Abstract:
The economic basis of our New Zealand way of life depends much upon our agriculture. Therefore it is quite logical to expect of our system of organised education that it should make a significant contribution to our knowledge and understanding of farming and horticulture. This is a matter on which there is almost universal agreement. There is similar agreement that this contribution should include the large-scale provision of organised agricultural education. But on the question of the form in which some of the educational agencies can best contribute to the education of future farmers, farm-workers, and professional agriculturists, there is a great deal of controversy.
There is general agreement as to the form in which our primary schools can make their best contribution: by laying the foundations of a sound general education, and by the developnent in all pupils of an interest in nature and an awareness of the importance of farming, horticulture, and forestry to each one of us, irrespective of our background. Similarly there is a very large measure of agreement that at the tertiary stage there should be large-scale vocation-directed, agricultural training, both at university and at sub-university level, that at both levels there should be thorough theoretical and practical training, with the former being given at special institutions (preferably associated with research) and the latter in the main taking place 'on the job', on the holdings of progressive farmers, horticulturists, etc. Perhaps the only area of controversy on matters of detail is the question of the most appropriate place for theoretical training at sub-university level. But in contrast to the general haimony of outlook so far described, there are strongly conflicting views as to the best form of contribution which secondary schools can make to organised agricultural education.
