!iL^ 



[I 



A FORTNIGHTLY REVIEW 



OF THE 



IMPERIAL DEPARTMENT OF AGRICULTURE FOR THE WEST INDIES. 



»"'^U,^ 



Vol. XVIII Xo. 447. 



BARBADOS, .TUNE U, 1919. 



Prick Id, 



CONTENTS. 



Paob. 



Agiiciiltuial Examinations, 



ISlg 17!" 



Agriculture in Barbados 187 

 Britisli Guiana. Healtli 



Week in 181 



Caoaii Pods, Opening ... 1!»1 

 Cotton Pests in Montser- 



rat 182 



Dejiartnient News ... 183 

 Dye, An Ancient Vege- 



talile. Rediscovered ... 184 

 Kducation, Agricultural, 



Materials for a Policy 



of 177 



(ileanings 188 



Hurricane Warnings ... 180 

 Iui|)erial Preference ... 185 



Infantile Mortality 182 



Insect Notes; — 



Living Insects by Post 187 



Corn 



Ani- 

 West 



187 

 186 



Pagb. 



Insect Niites (Cunt.): — 



Pink Boll Worm... 



The Kuropean 



Borer 



Manatee as a Food 



mal in French 



Africa 



Market Reports 



Nature Study 



Notes and Comments 



Oranije Oil 



Plant Diseases: — 



Investigati'ii of the 



Froghopper Pest, and 



Disease of Sugar-cane 190 



Kainfall in Antigua 



Sugar Production in the 



British Empire ... 

 Sweet Potatnes 

 West Indian Products 



181 

 1!»2 

 183 

 184 

 184 



183 



18'.i 

 185 

 191 



Materials for a Policy of Agricultural 

 Education. 



^N an article to be commended for its clenr 

 thinking, which appea>s under the above 

 title in the Agricultural Journal of 

 India (Vol j^XVI, p. 1), Mr. H. M. Leake, Economic 

 Botanist to the (iovernment and Principal of the 

 Agricultural College. Cawi'.pore, discusses points 

 which are fundamental to education in general, 

 and makes application ot them to agricultural 

 education, more particularly as concerns the conditions 

 existing in certain parts of India. 



He establishes some of these principles by making 

 comparison between the general education of youths 

 Aud tht; training of a University boats crew, In 

 (ho training of his crew, the ciach, who is the teacher, 



can deal with the individual members of the crew^ 

 consulting them as to their work and exercises, and 

 can be guided by their personal views and feelings J 

 this is not possible in the case of a cla«s under 

 ordinary educational training, for the individuals of 

 the class are unable to indicate correctly theii- mental 

 needs and feelings as regards their training. 



The outlook of the boat's crew, and the relationship 

 between them and their coach, or teacher, are very 

 different from that nhtaining in the case of the 

 ordinary educational teacher and his class. In the case 

 of the boat's crew the object of the training is to 

 secure a collective result in which the crew counts 

 for everything and the individual for little. la 

 educational training the opposite is practically the 

 ease; the success of the individual is mainly the 

 objective. Again, in the case of the boat's crew, a» 

 already stated, the individual members have reached 

 an age of discretion, and can discuss with the coach 

 the effects of the training on their physical fitoess. 

 The pupils of a class are unable to do this, so that the 

 teacher has to use his own discretion as to the work 

 to be done and the training to be undergone — a matter 

 which throws additional responsibility upon him. 



Furthermore, in the case of the boat's crew, little 

 regard is paid to the after effects of the training once 

 the race is won; the opposite is the case in scholastic 

 training, the resultant effects judged over long periods of 

 time are the touchstone of success. It is pointed out how 

 the judging of the nice, or the examining of the pupils 

 has a bearing on the nature of the instruction given. 

 In the race the judge pays no regard to individuals ; 

 he is simply concerned with the collective efforts of the 

 whole crew, an aspect which bears on the training given, 

 which is collective rather than individual. 



