270 REPORTS ON THE STATE OF SCIENCE, ETC. 



the main staple for girls' schools with a modicum — usually a very inadequate one — 

 of chemistry (see Report of Special Committee on Science in the School Certificate 

 Examination in the Annual Report of the British Association, 1928). 



In the opinion of the Committee physics and chemistry are both, at present, largely 

 subordinated to working for examination purposes ; that they have become largely 

 technicalities, without any clear objective in the goal aimed at. The Committee feel 

 that these studies at their best should be a means to an end, and not an end in them- 

 selves ; that a broader view should be taken of the function of school science as a 

 preparation for life and service ; that life and action are the dominating features of 

 existence, not words, facts, and theories. 



It is admitted that in all schools there is a large proportion of boys and girls whose 

 abUity and mental capacity find their best expression in action, in doing and creating 

 things, for whom the normal type of school work has little incentive and awakens 

 little response, yet who in after life prove eminentl}' capable of sustained effort, 

 independent thought, self-reliance, and judgment. The type of school work required 

 for these chikh'en does not fit in with the present examination system, and, as the 

 belief is still prevalent that capacity can be measured only by the ability to learn 

 through literary or mathematical studies, most schools make no provision for them. 

 Fortunately there are schools where practical work has been made the basis of a 

 good deal of the literary work, and where experience has amply proved the value of 

 that system. 



It is with this in mind that the Committee view with satisfaction the movement 

 that has been gathering force during recent years to introduce biological studies into 

 the curriculum ; they feel that it accords with the policy advocated in Iheir previous 

 reports respecting agricultural studies which they believe will introduce, naturally 

 and purposefully, most of the biological work that is possible in any ordinary school 

 course, as well as much of the physical science necessary. The Science Masters' 

 Association has had a small committee working on the same problem in order to 

 meet a general request from some of its members for guidance in the teaching of 

 agricultural science. 



Rural Studies. 



The original purpose of the Committee led them to investigate the possibility of 

 including agriculture in the school curriculum. The evidence they have collected 

 has gone far to convince them that rural studies have a much more extended use than 

 that of simply preparing boys and girls for overseas Ufe. If properly organised it has 

 been shown they possess the highest cultural value, as well as a source of inspiration 

 for much of the scientific work possible in schools. 



Much misunderstanding of the claim of agriculture to be considered a proper 

 study for school arises from a misconception of its aim. method, and content. Some 

 reasons for its inclusion, and the interpretation to be given to the term rural studies 

 as applied to schools are briefly stated below. 



A sound education is the thing that matters most for the intending migrant. But 

 no education is sound that does not provide some handwork, especially for those who 

 can learn better through practical methods. 



The Committee believe that in rural studies schools would possess an educational 

 instrument of wide adaptabOity, affording intellectual material of the highest kind 

 for the best intelligences, yet providing, through its practical nature, scope for the 

 less endowed. They believe that in agricultural work and its associated activities 

 the practical boy can bo provided with the most suitable avenue for his energies. 

 At the same time they feel that the chief purpose of these studies should be the use 

 of environment for intellectual development, of outdoor life and interests for under- 

 standing the realities of Ufe, and for inculcating an appreciation of the important 

 rdle that agriculture has played, and must continue to play, in the affairs of men ; 

 and through related history and geography to use it for promoting an intelligent 

 understanding of the growth of civilisation. They, therefore, would stress the 

 following aspects of rural studies in support of the claim made for their inclusion in 

 the curriculum of country schools at least : 



( 1 ) that the real use to which rural studies may be put is educational ; that the 

 farm and garden can supplement the laboratory or workshop for the study of physics, 

 chemistry and biology ; and are as necessary to science teaching as the ordinary 

 laboratories and their apparatus : 



