RURAL EDUCATION

Otago Witness, Issue 3280, 24 January 1917, Page 44

RURAL EDUCATION

THE IMPORTANCE OF AGRICULTURE. PRAC I'ICAL SUGGESTIONS. An important paper by Sir James G. Wilson, president of the Board of Agriculture, on the subject of Rural Education was read at tho Conference of the New Zealand Educational Institute at Wellington last week. Sir James Wilson, in the course of his paper, said: When we consider that it is to the land which we must look to produce wealth to pay our way, and that with high-priced land we must take advantage of every truth science teaches us, I am certain that the greatest want which New Zealand has at the present day is- that of well-trained teachers and lecturers on agricultural science, who can teach our youth, and go amongst the farmers and encourage them to use most modem methods. Given the right man the farmer will listen to him. He may not be able to draw a straight furrow, but if the farmer thinks he has something to tell him, and on which he can speak with authority, he will welcome his visit. I have seen a very marked instance of this. I have found considerable difficulty in getting farmers together to hear lectures. In one instance 1 succeeded beyond expectation. It was in a grass seed district, and the young man whom I invited had specialised on this section. He had no experience in public speaking: was somewhat shy; but the farmers Hocked to hear him. They believed he had something to say. They would scarcely let him away from the district; ho went round to various farms and discussed things with the farmers; suggested various matters that were worth trying, and would always have been welcome at' any time in the district. This goes to prove that once the farmer has confidence in a man that he has knowledge and a desire to impart '\ he will give him a hearing. So it is .. Jth the teacher; train him so as to be able to impart to his pupils vocational knowledge, and the parents will give him whole-hearted support. IMPORTANCE OF AGRICULTURE. I need not quote figures to show that agriculture in its various branches is our great national industry. It has been built up first by the pioneers, who, occupying virgin soil, laid the foundation of our great pastoral industry. Gradually that has given place to other branches of agriculture. By slow degrees the practice of agriculture has taken its place in many parts of the South Island, first, anel since then to a lesser extent perhaps in the North Island, until to-dav agriculture embraces many and varied occupations, large and small. SUCCESS OF SCHOOL GARDENS. The most promising start in rural education so far in New Zealand has been the school garden. It is now almost an exception in the country not to have a garden. Nature study is, I believe, made a compulsory subject; but the gardens m many towns'are absent—the want of space makes it difficult to find room; still, where there is a will there is a way, as may bo seen even in murky London, where in workmen's flats window gardens are to be seen, or pots of musk on "the sill. Box gardens could be encouraged, for nature study without nature is like the play of Hamlet without tho Prince of Denmark. I am fully aware that the numbers in a city school add to the difficulties; but even pot plants can be made instructive and interesting. EDUCATION FOR FARMERS. I am. free to admit that muoh of the absence of vocational education for the farmer has been his own fault; he has not demanded it. The truth is that the farmer has something of a contempt for booklearning. His education, as a rule, has consisted of the ordinary school of the district, and it is only of late years that, any higher education was at his disposal m the country. He has learnt the mechanical part of farming on the land itself; when to plough, sow, and reap. He does theso things because others do them, and he follows the rule of tho district as to crops. Sometimes one farmer will strike out on a line of his own, and prove it to be a profitable one for his class of land; others follow suit,, for it is by demonstration that the farmer works. The mysteries of the land lie is working have not much interest to him, yet he unconsciously takes advantage of every new truth which science and practice prove profitable, or the investor supplies him with I fegret to say that, unless he is canvassed by an energetic teacher, often he is not sufficiently interested in progress as to insist upon'his son taking advantage of agricultural classes. There are instances, however, where the instructor has completely got his confidence, and is rewarded by a whole-hearted response. DEMONSTRATION BY AGRICULTUR A L DEPA RTM ENT. A great deal has been done by the Agricultural Department by demonstrations and co-operative experiments of various kinds, to teach the farmer, and this seems to have left the feeling that it is to the Agricultural Department that he looks for the Agricultural College. The Agricultural Department is tho natural exponent for experiments and demonstrations; but the' teaching staff should be under the Education Department, and affiliated to the University. It is not unnatural that the farmer