272 REPORTS ON THE STATE OF SCIENCE. ETC. 



(1) Examinations. 



The Committee believe that the discouragement of practical studies in schools is 

 incident^aUv due to the absence of sufficient provision in our present system of 

 examination for a recognition of their value, and for an estimation of their efficiency. 

 They are convinced that the existing conditions of external examinations exercise a 

 much greater control over curricula and methods of teaching in schools than is 

 realised by the community generally; and as that control is all in favour of a bookish 

 and academic type of work, it follows that schools have little or no freedom to adopt 

 a policy which does not accord with the demands of examiners. 



' The examination system has nov/ acquired such a masterful position in our 

 educational world that what it does not encourage it tends to frustrate.' ^ 



Examining bodies generally do not sufficiently grasp the handicap which practical 

 work places on candidates for the First School Certificate as compared with the 

 simpler order of studies provided for other pupils, requiring only book and paper. 



In connexion with the growing belief in the educational value of practical instruc- 

 tion it may be pointed out that at least three of the First School Examinations now 

 include Handicraft in Group IV. In addition, the Committee are glad to note that 

 the Secondary Schools Examination Council,^ after consultation with the Board of 

 Education, have decided that, ' as an experiment, two subjects from Group IV should 

 be allowed to count in the examination held in 1929 and 1930 towards the five 

 subjects required for a pass in the examination, the present requirements of a pass in 

 each of the groups I, II and III being retained.' In the meantime the Council propose 

 to explore the question further and to ascertain what subjects in Group IV should be 

 allowed permanently to count for a certificate and what their content should be. 

 Among subjects usually included in Group IV are : — Art, Music, Handicraft, House- 

 craft, and Book-keeping and Shorthand. 



The Committee hope that this report will lead to a reconsideration of requirements 

 for the First Schools Certificate Examination that these may be so modified as to 

 faU in with reasonable suggestions made to recognise all the educational activities 

 of a school course, and especially those abilities of a practical nature exhibited by a 

 very considerable section of the school population. Much might be urged in the 

 interests of the boys or girls under consideration on the grounds that a capacity for 

 doing and thinking in shape, in things, is at least equal to a capacity for memorising 

 statements. School teachers are often well aware that these pupils could never pass 

 the standard required in Latin or Advanced Mathematics, and yet they are not 

 allowed to substitute a practical subject in which they would excel, simply because 

 there is no machinery for measuring the quality of such work. Yet as far as their 

 future is concerned it would be of incalculable value to them to have every opportunity 

 of developing their natural gifts. 



(2) The Supply of Teachers. 



The educational value of rural studies, as in all other subjects, depends largely 

 upon the way in which they are organised and presented to the pupils. It cannot, 

 therefore, be too strongly urged that teachers are required who not only have 

 technical knowledge, but also understanding of, and sympathy with the aspirations 

 and possibilities for character-training, that lie behind these studies. 



In common with all new educational developments the difficulty of introduction 

 lies in the comparative fewness of teachers who possess the requisite qualifications. 

 The slowness of adoption of rural studies is partly due to this, and partly to the 

 numerous headmasters and headmistresses who do not appreciate fuUy the educational 

 possibilities of practical teaching, and are unwilling to break away from the shackles 

 of the traditional curriculum. A change in their attitude is a process that requires 

 time, though sympathy on their part would accomplish much. 



A suitable staff is the crux of the whole matter. The teacher required must have 

 knowledge of agricultural conditions, he or she must be an enthusiast and someone 

 of vision who can arouse the imagination and enthusiasm of boys and girls in their 

 charge. To increase the supply Cambridge and other schools of agriculture should 

 be approached, and a scheme devised to turn out a larger number of teachers trained 

 and qualified for this particular work. 



1 British Association Report on Science in School Certificate Examination, 1928. 

 * ' Education in 1928.' Report of the Board of Education. 



