196 SCIENCE PROGRESS 



usefulness with the maximum cultural value. Let us then 

 boldly divide the available time into three parts for the purposes 

 of a rough appropriation and subdivide again as follows : 



(English (including History, Literature, 

 Grammar, etc., etc.) . . .6 periods. 



Modern Languages other than English 6 „ 



{Mathematics on inquisitive lines. . 6 „ 

 Science (Nature Study, Chemistry, 



Physics, etc.) . . . . 6 „ 



Geography 2 „ 



Manual Work /Workshop 4 „ 



^Drawing School . . . . . 2 „ 



The classification is, of course, a very rough one. For 

 example, "science" as a subject should be taught on "work- 

 shop" lines, whilst "mathematics" does not come entirely under 

 "experimental" work; but it will serve. For young boys some 

 modification would be necessary in order that time for such 

 subjects as singing and physical drill may be found during the 

 ordinary working hours. An extension of the time allotted to 

 manual work and curtailment of that allotted to the other 

 branches in their case may also be desirable, as experience 1 

 seems to show that young boys cannot reason much beyond 

 their experience and environment. It cannot be denied that 

 manual work in its broadest form increases the content of 

 experience and widens the environment, whilst there is little 

 dqubt that action is the essential factor not only in the formation 

 of*character but in the development of intellect. 2 



Canon Glazebrook 3 tells us that languages train the memory, 

 taste, imagination, expression and observation; that history 

 teaches social reasoning about men and institutions ; that mathe- 

 matics educates the faculties for abstract reasoning ; and that 

 science develops the concrete reasoning powers and observation. 

 He naturally argues that language should be the staple of our 

 secondary instruction and sets forth cogent reasons for the study 

 of Latin — as the basis of five modern languages, as a mental 



1 Educational Review, October 1896 (Amer.). 



3 " If you want to develop the brain effectually you must have recourse to that 

 method by which the evolution of the individual and the race was accomplished. 

 You must do it by the motor function — through the muscles of the hand, which is 

 the chief agent of human activity. Not only is this the best way to reach the 

 intelligence, but it is the best way to build up character." — Sir John Cockburn. 



3 Teaching and Organisation. 



