84 LAND SETTLEMENT & EDUCATION 



Influence should be brought to bear upon them 

 to go in for that career which will be most beneficial 

 to the State and Empire. They are brought up at 

 the State's expense and it is only right to ask them 

 in return to go in for the industry which is, on the 

 one hand, the most important nationally, and on 

 the other, shortest of workers.^ Orphanages and 

 religious institutions might also greatly increase the 

 proportion of their pupils who go in for agriculture. 



In addition to these changes — which should not 

 be very costly to effect — it will in my opinion be 

 necessary to make experiments with those new 

 types of schools which are doing excellent work in 

 other countries but would, of course, have to be 

 tested and adapted to the needs of this country. 



It would, for instance, be highly desirable to have 

 schools in which to give girls what might be termed 

 " an agriculturalised home management course," 

 with a curriculum of the following description : — 



(1) The Housewife. 



(a) Duties of the Housewife, moral, social — 



principles of domestic economy. 



(b) Instruction relating to infants and children. 



(c) Hygiene — care of invalids. 



{d) The care of the house, furniture, utensils, etc. 

 {e) Feeding the family, comparative value of foods, 



using the produce of the farm and garden. 

 (/) Cutting out, making, repairing clothes and 



linen, 

 (g) Washing. 

 (h) " Agriculturalising " the good housewife. 



^ It is noteworthy that in Austria all the 36,000 Poor Law 

 children are boarded out in carefully selected families in care- 

 fully chosen villages, and that practically all become workers 

 on the land. 



