THE AGRICULTURAL EDUCATION CONFERENCE.

Ashburton Guardian, Volume XII, Issue 2438, 20 August 1891, Page 2

THE AGRICULTURAL EDUCATION CONFERENCE.

Tjioucji thers were many' influences which detracted. i rom the success ofthe cowforence convened last Saturday,' by Mr ./.. Jt. Wilkinson, to consider'; the question of agricultural Education, the resists arrived ■at were m some degree satisfactory. Having ..heard wlKit those m England, who are interested m the question, propose to do, the discussion generally turned — and rightly so—upon the necessity for the education of- the- rising#eaeratu)n m country districts m the elementary principles of Agriculture. Mr Wilkinson's proposals were (as we have previously written) no doubt too far reaching, and quite impossible of attainment sit present, but the principle which I they laid down secured their adoption by the meeting. It is for the associa-, tion that was thereupon fornred to take the best steps to carry out the object, of the conference, namely, tiie inclusion ot agricultural subjects m the curriculum of the primary school system. As to the desirableness of this there was no difference of opinion; the difficulty was as to the provision, of ways and means for carrying it into effect.' We have previously referred to Mr G. Fisher's Technical Education Bill as meeting this difficulty. In it provision is made for a grant of two shillings a quarter for each scholar receiving manual educa'tion-^that is the use of tools and so on—and ten shillings a quarter for technical education—which would, we take it, include the scientific part of the teaching. There is no hope of the Bill' passing this session, but the Minister of Education has expressed himself- Istrongly 1 m favor of technical education, and" m New Zealand any scheme, of technical instruction must have agriculture m the foremost place, so that m pressing their claims upon the Government the association formed last Saturday will have a syraoathetic listener at headquarters. Mr Purncll, too, pointed out a matter that has an important bearing on the question, namely, the Canterbury College endowment of 100,000 acres of land for the purposes of technical education. We do not suppose that, after their experience m regard to their dealings with the Lincoln College funds, the Board of Governors of Canterbury College will seek to divert the revenue from this endowment from the purpose for which the endowment was granted. There should thus be ample funds for the training of teachers m the: requisite subjects, and for, at any rate, contributing to the cost of a system of technical education m which agriculture would form a part. It must also be remembered that the teaching of some of the present subjects m the higher standards is not unattended with expense, and the substitution of elementaryt ; agricultural soience for : some of these subjects would not mean a greatly increased total cost. Indeed; we think with Mr Purnell that great as are the advantages of the proposed teaching, the people would ; not- submit to any increase of the education vote, though we decidedly dissent from his opinion that the additional cost of this teaching would :be enormous. The executive committee will soon be able to ascertain what the cost actually is. Elementary agricultural 'science has been taught m the primary schools m. the Auckland district,: and technical: subjects have been taught m Dunedin and Greymouth, and information will no doubt be gladly given by those who are carrying on the movement m those places. The meeting on" Saturday did not make much progress, it istriio, but by appointing a committee to obtain* information them made a beginning. The fatal characteristic of our present system of education is that it educates our children to pass examinations and to be school teachers and clerks. The present movement is intended to obtain for them such teaching as will tit them-to. earn their livelihood m the most general occupations of the country. For this end, as Mr Lambie said, a knowledge 6f scientific agriculture is better than a knowledge of dead languages, and as soon as popular interest is awakened m the question the former will be demanded and obtained—even if it is at the expense of part of the endowments of the High Schools. We trust that the small beginning may be the means of bringing about this most important educa-* tional reform. , .;.;. ; >