

4 



i I* 



A FORTNIGHTLY REVIEW 



OF THE 



IMPERIAL DEPARTMENT OF AGRICULTURE FOR THE WEST INDIES. 



Vol. XVI. No. 394. 



BARBADOS, .JUNE 2, 1917. 



Price l-i 



CONTENTS. 



Page. 



Agricultural Credit in 

 Trinidad and Demerara 107 



British Guiana Lime Juice 

 Factory 169 



Coco-nut Selection in Sey- 

 chelles 163 



Cotton Notes: — 



British Cotton Growing 

 Association 166 



Sea Island Cotton Mar- 

 ket 166 



Dcminica Green Lime 



Trade 171 



Education, The Principles 



of 161 



Gleanings 172 



Insect Notes: — 



Control Measures against 

 the Mediterranean Fruit 



Fly in Hawaii 170 



Items, of Local Interest ... 164 



Page. 



.Jamaica .Sugar Industry 

 Develojiment 



Maize, Rhodesian, Pur- 

 chase of, by the Iinjierial 

 Government 



Market Reports 



Motor Ploughing 



Notes and Comments ... 



Palmyra Palm. Cultivation 

 of " 



Papaw. 'Male', Fruiting 

 of 



Plant Importations, Recent 



Research and the British 

 Cotton Industry 



Rice Plant, Requirements 

 of, at Ditferent Stage: 

 of Growth 



.Soil Protozoa and Soil 

 Sterilization 



Studies on Heated .Soils... 



Sugar. High Price of ... 



16".l 



10.S 

 17<i 



k;:; 

 It is 



KiS 



im 



174 

 17:! 



... 17:! 



171 

 171 



175 



The Principles of Education. 



.HE time has arrived tor the general public 

 ) throughout the British Empire to recognize 

 ,and understand the full meaning of educa- 

 cation. Many people consider that they do, yet ninety- 

 nine out of a hundred are quite incapable of explaining 

 even the principal aims of education. 



In considering the subject in its broadest aspects 

 it is convenient to differentiate more or less sharply 

 between the education of the child and the education 

 of the man; that is, between primary and secondarx 

 education, and university and technical education. 



According to A. C. Benson* whose ideas are 

 largely drawn upon in this article, the aims of primar}' 

 and secondary education should be first of all to fortify 

 the health and character: secondly, to detect aptitude 

 and ability: and thirdly, to disseminate a general 

 knowledge of the world in which we live. 



The present war has clearly shown that the human 

 intellect cannot be depended on to secure peace and 

 happiness. Knowledge is power, but onl}- in the potential 

 sense. Its application is what affects the national life, 

 and this is governed to a very large extent by the 

 desires of human nature — by human motives. Hence 

 the first aim of education should be to inculcate in the 

 mind of the child an appreciation of high principles, 

 a sense of justice, and a sympathetic regard for other 

 people's interests and feeling.s. An attempt must also 

 be made to strengthen the character so that these prin- 

 ciples may be adhered to and, if necessary, enforced 

 upon others. Finally, there must be due appreciation 

 of the importance of bodily as well as mental health, 

 and education should be directed, by means of its 

 disciplinary intiuence, to bring this about. 



The detection of aptitude and ability is considered 

 by some to be the most important aim of education, 

 for whilst education can do much to form the character 

 and train the mind, the fundamental characteristics 

 must first of all be known to be there. 



It will be enlightening at this point to consider 

 the material with which in most countries elementary 

 and secondary education has to deal. According to 

 Benson, it may be devided into three rough classesj 

 At the top come the people, not very numerous, of 



*A. C. Benson, C.V.O., on Literature and Science ia 

 Education, Journal of the Royal Society of Arts, December 22, 

 1916. 



