174 REPORTS ON THE STATE OF SCIENCE.—1917. 
Upper Division, 15-18 years.—Literary subjects, 9 hours; mathematics, 
6 ee language, 54 hours; science, 6 hours; physical training, 3 hour; art, 
15 hour. 
In the Preparatory Division the science taken is of an informal character, 
such as that usually included under the term ‘Nature Study.’ The object 
of the course is to stir up interest in Nature at large, and to develop the 
observational and descriptive powers. Plants, animals, insects, natural 
phenomena, simple experiments in mechanics, chemistry, physics, &c., are all 
drawn upon to furnish subject-matter. Scientific terms are, as a rule, avoided, 
but accuracy of observation and of description are demanded. The lessons 
usually take the form of a conversation between the teacher and the class on 
the specimens to be described, or the experiment to be observed. It is a general 
rule all through the school that every observation made or answer given shall 
be a complete sentence grammatically constructed, and ‘No’ or ‘ Yes’ without 
amplification is never accepted as a satisfactory reply. Sketches are frequently 
made in the course of the lesson, and the information gained is often utilised 
in the next lesson on English composition or a question upon it is set to be 
answered as home-work. The boys frequently suggest subjects for future 
lessons, and the indoor lessons sometimes develop into country rambles and 
scientific excursions with a definite object in view on half-holidays. Outdoor 
lessons in class hours are not usual. They have been found unsatisfactory, as 
there are too many distractions and much valuable time is lost. 
In the Middle Division science becomes more systematic; the system is 
not, however, that of the text-book, but is determined by the underlying 
principle that the elements of botany, physics, chemistry, &c., shall be made 
to throw as much light on country life as possible. The various subjects are 
therefore blended more or less into a whole and not kept in watertight com- 
partments. For convenience, chemistry, physics, and botany are treated 
separately in different lessons, but one period per week is devoted to what 
is called ‘Rural Economy ’—an application of scientific knowledge to the 
elucidation of the mysteries of rural life. 
The outlines of the chemistry: course at this stage are published and need 
not be repeated here. (See ‘A First Course in Practical Chemistry for Rural 
Secondary Schools,’ published by G. Bell & Sons, 1s. 6d.) 
The physics course begins with a general lesson or two on matter and 
its properties, and proceeds with heat—expansion, liquefaction, vaporisation, 
conduction, radiation, absorption—temperature and its measurement; heat as a 
form of energy—its production by chemical and physical means—its measure- 
ment—specific heat—latent heat; anomalous behaviour of water with respect 
to heat and its importance in the economy of nature—vapour pressure—boiling ; 
atmospheric moisture—its measurement—effect on barometric height—the con- 
nection of the barometer with weather phenomena, &c. 
General Physics and Mechanics.—Methods of measurement—mass—density— 
flotation—osmosis—surface tension—capillarity—fluid pressures—siphon—pumps 
—hydraulic press—barometer—Boyle’s and Charles’ Laws—levers—pulleys— 
work—time and its measurements—friction (how minimised in machinery)— 
inclined plane—parallelogram and triangle of forces—motion—velocity— 
acceleration—momentum, &c. 
Botany.—The structure of a plant so far as observable with a pocket lens. 
Seeds and seedlings—roots, their structure and work—stems, branching, buds, 
effects of pruning—the green leaf and its work—flowers, essential and non- 
essential parts, their use and importance—fruits, how formed, uses, dispersal, 
life-histories of common plants and weeds. How plants feed—comparison of 
plants, leading to a system of natural classification—contents of plant cells— 
enzymes and their work—the nutrition of plants and animals compared—repro- 
duction processes, &c. 
Rural Economy.—Soil, its origin, composition—agents of denudation—work 
of lowly animal and plant life in formation of soil—characteristics of sand, 
clay, silt, lime, humus—heavy and light soils—soil and subsoil—why differ- 
ences—food materials of plants, how and whence obtained—fertility, how 