should turn to the Agricultural Department at the shows where that department has an excellent exhibit; he meets its officers and discusses matters with them. The Agricultural Journal (an excellent publication) circulates freely amongst farmers, and disseminates the views of the officers. Tin- dairy experts have largely assisted in tin; present conditions of our dairy trade, so that the farmer naturally turns to the officers when he is in trouble in farming matters. RESEARCH NECESSARY. Research is the mainspring of modem education, and has a very important bearing on agriculture. It if. essential to progress. Pasteur was first brought into notice by his discovery that, the simple process of heating saved the wine trade in France from disaster. Liebig, another chemist, was the first to point out that mineral phosphates could be converted into a valu-

able manure when treated by sulphuric acid when the .supply of bones was exhausted. It was his knowledge of chemistry thai enabled Thomas to eliminate phosphorus fr< m molten iron, and the r< fuse ground up to give us another valuable phosphatic manure—viz., basic slag. The expansion of Now Zealand farming is co-incident upon the freezing process and tho Bahcock test. The veterinarians have enabled the farmer to cope w;th epidemics which threatened their herds and flocks. I need net multiply instances of what research has done. A real and successful piece of research work was carried out by Dr R cakes and Mr Astori (the agricultural chemist) in relation to bush sickness, but there have been few opportunities in New Zealand to the trained scientist for research. It is very pleasing, therefore, to note that the trained men in tho Agricultural Department, are to be given a chance in this respect by residing at Woraroa, where, instead of working in an office, they will be able to conduct investigations and probe the problems winch are always occurring in agriculture. _ A bacteriologist connected with the dairying industry can be kept busy. The biologist will find plenty to do in connection with blight; clubroot alone would find him an occupation for life. The plant-breeder, the agriculturist, and, above, all, the director will, I am sure, find constant useful employment. I will refer also to this lattr when I pick up tho threads. FORESTRY. Then thorn is forestry. It is almost nonexistent in New Zealand, except for a few enthusiasts. It should never be forgotten that the first settlers at Christchurch were great planters, and we owe thorn a debt of gratitude for the trees and parks around Christohurch. In New Zealand Nature provided us with some of the finest forest trees in tho world, and in 60 years wo have left very little bush fit for timber. Tho beautiful kauri tree is almost unknown. Tho puriri. totara. and other timbers are almost gone. It may bo thought that this has very little to do with education; but to my mind it is one of tho most important duties of tho teacher to inculcate a love of trees and the desire to plant. FARM ECONOMICS. A most important subject should not bo omitted —viz.. farm economics. It is_ rare that a farmer knows whether any particular crop pays or not. Take butter, for instance. An industrious friend makes out that, allowing for interest on money invested, labour, taxes, and expenses, butter at the pros.ent moment costs considerably more than Is per lb to produce. If that is so, and butter falls below what it costs to produce, it menus that tho farmer is not getting the wages he has a right to expect. Here not one farmer in a thousand knows how ho really stands, or whether any particular crop or stock pays him or not. Wheat is another crop, and, although it is easier to say whether this pays or not, because it can bo calculated what it costs to grow and garner tho grain, yet accurate figures arc rarely kept. This branch in business is a most important one. The costing clerk in a business house can tell to a fraction what it costs to produce any article. Economics are as important in farming as in any other business. I have alluded to these points to inclica;a the wide hold for education there is in connection with the use of land, _ as well as to draw attention to the openings for careers to those who make a study of special linos, or are prepared to take up teaching on tho agricultural side. Unless there is promise of a career, young men will not take up any special lino oi teaching. it may bo hero noted that the two young men who took a B.S.Ag. degree found remunerative occupation at once, and I have in my mind's eye one teacher who took up various branches of agricultural teaching, who is well up in his profession. I feel certain that in tho near future, any teacher who specialises on the agricultural side of his profession will find ready and remunerative occupation, provided he goes through proper training, for it has been pointed out that " the profession of lecturer (or teacher) must be learnt, and that a learned man is not of necessity a good teacher." Wo have to consider now, who is to bo taught: —(1) Tho farmer; (2) his son; (3) his daughter; (4) the teacher, and this is tho most important of all, for the