TRANSACTIONS OF SECTION L. 879 



way is enough to give the literary pupil the mathematical point of view, but beyond 

 this it is not necessary to urge him to study unless he has a bent that way. 



Of the practical subjects, probably drawing is of the most general application. 

 As a means of expression it ought to be studied by all classes of pupils. 



iii. By T. E. Page, M.A. 

 1. The Scope of Education. 



Education may deal with (1) moral and religious ; (2) intellectual ; (3) phy- 

 sical ; and (4) technical training. _ 



The first of these divisions may here be put aside. The spirit ot morality and 

 religion is, liiie a pure and invigorating atmosphere, essential to healthy educa- 

 tional life, but it evades inclusion in a curriculum. In so far as it can become a 

 part of schoolwork, moral and religious teaching passes iuto division 2, being 

 closely connected with ' Literary Instruction.' Time devoted to this subject 

 must be devoted to a real examination of what the Bible is and says, not to the 

 eccentricities of Hellenistic Greelf or trivial lists of obscure Israelite kings. 



A.8 to division 3 it may safely be said that 'physical training' is not a 

 neces.sary part of a school" curriculum. Whatever its importance in primary 

 schools, "in secondary schools, and especially the higher ones, such training is fully, 

 perhaps too fully, secured by a great variety of games which, in addition to their 

 physical effect, help to develop nerve, readiness, resource, and other qualities in a 

 way which no formal course of drill or gymnastics can equal. 



With regard to ' manual training,' doubtless the payment of manual skill is 

 steadily increasing, while that of the lower forms of ' headwork ' is steadily de- 

 creasing ; a good mechanic is more secure of good pay than an average clerk or a 

 moderate schoolmaster. 



Technical training (4) has nothing to do with education proper. In special 

 cases it may be advisable to admit it, but it has no place in any general curriculum. 



2. The Three Necessary Elements of Education. 

 If the right meaning has been now given to ' education,' and the field of its 

 exercise been rightly limited, it follows that it consists in such intellectual train- 

 ing as will produce'the best general capacity, and such training falls into certain 

 necessary divisions. Possibly the cultivation of memory deserves to be treated as 

 a separate division of education— and the subject certainly deserves special study- 

 but, as its use and exercise is developed by all teaching, we may perhaps 

 eliminate it in tracing the necessary divisions of any course of study, and say that 

 there are three, and three only — Literature, Mathematics, and Science. 



3. All Three Elements must be Combitied. 



• 



It is on the proper combination of these three that the success of auy curricu- 

 lum must depend. But there must be comUtiation, for assuredly education at its 

 best is the equal and harmonious development of all the faculties, not an 

 eftbrt to force abnormal growth in any one, just as physical training is a training 

 of the whole body, and not of any part, though of course it often 'pays' to 

 develop extraordinary excellence in a single direction. The policy of the great 

 universities, which by refusing all reward to general excellence in several pursuits, 

 forces most boys of promise, often two or three years before they leave school, into 

 one single and often very narrow path of study, is to be deplored. Nor is it a leps 

 deplorable result of this policy that the men they send out to become teachers are 

 almost always men of one pursuit. 



4. The Position of Science. 

 The curriculum in most secondary schools was until recently (1) Literary and 

 (2) Mathematical, such subjects as history and geography (the latter with far too 

 large an addition of mere map-making) being somehow tacked on to the literary 



