294 REPORTS ON THE STATE OF SCIENCE, ETC. 
(d) Social and industrial conditions and prospects—the scattered nature of 
the settlements, the various types of crops grown and the localities in 
which they are grown, the means of communication and the vast dis- 
tances which intervene between the centres of agricultural activity and the 
sea-coast towns. 
The instruction given should accentuate contrasts between agricultural life in Britain 
and in Queensland. Boys should know something of the hardships and possible 
absence of conveniences as well as the wider freedom and romance connected with 
life in a comparatively new colony. 
(e) The demand for settlers who will help to fill the empty spaces rather than 
for those who will swell the population of the cities and towns. Occupa- 
tions for those who seek employment in Queensland cities and towns 
are not easy to find. Even the native-born find difficulty in securing 
permanent employment. 
Schools which may be training young people for “‘ overseas life” should be provided 
with literature bearing upon the geography and history of the Dominions. Illus- 
trated pamphlets dealing with various districts in Queensland, their geographical 
features, productions, and State development, are published by the “ Queensland 
Tourist Bureau”’ and might be obtained through the Agent-General’s Office, London.’ 
6._SOUTH AUSTRALIA. 
The Superintendent of Secondary Education describes the agricultural course 
adopted in South Australia as follows :— 
“The course of study provides that in High Schools where facilities exist the curri- 
culum may be altered with the permission of the Director of Education to include 
elementary agriculture. The course will extend over two years, and it is intended 
to develop in the pupils an interest in rural life and to influence those with a natural 
talent towards agricultural pursuits. It is not intended to provide a course of training 
that will equip them for farm life, but rather to quicken their interest in agriculture 
generally, to teach them the main underlying principles of farm operations and 
to prepare them for further agricultural training at Roseworthy College or elsewhere. 
It is further hoped that it will be the means of stemming the tide citywards and of 
encouraging boys in country High Schools to seek their life’s work in the development 
of our vast areas. The special feature in any particular school should be determined 
largely by the nature of the locality and the occupations of the people of the district ; 
for instance, Murray Bridge, which is situated close to a reclaimed area, will specialise 
in irrigation, dairying, and fruit culture, whereas in a hill district special attention 
should be given to dairying and gardening, together with the growing of flax, tobacco, 
and potatoes. 
‘The curriculum is to be divided into three groups :— 
(a) General studies. These will include English, mathematics, history and 
civics, geography and drawing. 
(b) Scientific studies: Chemistry, physics, and botany, in relation to agriculture ; 
agriculture (study of the soil, tillage, water, manures, irrigation, horti- 
culture, planting, training young trees, pruning, budding, grafting, spraying, 
picking, storing and preserving fruit). Animal knowledge, bird and inseot 
life in their relation to agriculture. 
(c) Practical work: Farm mechanics, gardening, irrigation, dairying. 
‘The following time-table is for students doing agriculture :— 
Subject. Periods per week. 
English .. sid ss as i : 
Mathematics = be 
History and Civics + 4 
Geography and Physiography. . 
Drawing .. fs af 5s 
Agriculture 
Physics . 
Chemistry 
Botany 
Sports 
KwPRR Pr CROC 
