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SS ap eS YY 
ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 357 
ADDENDUM. 
QUESTIONNAIRE. 
The following was the scope of the questionnaire, the paragraphs or words in italics 
representing the chief differences in the form issued to girls’ schools. 
1. Has the question of any special training suggested by the above preamble, and 
the possibility of its being introduced into the educational scheme of the school, been 
considered ; (a) if so, what is the nature of the provision made ? (b) if not, what are 
the possibilities of such being introduced in the near future, or what reasons would 
prevent such development ? 
2. Has there been at any time any expressed desire on the part of the boys (girls) 
or their parents for such training ? 
3. Do many boys (girls), or any, leave each year who, in your opinion, would 
have done better if they had adopted an overseas life on the land than by remaining 
in England ? 
4, What facilities exist in the school for manual work suitable as a preparation for 
the ordinary activities likely to occur in working on the land ? 
5. Is such manual training a definite part of the school curriculum, or is it optional 
and taken only in out-of-school hours, instead of games ? 
6. If adopted in any shape, at what age would you consider a start should be made 
in giving boys (girls) the opportunity of using their hands in manual work, or of 
becoming interested in agricultural or horticultural (household) operations ? 
7. If any scheme has been adopted at your school to arouse interest, as sketched 
above, in out-of-door pursuits, what impressions have you gained as to its effect 
(a) on the boy’s attitude towards the general work in the school, (5) on his character, 
(c) on his interest and employment during out-of-school time ? Are many of the 
boys so interested ? 
If any scheme has been adopted at your school to arouse a girl’s interest in such 
pursuits, what impressions have you gained as to its effect on her attitude towards the 
general work in the school, on her character, and how far does such interest extend into 
out-of-school time ? 
8. Where no opportunity exists of boys working on the land while at school owing 
to its situation, has any of the science workin the laboratories any practical agricultural 
or rural industrial bias, e.g. problems that concern the properties of the soil, the 
growth of plants, and animal physiology ? 
Where no opportunity exists of girls working in the house or outside while at school 
owing to its organisation, has any of the science work in the laboratories any practical 
application, e.g. problems that concern the properties of household articles, the kinds of 
foods, and animal physiology ? 
9. Has the school access to any land of which it could make use for the purpose 
of educational work, or if not, is there any prospect, or possibility, of such being 
acquired ? 
10. In the absence of any direct agricultural work at school, to what extent, if 
any, has the school sent boys to ‘ training’ farms for overseas life, either in England 
or in the Colonies ? 
Has any special attempt been made to interest the girls in colonisation as a career, 
e.g. by the interchange of their staff with those from the Colonies ? 
11, General remarks or suggestions. 
Is there any attempt to link up old girls who have already gone to the Colonies with 
younger girls who may be desirous of emigrating themselves ? 
