336 



KEPORTS ON THE STATE OF SCIENCE, ETC. 



life, and in making him technically more efificient. Yet it is of the utmost importance 

 to remember that much evidence is accumulating in this and other countries to prov& 

 that the same curriculum aiiords also the best possible training for any child living 

 in the country, no matter where or what his future work may be. 



It only remains to give some particulars of the ' practical ' work attempted in 

 connection with the science course. 



Over two acres of land are under cultivation, and much of the actual manual work 

 is done by a gardener and a general labourer whose wages are paid by the local educa- 

 tion authority. The whole cost of labour does not fall on the authority, however, 

 for the gardens supply all the potatoes and other vegetables used in preparing the- 

 school dinner — about eighty to ninety staff and pupils dine at school each day. 



In the junior forms only the boys actually work in the garden, but both boys and 

 girls make full use of the grounds and greenhouse as an open-air laboratory. In the- 

 senior forms boys and girls are on an equal footing, and make the fullest possible use 

 of both garden and greenhouse, assisting in various cultural operations when necessary 

 and carrying out regular and systematic work in plant physiology, control of pests, 

 soil phj^sics, &c.. in pots and on the land. The time allotted to actual outdoor work 

 at any stage of the course is not specified. Indeed, to do so would be altogether fatal 

 to the meaning and value of the work. The object of the course is to train children 

 in habits of scientific method and to make them useful citizens. It is not the aim of 

 the school to teach the children to raise big crops of potatoes. If the course, however, 

 does help them to grow bumper crops, so much the better. 



In concluding this very brief account of a curriculum that has proved eminently 

 practicable, it is hoped that fellow-teachers will be kindly in their criticisms. 



The work is still in the experimental stage, and many factors exist which make- 

 both additions and eliminations difficult. 



But even as it stands it is claimed that educationally it is sound, and that, up to 

 the age of 16 or thereabouts, it meets the needs of every child, whether he be destined^ 

 to enter a university or to follow the plough. 



Distribution of Time. 

 The figures given below show the number of lesson periods per week allotted to- 

 each subject. Lesson periods are 40 to 45 minutes. Forms Va and Vb take the 

 Lower Certificate. 



Special pupils taking Latin may be allowed to omit Drawing or Manual Work 

 or Domestic Science by arrangement with H.M.I. , otherwise the subject is taken after 

 the usual school hours. 



Pupils in Form VI — i.e., post-Matriculation — work to individual time-tables- 

 according to their requirements. 



Domestic Science for Vc girls includes instruction in Butter-making and Soft 

 Cheese-makiiig. This work is linked up with the Science Course. 



