882 . 



REPORT— 1903. 



may acquire knowledge of, aud sympathy with, the work of colleagues in subjects 

 other than those in which they are specially occupied ; (4) Specialists may receive 

 useful criticisms from colleagues who may be regarded with reference to their 

 special subject as ' intelligent outsiders ' ; (5) The claims of new subjects to admis- 

 sion to the curriculum may be demonstrated to the non-specialist ; (6) Suggestions 

 may be afforded as to what subjects can be omitted from an overcrowded time- 

 table in order to avert the peril of ' shallowness.' 



FRIDAY, SEPTEMBER 11. 

 The following Papers were read: — 



1 . On Curricula of Girls' Schools. 



i, £y Miss S. A. Bdrstall, B.A. 

 1. Introduction, 



Broad curriculum advocated rather than a narrow specialised curriculum. 

 Reasons : — 



(«) Actual acquisition of knowledge. 



(h) Training of the mind ; different subjects train different faculties. 



(e) Development of the child ; subjects should be suited to the child's age. 



The various aspects of the subject may be considered under the following 

 heads: (1) General character of curriculum ; (2) Types of schools ; (8) Commer- 

 cial professions; (4) Engineering and applied science professions; (5) Domestic 

 professions; (6) Literary professions ; (7) Subjects for schools of different types. 



The figures denote miuimam number of lessons per week. Physical training and cue branch of hand- 

 work compulsory throughout. English composition included in the Humanities section. 



