ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 275 
a school’s resources. But putting on one side the initial outlay on buildings, stock, 
and machinery, it should at least be possible to make the sale of produce from the 
farm and gardens balance the cost of labour and expenditure on manures, feeding- 
stuffs, and seeds. 
(6) The holiday difficulty is also a serious one. 
The necessarily intermittent character of the boys’ work on a farm or agricultural 
holding makes it impossible to keep the land in a proper state of cultivation, and 
certainly makes it difficult to be up to date in sowings and harvesting without extra 
assistance. To attempt to depend on boy labour alone entails too much routine 
work and prevents the proper use of the time for experimental and educational 
work. It follows that outside labour must be employed, the amount, of course, 
depending upon the size of the holding. 
IV. GEOGRAPHICAL TEACHING. 
Geography may be made to play a very important part in the educational training 
of boys and girls for overseas life ; it may lead to desire to emigrate, and in schools 
where practical work on the land is impossible may form a background for much 
science work. The lack of knowledge in the average parent of the conditions of life 
in the Overseas Dominions is partly responsible for the fact that comparatively few 
_ boys and girls from our secondary schools emigrate. This could be partially remedied 
if the geographical work at various stages dealt with topics concerning life overseas. 
A detailed study of the resources, occupations, produce, markets, social and economic 
condition of the British Empire would materially assist in awakening an interest in 
_ the subject, and not improbably lead to a desire to go abroad. a 
V. AGRICULTURE IN SCHOOLS OF ENGLAND AND WALES. 
__ The following particulars of agricultural studies pursued in certain secondary 
schools of England and Wales have been supplied through the courtesy of the head- 
masters. There are at least 25 such schools, including six ‘ public schools,’ which have 
adopted a course in agriculture for some of their boys. In most cases there is no actual 
field work, or cultural operations by the boys, and few schools have the means for 
dealing with stock of any kind. (The numeral after the name indicates the number of 
boys in the school.) 
1. At Hion a course of study for a small number of boys about 17-18 has recently 
been arranged which makes agriculture the chief subject. A laboratory and a plot 
of land have been set apart for this—field work is limited largely by lack of time. 
2. At Harrow there is an agricultural division which studies the theory of agriculture 
and does laboratory work on soils, crops, weeds, agricultural chemistry and drainage, 
but there is no organised field work. 
3. At Oundle (560) about 120 boys of the Fourth and Fifth Forms study biology 
with an agricultural bias. There is a farm of 50 acres attached to the school, worked 
by a staff of 22 men and boys. Cultural operations on the farm are not carried out by 
the boys of the school, but visits to the farm and gardens are made for observational 
purposes in connection with the science work. The stock on the farm consists of 
horses, pigs, and poultry, but the boys take no active part in the rearing or feeding. 
The following is a time-table for the Agricultural Form :— 
Period} Monpay TUESDAY | WEDNESDAY THURSDAY FRIDAY SATURDAY 
is Scripture. | Applied Agric. French, Biology. Agric. 
Biology. History. 
2, as Applied Applied 
Maths. | ppt. | Biology or | Biology or | Maths. French. 
METEBS farm. farm. 
4, Surveying Agric. Agric. Applied Agric. Biology. 
| or Geology.| Chemistry. | Chemistry. Biology or | Chemistry. | 
farm. 
5. French. * — French. — Surveying —- 
& Geology. 
6. Maths. _— Maths. — Maths. _ 
Te 2 
