ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE, 289 
embraces the agriculture courses in Elementary and High Schools as well as the project 
work carried on by Boys’ and Girls’ Clubs. 
‘Agriculture as a subject of study in the school grades requires no defence. It 
is now almost universally accepted as a regular feature of school routine, although 
frequently found under another name. There is still a difference of opinion as to its 
content—should it be more of the nature-study type or should it assume the form 
and methods of science? This problem must ultimately be settled by a consideration 
of the child rather than the subject, and the work must be graded to suit the mental 
possibilities of the pupils.’ 
Elementary and Secondary Schools. 
(a) A course of nature study is outlined for the lower grades of the Elementary 
Schools, and serves as an introduction to geography ; a more advanced course in 
nature study serves as elementary science in the middle grades. A course in agri- 
culture based on nature study is prescribed for the top grades, and is designed to 
provide opportunity for the organisation of the information gained by the pupils 
through direct observation. 
“(6) Agriculture in the High School presents another phase of the problem. What 
should be the nature of such a subject ? Clearly it must cease to be of the nature- 
study type, and assume a more scientific form. After many trials and readjustments 
it has been incorporated as an integral part of the science course of the first two years, 
and is compulsory for all students. In the third year it is an elective subject on a 
par with physics, chemistry, or home economics, i.e. it is merged with chemistry, 
physics, and biology in the first two years, but emerges again in the third year on a 
par with physics and chemistry as an optional subject for examination. 
‘Thus we have nature study, which aims to make the fullest use of the environ- 
ment of the pupil, occupying the basic position. And since most of the population 
live on the land, and the rest are directly dependent upon the success of farming 
operations, agriculture is the predominant factor in that environment, with the 
result that it colours and enriches the whole content of the nature study.’ 
Aim. 
‘The instruction should be such as to bring the life and interests of the school 
more closely into touch with the home life of the pupil. His capacity to enjoy life 
should be increased by training his powers of observation and by developing a sympa- 
thetic acquaintance with the things of nature. Through the practice work which 
must necessarily accompany proper instruction in this subject, useful information 
will be gained and a respect for farm labour developed. The work should go far to 
promote the qualities that make for good citizenship, such as consideration for the 
rights of others, and the principles of co-operation in seeking the common good.’ 
Method. 
“The method employed should place the child in contact with natural objects 
with which he is familiar and lead him to seek his information from them by the use 
of his senses. The teacher should direct and assist rather than instruct. He should 
find out what is known, and direct to the unnoticed and unknown. He should gather 
from the pupil the ‘‘ what” and the ‘‘ how” of phenomena and lead him to seek 
the “why.” The expression of what has been observed may take the form of oral 
or written composition, drawing, modelling, or any other form appropriate to the 
matter.’ 
CONTENT OR SYLLABUS. 
The outline of the work is as follows :-— 
First Year—Part of Science Course. 
‘Soil water; experiments to find soluble matter in soil, to measure rainfall; con- 
sideration of annual precipitation and of conservation of soil moisture. 
‘Seeds : structure of the seed and seedlings of the common plants of the district, 
such as pea, bean, corn, wheat, oat, weeds ; dispersal of seeds; germination ; condi- 
tions necessary for germination ; seed-testing. 
‘Experiments to show: (a) test for carbon dioxide; (b) that carbon dioxide is 
given off during germination; (c) that seeds contain starch. 
1925 U 
