ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 275 



opportunity. Boys of good physique who are mentally keen and of good character 

 are the lads for overseas, and these should be given special training. 



' It is a matter of common knowledge that a large percentage of the men and 

 women from the Old Land who come to Canada either come directly to the cities or 

 soon gravitate in that direction. If this condition is to be changed so that our rural 

 districts are to become more largely populated as the result of immigration something 

 must be done to develop a genuine interest in agricultural science as applied to the 

 various branches of farming amongst young people of the Old Land before they leave 

 school or before they arrive in Canada. This can be done either by having these 

 young people attend special schools of agriculture for limited periods or by making 

 the study of agriculture part of the regular course in Secondary Schools covering 

 two or more years. The latter is the method now being followed in some of the 

 Provinces in Canada, and particularly in British Columbia. As agriculture itself is 

 a great composite science, it follows that almost all branches of so-called pure science 

 can and should have some reference to it. This is particularly true of the sciences 

 of geology, meteorology, chemistry, physics and biology — sometimes referred to as 

 basic sciences in relation to agriculture. To those may now be added rural sociology 

 and economics. 



' The mere use of appropriate subject-matter for classroom lessons, however, is 

 not sufficient to ensure a real and abiding interest in rural life and occupation. 

 Genuine first-hand knowledge and acquaintanceship with soils and soil constituents, 

 with cultural methods pertaining to field, orchard, and garden crops, and some actual 

 experience in the care and management of poultry and live stock are essential if more 

 than a fancied or fictitious interest is to be established. This can all be included in 

 a good general course of Secondary School grade in all but the largest cities. 



' It is difficult, even under the most careful instruction, for young people to form a 

 correct mental picture of a new country or fully to appreciate the conditions to be 

 met with in such a country, not having seen it. It is important, therefore, that every 

 effort be made to supply reliable information to all young people relative to the 

 British Dominions, and particularly to that particular Dominion to which they may 

 purpose going. The all-important subjects which will be of service in this connexion 

 are geography, history, and literature. Young people looking towards Canada, for 

 instance, as their prospective home should give special attention to Canadian 

 geography, to Canadian history, and to the works of Canadian writers both in prose 

 and poetry. The use of the stereoptican and moving-picture machine is most 

 important in helping to make more real scenes and events relative to the new country. 

 Illustrated lectures on the British Dominions overseas delivered here and there in 

 Secondary Schools in the Old Land would be of advantage. Magazines and agricul- 

 tural papers published overseas should be on file in the larger schools and, if not 

 already established, there might well be a central bureau of information, say, in 

 London, where all teachers could apply for special information relative to overseas 

 topics. 



' Having in mind that the rural problems in the Overseas Dominions are concerned 

 •with the welfare of men and women alike, it would be the greatest of folly to attempt 

 to plan a special course of instruction for boys who might be looking forward to a 

 life in a new country, and not do something similar for girls. Experience in a dozen 

 Secondary Schools in British Columbia, where agriculture as an optional subject has 

 been taught to boys and girls alike, goes to show that the 'teen-age of girls have done 

 quite as well in examinations and also in the practical work undertaken as have the 

 boys. The elements of agricultural science as well as a good working knowledge of 

 household science for girls are almost essential to successful and contented living in 

 rural homes. This does not mean an influx of farmerettes is wanted. It does mean 

 that successful rural homes depend to a large extent upon the abUity, training and 

 managerial skill of the housewife.' 



Method in Agricultural Studies. 



' The text-book method of instruction in agriculture, which has repeatedly been 

 tried in years past in some parts of Canada and which has always failed and must 

 always fail, has been ruled out in British Columbia. The principle of direct instruction 

 and knowledge at first hand are followed throughout. Every High School offering 

 courses in agriculture is equipped with a good working laboratory classroom where 

 various lines of laboratory experiments and the direct examination of agricultural 



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