ON EDUCATIONAL TEAINING FOR OVERSEAS LIFE. 273 



But it is in the schools eventually that such training, in the first place, must be 

 looked for, and the vicious circle broken which, through the present academic system 

 of the School Certificate Examination, precludes the full development of practical 

 ability, and tends to discourage it in those who have it. 



SECTION III. 

 Rural Studies in Secondary Schools of the Overseas Dominions. 



The opinion held in the Overseas Dominions on the subject of rural studies 

 in schools is in complete accord with the views expressed above. The following 

 abstracts are quoted from memoranda sent in response to the Committee's inquiries. 



CANADA. 

 Ontario. 



A special committee appointed by the Minister of Education for Ontario, 

 consisting of representatives of University Colleges, High Schools, Inspectors, and 

 the Department of Education, recommended very drastic alterations in the curriculum 

 and public examinations of the High or Secondary Schools of the Province. In his 

 report for 1920 the Minister describes the situation as follows : 



' The Agricultural Instruction Act of 1912 provided funds for agricultural education 

 in the different provinces, applied first to rural schools only, but later successfully 

 to suburban schools. In 1917 the scope of the grant was extended to urban schools. 

 This aspect of the work has developed very rapidly, and as a result of such develop- 

 ment a new view seems to be gaining ground, to the effect that much good might 

 arise in the direction of a better understanding between city and country, and possibly, 

 later on, many of the pupils now studying agriculture in the city schools may be led 

 to take up their life-work in the country. 



The Teaching Difficulty. — ' The chief difficulty in introducing and in maintaining 

 classes in agriculture in secondary schools is lack of qualified teachers. Courses are 

 provided at the Ontario Agricultural College, covering two consecutive summers, of 

 five weeks each. Because of the fact that agriculture is not yet a regular subject on 

 the High School curriculum, summer courses are necessary. In many other respects 

 these courses in agriculture for teachers are the most important and far-reaching of 

 all the agricultural courses given in Ontario, because through the teachers they have 

 much to do with the shaping of the minds of the rising generation in such a way as 

 to develop a mental attitude more in harmony with rural conditions. Not only do 

 these courses so direct the rural mind at an early age, and thereby produce lasting 

 impressions, but they assist materially in showing how the farms may be made more 

 productive, and therefore more profitable, thus providing the economic incentive 

 necessary for a happy life on the farm. 



' As the High Schools are the real source from which the teachers are derived, the 

 influence of these schools is paramount in so far as the supply of suitable teachers 

 may be concerned. By the term " High Schools " is meant all Secondary Schools, 

 whether they be called Continuation Schools, Collegiate Institutes, High Schools, or 

 Private Schools, carrying on High School work. The course taken in the High 

 School is largely a determining factor as to whether the student eventually becomes 

 a teacher or not, consequently one of the causes of the shortage of teachers has its 

 roots in the course of study in the High School. And, because of the dominating 

 influence of the University in its requirements for matriculation in the various 

 branches of college work leading to a degree, the course of study in High Schools is 

 shaped largely by the Universities. The language requirements for matriculation 

 make so large demands upon the time of the pupil while in the High School that the 

 student finds himself unable, for lack of time and energy, to carrj' on a course which 

 includes agriculture or household science.' 



Many of the recommendations were adopted and were in force in 1922. The 

 inclusion of agriculture as an optional subject in place of physics and chemistry was 

 one interesting feature of the new order. A four-j-ear course of agricultural studies 

 was drawn up for the High Schools of Ontario, and any student, if he desired it, given 

 credit for this work for entrance to the Universitv, the Normal College or the Ontario 

 Agricultural College. 



1929 ™ 



