ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 3138 
overseas,’ it suggests the need fora moresystematic and wider distribution of informa- 
tion than exists at present. 
For lack of this knowledge schools are out of touch with the needs of the Empire 
overseas, with its opportunities for enterprise and livelihood. The schools for the 
_ most part ignore the practical boy and his need for training in things of skill, of hand 
and eye work, of outdoor interests; they exert no directive influence on the more 
practically minded of their pupils towards the possibility of open-air occupations 
_ overseas, or even for similar openings in the homeland. 
2. Means of diffusing Information.—The schools themselves can assist in bringing 
a knowledge of the Dominions and of what they offer in the way of careers to boys and 
_ girls. Besides providing lectures and speakers, lantern and film demonstrations on 
overseas life, the following suggestions have been made to show how schools can 
assist :— 
: 1. Short articles and notices about overseas life might appear from time to time 
in the school magazine, especially letters from Old Boys written specially for 
the purpose. The magazine might also contain occasionally an explanation 
of the schemes for assisting overseas settlement. 
2. The school library might be supplied with handbooks and pamphlets issued 
by overseas societies and committees. They should be kept up to date, and 
full particulars of the various schemes operating made easily accessible. Still 
more important, the libraries should be well stocked with stories dealing with 
overseas life, and with books of travel and adventure in the Dominions. 
. Notices might be posted on the school notice board, drawing attention to the 
existence of these overseas prospects, and to sources of full information. 
4, Broadcast talks might be given to schools dealing with specific opportunities 
as they occur, and as the situation opens out for improved prospects of 
employment overseas, talks on schemes of training and on further education 
possibilities in the Dominions themselves. 
5. More encouragement might be given to masters and mistresses to travel in 
the Dominions, especially to interchange with teachers in the Dominions. 
Personal experience would render their subsequent teaching of overseas 
geography more graphic, besides enabling them to speak with better under- 
standing of the conditions of overseas life. 
3. Visits of Dominion Speakers——The mere distribution of handbooks and 
pamphlets to the schools is of little value unless the schools are interested and willing 
to pass on the information. In general much of this literature is pigeon-holed and 
_ forgotten, or more often simply consigned to the waste-paper basket, so that neither 
_ pupils nor parents benefit. The Committee therefore stress the importance of personal 
contact between representatives. of oversea organisations and the schools, the need 
of periodic visits to the schools by experienced speakers, experts who have themselves 
known the conditions of life in the Dominions. These should, as occasion offers, be 
invited :— 
1. To give lectures illustrated by lantern or films. 
2. To speak directly with boys who show an interest in the prospects. 
3. To address meetings of parents at the school. 
With regard to lantern slides and films, these could be made more effective by 
introducing a thread of human interest, such as the story of a young migrant from 
his departure from the home port to his final settlement in the country of his 
adoption overseas. 
In the last case, question and debate should follow, and the whole situation, finan- 
cially and socially, be discussed in order that parents may be assured, not only of the 
soundness of the prospects, but also of the adequacy of the arrangements provided 
or the welfare and after-care of the young migrant, wherever he may go in the Empire. 
The Committee feel convinced that it is only through the active co-operation of the 
eadmasters and headmistresses of the schools in such a course that an improvement 
the attitude of the parent can be brought about. 
4. Careers Masters.—It is beginning to be recognised that boys and girls should 
@ encouraged while still at school to consider their future occupation, and not allowed 
o drift on to the end of their school days aimless and careless in regard to the future. 
e only goal kept in view by the majority is the matriculation or some other similar 
mination success which is imagined by many to be the key that will open any 
oor to a well-paid post. It is suggested that every school should have a ‘careers’ 
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