AGRICULTURAL EDUCATION.

Otago Witness, Issue 3333, 30 January 1918, Page 8

AGRICULTURAL EDUCATION.

It must be a source of considerable satisfaction to those who are alive to the necessity of inculcating future producers how to make the most of their land to learn that the University Senate at the recent sessions in Dunedin decided to include agriculture among the subjects for the B.A. degree. As was truly remarked by one of the speakers, agriculture is "the very life of this country," and, we might add, is a life usually left for the otner fellow. It is passing strange indeed that the Government should require continual urging to spend the moneys so necessary to speedily further the knowledge of up-to-date scientific farming methods. It may be true enough that at the moment young fellows are not availing themselves of the openings offering, but it must be remembered that the most of them are at the front. It is the young generation who will work the land in the near future, and through their teachers an opportunity will now be offered of up-to-date instruction in the science of agriculture. This matter of furthering agricultural education is the concern possibly of all countries comprising our Empire. " Germany as a result of her system of agricultural education has increased her j>roduction by leaps and bounds. She established three agricultural colleges and four departments of agriculture, through which up to 1910 65,000 students had passed, -and to the distribution of thiis trained knowledge through her rural population the immense increase in her production is undoubtedly due. In the Commonwealth, in the State of West Australia, quite recently, a Royal Commission, set Up to consider matters in the above connection, made interesting references in their report. " The Commission feels assured that an efficient scheme of agricultural education will be one of the greatest, if not the greatest, factor in the future development of the State's and the Commonwealth's producing industries, and that the curtailment of the funds necessary for such a scheme will be false economy." There is a tendency (noted by the senior inspector of schools in West Australia, which 'undoubtedly is apparent to-day in this Dominion) to concentrate upon the commercial side of educuation, which should be countered at any cost. " The commercial idea overshadows the industrial, and it as evident that the schools are in danger of becoming commercial incubators. This means nothing more or less than inverting the social pyramid and trying to balance it on its apex." The figures are given of the pupils who sat for their final examination for the previous years:—Domestic course, 22; industrial, 76; professional, 88; and commercial, 324. The Commission contends that it is inevitable, from the ever-increasing numbers taking these subjects, that, in a short time a very calamitous state of affairs must result. Recognition, therefore, by the Senate of the New Zealand University of the importance to the Dominion of the study of agriculture is welcome, as undoubtedly every facility should be given to city children to become familiar with subjects pertaining to agriculture.