whole structure depends upon him. The farmer, wo must leave to tho Agricultural Department, and the newspapers, and his own good sense, meanwhile, tiil wo can pro-' vide farmers' continuation classes at an Agricultural College, or courses of lectures in country districts. Wo arc concerned, however, about his son and_ his daughter, as well as the youth of tho city, who should be made aware of the difficulties which those who live bv the land have to contend against, iest they should fall into the usual error of looking upon tin; farmer as a prey to bo taxed instead of encouraged to the utmost, for is he not more and more the creator of wealth in New Zealand? It is to production which we must look to pay tho enormous debt which the war will leave, and to do this wo should not lose a day. It was the people's schools established by Bishop Grundtvig in Denmark that enabled that country to recover from tho blow delivered by Bismarck, in 1834, which resulted in tho seizure _ of Schleswig-Holsfcein. If we do not take immediate steps towards agricultural education wo shall be all the longer in recovering from the effects of the war. If we are wise wo will at once set to work to provide means for tho proper study of agricultural matters, for teaching of agriculture to those who are engaged in production, and for the teaching of domestic economy for the girls (for the health and prosperity of the nation is largely bound up in this). To succeed in this we must provide a proper trainin"- for the teacher. How are we to get this? CHAIR OF AGRICULTURE. I have already alluded to. the fact that wo have no Chair of Agriculture at any oi our universities. This has been pointed out many times, but the necessity is greater to-day than ever before. To Hiv mind, until wo have a Chair or Chairs of Agriculture, wo shall never have a proper system of training teachers. The chemist —who, I suppose, may be looked upon as the best of agricultural teaching—we have already at ail tho universities. The Agricultural Department has trained men in several branches, and if wo are to begin a School of Agriculture in a email way wo must have their co-operation as lecturers in their special line. When these officers pre located at Woraroa, it would be an easy matter for students in Wellington to run up to tho farm for the day. 1 have had doubts on two points in connection with tin' Cnair of Agriculture: First, whether we should establish one at once, or wait until stud its had worked up from the lower grades ready to take the clitics pre-

paratory to their degree. At first I thought we should establish the chair, and the students would come; later 1 thought per lfaps it would be better to wait; but now, after further consideration, I think if there were a chair the students 1 am told that when Professor Wood first started at Cambridge they had scarcely a dozen .students. Surely we could make a start with that number. The second doubt I had was whether Wellington was a suitable place to start. 'the problem was. 1 thought, solved by Sir John Logan Campbell leaving money to endow a chair in Auckland Tho money, I understand, is not yet available. Since that is tho case, Wellington, if the officers of (lie Agricultural Department are willing to assist, stems to be tho best centre to have the chair. Mi- Hogben, in his report, says ''that tho Agricultural Department and Education Department should co-operate and make one of the State experimental farms (say, Ruakura) a place for further training of those who have completed one of tb.-' intermediate courses, whether such persons are intended for teachers or farmers." Mr Brown, the Director of the Experimental Farm, in an address before tho Council of Agriculture, which I commend to your notice, said: "It appears to mo quite certain that .... a high degree of co-operation should bo established between the two departments (Agriculture and Education)." I have no doubt but that satisfactory mutual arrangements could bo mado of a working basis in connection with the chair at the university, and it seems as if Wellington is the only centre in which this can be done at present. If this could be arranged, a beginning could bo mado in a year's time. Mr Brown says: "If practicable and possible, tho Department of Agriculture should arrange provision for a certain number of teachers destined for agricultural science work in district high schools to enable them to associate for a time with its specialists, and to receive instruction and bias towards agricultural science from them." If that is the spirit with which the two departments approach each other there should be no difficulty in co-operating. Possibly tho'whole cost would not bo more than £2OOO a year. and. with tho help of scholarships, surely wo might expect a number of young men to take the course so as to qualify as teachers in agricultural science. If tho demand is suftVoiitly loud and persistent there is no doubt that the authorities would grant this, but wo must bo " ol one accord." If so WO shall, I think, havo made one stop forward towards successful post-war rural education. AGRICULTURAL INSTRUCTION FOR HIGH- SCHOOL PUPILS. The