292 REPORTS ON THE STATE OF SCIENCE, ETC. 
TII. OpentNes FOR GIRLS OVERSEAS—continued. 
2. State-aided Settlers. PAGES 
(a) Assisted Passages . d : : : : : : . 306 
(b) System of Nominations . : : . F ; ’ 3 2307 
(c) After-care : : , j ‘ : , 3 , . 3807 
(d) Training : : - : : ‘ : 5 3 soul 
TY. Pusiicrry AND INFORMATION. 
1. Introduction . - ; 5 F : : : : ; . 307 
2. Oversea Settlement Department 3 : : : : : . 308 
3. Oversea Dominions Governments and Colonies . ; , : . 308 
4, Imperial Institute 3 t . - : 2 , ; . 308 
5. Society for Oversea Settlement of British Women 5 : : ; 309 
6. Public Schools Employment Bureau . : 3 , : : . 309 
7. Incorporated Association of Headmasters . ; ; i ; . 309 
8. Headmistresses Association ; . . 3 : . : . 309 
9, Church of England Council of Empire Settlement ; ; : . 309 
10. Boy Scouts Association . 4 : : : : ; : ray At) 
11. Interchange of Teachers—The League of Empire é . : . 310 
12. Overseas Education League : ; ; : E : +. SLO 
13. Angio-Canadian Committee. : F : : : : . 310 
14. Local Migration Committees. : : : Z : : -, ole 
15. Boys’ Training Hostels. : ; : : F . : roediers st 
16. Young Men’s Christian Association . : : : , 4 pean tlt 
17. British Broadcasting Corporation. , : : s ‘ seme 
VY. Tur ScHoon. 
1. Causes adversely affecting Migration . : ‘ : : : ) 31t 
2. Means of diffusing Information A ig . 3 ; : .) 313 
3. Visits of Dominion Speakers. C ; ‘ : - : - 313 
4. Careers Masters : : ; : ; ; ‘ : , ~~ old 
5. Final Suggestions . : : : : : : : : . 314 
APPENDICES. 
I. List of Organisations for Overseas Settlement . : ; : «my ol 
II. Sources from which Financial Assistance is obtainable 5 : . 3is 
IIT. Types of Secondary Schools in Great Britain . . ; : » 320 
“ 
INTRODUCTORY STATEMENT. 
1. The Pupils —The earlier work of the Committee dealt with the training of 
secondary school pupils who, by inclination or through force of circumstances, seemed 
more likely to find their fullest scope in the Empire overseas than in the crowded 
offices and workshops at home.!_ Some of these young people are of the adventurous 
type attracted by the idea of life in the open air in a new country, and anxious to 
emulate the success—sometimes the remarkable success—of many who had gone out 
before them with fewer advantages than they had. Others, while not particularly 
adventurous, desire at any rate to be self-supporting, and realise that there are in 
ordinary circumstances many more openings for honest hard-working young people 
overseas than at home. All these need something which a purely academic school 
curriculum fails to impart or to develop, viz., a power of handiness and adaptableness, 
ability to accomplish some definite tangible task, and, what is even more important, 
a speedy recognition of the task that lies before one and the best way of getting on — 
with it. The ordinary secondary school curriculum which presupposes a university 
life for some and an office life for the rest does not appeal to them ; it fails to draw 
out their inherent possibilities and gives the impression, sometimes wholly unjustified, 
that they are less intelligent than their more pliant fellows who pass through the 
school with impressive ‘ credits’ and ‘ distinction.’ Yet the history of the overseas 
lands shows that young people of this type have played a valuable part in the develop- 
1 See previous Reports of Committee on Educational Training for Overseas Life 
issued in 1924: 1925, 1927 and 1929. 
