ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE, B47 
Dauntsey School, Wilts; *Eton; *Harrow; Hawarden County, Flint; Market 
Drayton Grammar School; Oundle; *Paston, N. Walsham; *Repton; *Sher- 
borne; *Stamford School; *Friends’ School, Great Ayton; Leeds Boys’ Modern 
School; Sexeys; *Leeds Central High School. 
N.B.—* These schools have not any field work in their scheme, but visits to 
neighbouring farms are arranged for in most cases. 
B. Those schools in which the question has been considered, and in which the idea 
has been favourably entertained, but at present difficulties of staff, finances, &c., 
have prevented the actual introduction, although an agricultural bias has been given 
to some of the work in science and manual classes. Number of schools, thirteen :— 
Beverley Grammar School, Yorks; Berkhamsted; Brighton Municipal Secondary 
School ; Caterham School, Surrey ; Glenalmond ; Hymer’s College, Hull; Manchester 
Grammar School; Perse School, Cambridge ; Roan School, Greenwich ; Tonbridge ; 
Westminster ; Orphan School, Cheadle Hulme; Christ’s College, Finchley. 
C. Those schools in which the matter has been considered, and whose headmasters 
either do not express an opinion or are not in favour of introducing any practical 
work in agriculture into the curriculum. Number of schools, three :—Bournemouth, 
Leeds Grammar School, and Oakham. 
D. Those schools in which the problems as presented by the questionnaire have not 
hitherto been considered, but the headmasters of which express themselves in favour 
of a scheme of practical work, and would introduce it when circumstances make it 
possible. Number of schools, twenty-two :—Almondbury, Yorks ; Bishop’s Stortford ; 
Doncaster Grammar School; Glasgow High School; Hamilton Academy; King 
Edward School, Stourbridge ; King Edward VI. Grammar School, Bury St. Edmunds ; 
King Edward VJ., Chelmsford ; Kingswood, Bath ; Manchester Central High School ; 
Municipal Secondary School, Swansea; Plymouth Corporation Grammar School ; 
Ryhope, Durham; Friends’ School, Saffron Walden; Silcoates, Wakefield; Strand 
School; University College School, London; Hurstpierpoint College; St. Olave’s ; 
Colston School, Bristol; Crewkerne, Somerset ; Leighton Park, Reading. 
E. Those schools in which the matter has not been considered, and whose head- 
masters (1) are opposed to, or see no reason for adopting, any such scheme for even a 
section of the school; (2) offer no opinion for or against such; (3) state that the 
situation of the school in urban or in industrial centres precludes any consideration 
of the matter. 
Number of schools, ninety-one. In some cases difficulties arising from staff, 
finances, and school organisation were frequently offered as obstacles in the way of 
adopting any practical work on the land. 
PARENTS’ ATTITUDE.—Very few headmasters seem to have received from 
parents or boys any spontaneous expression of desire for farm work at school, 
although where such work has been provided, the boys have usually been very keen to 
join the ‘ farm’ class. 
In one case it is stated ‘some parents send their sons to this school on account of 
the special facilities offered for agricultural education in the higher forms.’ 
In several replies it is stated that parents are opposed to their boys preparing for 
overseas life, or even for farming in England. 
One headmaster of a large London school writes; ‘ Parents are too timid in the 
matter of sending boys abroad. Boys admittedly fitted for overseas life are sent into 
some miserable parasitic and sedentary employment here. I shall be glad of light on 
the question of special curriculum for the practical boy.’ 
The following are also extracts from the replies received :— 
“Mothers prefer to keep their boys under the family umbrella, and do not like 
them to emigrate.’ 
‘Parents are the real obstacle—they may think imperially, but generally about 
other people’s children.’ 
* Agriculture and horticulture are considered infra dig. because they are thought 
to be very slow roads to financial success.’ 
FARMERS’ ATTITUDE.—It appears from the replies that the attitude of the 
farmer varies according to the neighbourhood. Generally itseems to be his wish that 
his boys should have a good broad general education. Insome districtsitis stated that 
he prefers that the time at school should not be spent on asubject such as agriculture, 
which he can teach himself, and for which the boy can get all the practical experience 
he needs at home during the holidays. On the other hand, experience at certain 