co-operation of tho Education and Agricultural Departments roust go much further. Connected with every high school there should bo a few acres of land for experimental purposes, and tho experiments could well bo worked by the Agricultural Department. In the midst of a farming community, under tho guidance of a local committee, the farmers of the district are certain to take an active interest in the scheme; tnere should, therefore, be no difficulty as to pupils who will not only have the advantage of their own experimental work, but will no doubt assist in tho larger work going on alongside them, and be able to observe and deduce from tho demonstrations tho lessons they teach. If this combination succeeds there is no reason why it. should not be multiplied in the various agricultural districts of both islands, and would be, I think, of greater benefit than one or two more expensive and elaborate experimental farm;-., for local conditions of climate and soil vary so much in New Zealand. There are splendid openings at, sav, Gore, Invoreargill, Masterton, Hamilton, llawera. for such plots; and 1 am sure, if the request was properly gone about, that land and labour would be found by the farmers. This is already being done iii several places in the Wanganui district. AGRICULTURAL INSTRUCTION BY EDUCATION BOARDS. In 1904- I was deputed to give evidence before the Education Committee of tho House by tho Farmers' Union on rural education. I then urged that agricultural instructors should be appointed who would move amongst teachers and help them in their' Nature-study work, and do what they could in agricultural instruction. I was not very sympathetically received, but, fortunately ~ some of the members were also members of education boards, and two boards almost at once appointed such an instructor; others followed, and they have done most excellent work : they have paved tho way for an advance. In my evidence. I said that such appointments would help tho work forward until the teachers arc trained; but 1 emphasised the point that if we waiten for that event (i.e., the training) we should probably be 10 years before we would have the proper training establishments for teachers in rural education. That was 12 years ago. These instructors have in many cases conducted camps on stud farms where demonstrations on stock have been given, or have had shearing classes, where'"'lads wore taught to shear, to skirt and roll fleeces, to press them, to kill their own mutton, and learn how to preserve the skin and cook the meat. The boys have thoroughly enjoyed the' outing as well as the instruction. Chemistry is a necessary study for men who have to go on the land in any capacity. No tanner, young or old, should bo without some knowledge of it. It is essential that he should have this knowledge in connection with tho purchase of manures, and to be able to take an intelligent interest in the various experiments constantly being made for his benefit and recognise their importance. Every lad, whatever his vocation is to be. is tho better for this knowledge; but he who is to go on the land should specialise in it, and have the opportunity of doing so at the high schools. PRIMARY INSTRUCTION. In primary schools it is impossible to attempt to teach agriculture, but a distinct trend can be given to the child's mind, even in the earlier standards, and intelligent instruction in the school garden will not only be beneficial in health, but it assists tho other work by making a break in the indoor teaching. Children enjoy working in the srardrn, and only a few are eager for their lessons indoors. I need not remind von that in the training of a child's mind more can be done in the garden than from books. Although I say agriculture cannot be taught in schools, the principles of agriculture can be taught in the school warden, and in after life can be applied to The farm. I have alreadv alluded, to tree-growing in connection with' these trnrdons. Trees are as easily grown as cabbages. There are inan\ ivs'-rvos and waste places winch it would bo a delight for the children to plant

AGRICULTURAL C< ILLEGE. There can be no doubt but that an agricultural college would be a great help in rural education, li is a waste of time for a farmer to huve m gain knowledge after lie has begun to farm with which lit.' should be equipped when he starts. It would also be si great advantage later in training teach* rs and specialists in the various branches of farming. When Professor Crcehnan, the director of the Ontario Agricultural College, Canada, was here in 1914, after being at the British Association meeting, the Board of Agriculture asked hia opinion as to wh.it ho thought was required in the way of an agricultural college in New Zealand, the condition of farming life in New Zealand being much more alike in Canada to our own. than that of older countries. We thought his advice would be valuable. He said: "'1 strongly advise one well-equipped and stronglymanned institution for the whole dominion. More than one college means jealousies, comparative weakness, duplication of work, and pulling of funds, etc." He bases hia view on the following grounds:—"Successful agricultural colleges do not undertake to teach boys how to farm; but rather take young men (18 years and upwards) who have had practical farm experience, and teach them the true principles of modern agriculture and the best-known methods. In this way locality matters very little indeed." lie goes on and gives a lict of officers that he would advise starting, with something of their duties, though these might have to be materially changed to suit your conditions:— Field Husbandry.