ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 281 
able to give information about his special job to the remainder of the form when 
required. Special posts are— 
(1) Stockmen for poultry, goats, rabbits, pigs, and bees. 
(2) Carters, who feed and attend to the horse, stable, and harness. 
(3) Weather Clerk, who takes meteorological readings, and keeps charts 
and record books up to date. 
(4) Book-keepers, who keep accounts of crops and stock records and 
taphs. 
Copa side of farming is kept in view, and as an aid to this a Poultry and 
Livestock Club was started in 1921 by the boys themselves. This club owns the 
poultry, goats, rabbits, and bees, as well as their habitations and appliances. The 
fact of ownership and desire for profits have proved an incentive to the study of these 
animals. 
BIOLOGICAL RESOURCE. 
The farm and its surroundings supply almost every kind of plant and animal 
required for biological work in sufficient quantity for any number of students. They 
also afford opportunities for studying these in their natural environment instead of 
having to buy them from a naturalist. 
17. Brampton County Secondary School.—This school, maintained by the Cumber- 
land County Council, draws its pupils mainly from an agricultural district of 
a population of approximately 8,800. 
It is a mixed school of 60 boys and 60 girls, established in 1908, with a curriculum 
of a definitely rural bias. Practical experiments on the land have been carried out 
largely by boys in the extensive grounds of the school ever since its foundation, 
and the results have been made use of to illustrate laboratory work in science. In 
view of the smallness of the school the problem became that of devising a single 
course in science which should provide for the intending farmer a sure grounding in the 
sciences underlying modern farm practice, but which would not penalise the boy 
intending to study pure or applied (other than agriculture) science at a University, 
or to enter any of the usual trades or professions. 
The principal difficulty has been that of reconciling the work of the school with 
the matriculation requirements of the various Universities. The ground was cleared 
by the Durham University School Examination Committee, who, to meet the needs 
of the school, added to the syllabus of examination a special science syllabus termed 
‘Experimental Science in relation to Agricultural Life.’ The University further 
agreed to accept a success in this subject at the ‘ credit’ standard for matriculation. 
Later, other Universities followed this course. 
The syllabus added below was introduced in 1918 and shows the nature of the 
work up to the stage of the School Certificate Examination. The tables given 
illustrate the character of the experiments carried out in the school gardens, 
“It is important to note that the syllabus is in no sense to be regarded as “‘ final.”’ 
New methods of approach and fresh sources of lesson material are constantly being 
sought and tested. Thus, at the present time, since butter-making has been added 
to the curriculum for the girls, experiments are being made to find how far the course 
can go in the study of bacteria, etc. 
“It is unfortunate that few boys intending to take up farming remain at school 
_ after the age of 16, and consequently post-matriculation developments of the course 
have not been possible. It is hoped, however, that in this direction there may be 
improvement in the future. 
“ Concerning the general work of the school, it only remains to say that it follows 
that of any other secondary school earning grants from the Board of Education. 
Religious knowledge, English language and literature, modern history, geography, 
French, mathematics, music, drawing, housecraft (for girls) and manual instruction 
(for boys) all occupy the usual place in the curriculum. Latin is taught where 
necessary, but to selected pupils only.’ ‘ 
SCIENCE SYLLABUS. 
The syllabus is based on three main conceptions as to the function of a science 
course— 
(1) A fundamental course in the major sciences—physics and chemistry—because 
of their influence 
(a) on other sciences ; 
(6) on the teaching of scientific method ; 
(c) on the higher work which some pupils will undertake. 
