of instruction have usually some relation to the science and practice of agriculture. In Denmark these schools formed a link between the elementary schools and the agricultural colleges. It was primarily for a similar purpose that this school was opened. The students who attended the Dauish high schools were for the most part between the ages of 18 and 25, a period at which education produced its greatest effect, and when the characters and careers of most men were fixed onco for all. The great influence of the Danish high schools had, without doubt, largely been duo to the fact that they gave a renewed education at that decisive period of life to students eager to learn and ' willing to be impressed. The average pupil of the elementary school had no suoh desire ; the ordinary child 'ooked forward with joyous anticipation to the day when he would bid a final farewell to the thraldom of school and schoolmaster. To the mediocre boy there was less pleasure than hardship in his school career, and when, at any age from 14 to 16, he left school for the farm, he entered with delight into the more interesting labours of the field, and in a f«w years his school knowledge had been in great part forgotten. But by-and-bye he began to understand something of the seriousness of lif« and of the value of knowledge. He began to appreciate the value of thi learning whioh at school he despised ; he wanted a second chance. In this country the second chance had never yet beon given him. This was the reason of the introduction of the school that was now being opened. The residence of all the students under the same roof, under the same control and management, was an entirely new departure in Scottish educational agricultural life". He was of opinion that a communal life among students would break down their prejudices, give breath to their ideas, quicken their intelligence, impose self-restraint and self-control, teach the virtues o£ manliness and modesty, produce mutual regard, and lead to the formation of life-long friendships. it might be questionable" whether the mere association of the- young farmers of Scotland together in high sohools under the same guidance and control might not of itself haw .more beneficial and lasting effects on the students than all the- learning they would obtain in the classes. The Danish high schools aimed at the education and improvement of the whole man, -in body, mind, and spirit,' hence their system, included physical training, which was- also provided at Arden-connell. Moral 'and religious teaching, to educate the conscience and appeal to the heart, took a prominent place on the curriculum. The first object of the school was not to 'make learned men. -but good men; for character, as history shows, is the only durable foundation on which the happiness and greatness of men and nations could be built. In Denmark the pupils of the high school were chiefly the sons and daughters of farmers. It would be impossible to exaggerate the benefits to be expected front the system, -which would improve and raise the moral tone of this one class alone; but it did not follow that the benefits of such schools need be confined to the agriculturist. They were the people's high schools, quite distinct and separate from the agricultural schools and colleeres; and it would be one of their future duties to consider whether there was not room to appeal to our manufacturing-, industrial, and mercantile classes as much as to those engaged in agriculture. It was not to be supposed, however, that tin great benefits of the* Danish system 1 of hig-h schools cou 7 d be received from a brief four weeks' course of instruction. Tlvs rnisrht be described merely as a preliminary canter; and though at present they had confined themselves to the sons of farmers there would probably be a demand also from the daughters. — ("Hear, hear.") In their final form the schools would have to be batter furnished, and the courses of instruction be mad"* more complete, prolonged, and systematic, before tbey could anticipate a transformation like that which had taken place in the life of Denmark. — (Applause.)