—Grasses, grains, roots, forago plants, plant breeding. ( Animal Husbandly.—Sheep, cattle, swine, horses, poultry. Biology. weeds; perhaps bees. Chemistry and Physics.—Soils, fertiliser foods, drainage, land .surveying, mechanical soil conditions. Horticulture. —Fruits, vegetables, hedges, wind-breaks, forestry. Dairy Husbandry.—Making of butter and cheese experimentally front the college herd, also conducting short courses in dairying. It will thus be seen that to provide for the farm, buildings, dwelling-houses, hostels, etc.,' a very large sum would be required, which is not likely to be spared for some years. If we provided a means as is suggested by Mr Hogben and Mr Brown and in the foregoing of training teachers, we should bo training our own men to fill the positions of teachers when we could provide a properly equipped agricultural collego. If, then, we had research going on by the trained men of the Agricultural Department, as is proposed at Wcreroa, demonstration in various districts to show the result of tin's research, and by and by a well-manned agricultural college, we should bo well equipped in agricultural instruction, .and a sound system would evolve as time went on, and we might find extension in various direction:; was needed. FARM .SCHOOLS, ETC. The training of cadi ts such as we have attempted here is thus alluded to by Mr Hogben: ■"There are learners or students at Wercroa, Moumahaki, and Ruakura (about 30 in all). These learners tiro of varying ability and attainments. The minimum requirement for entrance being a certificate of proficiency. This does not seem to be high enough to secure that tho learners are sufficiently well prepared to benefit by the opportunities offered. No special instruction is provided in the principles of agriculture. They take part in the work of the farm, and thereby acquire some useful knowledge of what may be called the mechanical part of the trade of farming; incidentally, they may pick up a little knowledge by seeing some of the experiments that are being carried on; but I hardly think that their previous scientific knowledge is sufficient to benefit appreciably by this " There may bo room for a few on our experimental farms, but there is tho same difficulty in supervision in numbers as there is in the school garden work in largo city schools; but the work on these farms is not sufficient to keep tho lads properly cmployed, and there is no provision made for teaching them. The colleges in Australia are "farm schools," and arc said to do good work where the agricultural high schools have been unpopular. The French get, over tho difficulty by licensing a certain number of the best farmers to take pupils for the agricultural work, and if (he result of having proper teachers in rural education (as I hope it would) creates a desire to have lads go to some farm school, there should bo some, provision made for them. Mr Hogben has stated that, with porper rural education, we could increase tho production from tho land by 40 per cent. T think ho is under the mark. Given intelligent laws and proper teaching, in a few years the farmer, if properly "encouraged, will, by largely increasing the wealth of the dominion, do as much for New Zealand as tho farmers of Franco did after the war of 1870.

NEW YEAR GREETINGS. WELLINGTON, January 17. The Governor lias received the following cablegram from the Secretary of Statu lor the Colonies: —The Government of -Japan has sent the folio win g m reply to New Zealand's New Year greetings: —" His Majesty the Emperor is gratified by your Excellency's message of New Year greetings, and returns his sincere wishes for the happiness and prosperity of the dominion of New Zealand, and tor all success to the magnificent troops who are co-oporating to secure a complete victory and a lasting peace, 'J he friendly hospitality accorded in New Zealand hist vear to his .Majesty's ship*- is a source of very pleasant recollections."—• (Signed) Luxe;. January 18. The King of Serbia, who received New Year greetings from the Governor of New Zealand recently, has replied as follows; " I am very sensible of your kind wishes nnd thank you sincerely. I am certain that the knowledge that we are righting in tho cause of justice and humanity will aid tho Allies in bringing about in the New Year a decisive victory, which will assure to the world all the benefits of peace."

A " back to Norway " movi ment is in progress among young Norwegians m Chicago and the North-west. Tho war lias brought such prosperity to Norway that industries there are suffering under a labour famine, and Norwegian industrial concerns are advertising in Chicago £o*