286 REPORTS ON THE STATE OF SCIENCE, ETC. 
themselves. It is gratifying to know that even during a period of retrenchment, due 
to poor prices for crops, it was not thought advisable to discontinue the teaching of 
agriculture. This attitude is in a measure due to the realisation that teaching through 
and about the daily life of the community is sound pedagogy. 
“It has been established by years of observation that even the most promising 
boys who leave the Old Land to go into rural life and work in the Overseas Dominions 
have not always succeeded, and have had to learn often by disheartening experience 
many things fundamental to such life and work which they might readily have learned 
in a large measure in Secondary Schools at home, had they been but given the oppor- 
tunity. 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.’ 
RELIABLE INFORMATION RELATIVE TO THE British DomMINIONS OVERSEAS. 
“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 connection 
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. TIllus- 
trated lectures on the British Dominions overseas delivered here and there in 
Secondary Schools in the Old Land would be of advantage. Magazines and agri- 
cultural 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.’ 
GIRLS AS WELL AS BOYS SHOULD BENEFIT BY SPECIAL INSTRUCTION FOR LIFE OVERSEAS. 
* 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 
