TRANSACTIONS OF SECTION L. 881 



Part II. suggests topics especially suited for debate. 



Part III. contaius suggestions, some of which may prove to be of considerable 

 value. 



2. Essential Subjects. 



Part I. — From reports kindly furnished by officers of eleven branches and 

 six London sections, there appears to be practical unanimity as to the following : — 



The curriculum should include : (1) Religious instruction ; (2) English (atten- 

 tion being given to oral as well as to written composition) ; (3) French ; (4) Latin 

 (two London Sections and the Guernsey branch made this optional) ; (5) History ; 

 (6) Geography ; (7) Arithmetic ; (8) Algebra, begun informally as generalised 

 arithmetic; (9) Geometry, formal study should be preceded by lessons in form 

 and measurement ; (10) Science, which should begin with object lessons or nature 

 study, and become formal at about the age of thirteen ; (11) Handwork, including 

 sewing for girls ; (12) Drawing ; (13) Physical exercises (some include swim- 

 ming) ; (14) Class singing. It was further agreed (1) That French should be 

 begun before Latin ; (2) The ordinary curriculum for boys and girls leaving school 

 at sixteen and seventeen should not include Greek ; (3) Specialisation should not 

 be allowed until the general development of the pupil is secured, usually not 

 before sixteen. 



3. Undecided Questions. 



Part II. — There was a conflict of opinion as to the following: (1) Whether 

 German should be compulsory ; the majority made this optional. (2) Whether 

 English Grammar should be treated as a separate subject ; majority affirmative. 

 (3) Whether language and literature should be taught separately (i.e. separated 

 on the time-table) ; majority affirmative. (4) Whether separate lessons on civics 

 should be given, or whether this should be taught through history ; majority for 

 the latter. (5) What should be the age for beginning laboratory work ; thirteen 

 was the favourite age. (6) Whether the use of Euclid's Elements should be 

 retained ; majority for retention. (7) Whether instrumental music and shorthand 

 should form part of the ordinary curriculum. 



4. Suggestive Opinions. 



Part III. — The following opinions were expressed by one or more branches or 

 sections: (I) That no subject should be included in the curriculum to which a 

 definite minimum of time could not be allotted ; (2) That each subject included 

 should be carried through to the fullest extent possible in the school ; (3) That 

 dancing and hygiene should be taught in schools; (4) That domestic science 

 should be taught iu girls' schools, including household book-keeping ; (6) That 

 handwork should not take the form of Sloyd ; (6) That boys should be taught 

 shooting ; (7) That scholars leaving at sixteen or seventeen years of age for a 

 scientific career may substitute extra practical science for Latin ; (8) That history 

 should be correlated with literature and geography with elementary archaeology ; 

 (9) That the history and appreciation of art should be taught, to include styles of 

 architecture, sculpture, painting, and the lives of great artists ; (10) That botany 

 is the most convenient subject for the study of natural history ; objects should be 

 compared, drawn, and described ; (11) That laboratory work should be begun 

 whenever science work is begun. 



5. Practical Importance of Hxchange of Views on Curricula. 



Any attempt to formulate a rigid Code is undesirable, and consequently dis- 

 cussions on curricula should be periodically promoted, in order that: (1) Interest 

 in such problems may be maintained, and individual experiences and methods be 

 made common property ; (2) Teachers isolated by distance or otherwise may be 

 kept in touch with recent improvements ; (-3) Teachers, particularly specialists^ 

 1903. 3 L 



