ON THE CUKKICULA OF SECONDARY SCHOOLS, 531 



doing the same experiment, no text-book is required on the laboratory 

 bench. On the other hand, if each boy works at his own pace through 

 a definite course of experiments, some such arrangement is necessary in 

 order to give assistance. Whether the boys shall all do the same experi- 

 ment at once or work independently is perhaps determined by other 

 circumstances. If the apparatus is limited, the class small, the master 

 not over-busy and helped by a demonstrator, individual teaching is pos- 

 sible with boys who can make some use of books. On the other hand, 

 in large classes, with plenty of apparatus but no demonstrator, the master 

 perhaps relies on very thorough teaching in the lectui-e-room, the class all 

 do the same practical work, and no text-book is required. 



V. — On the Ideal Curricula in the Vieiv of the Correspondents. — The 

 majority regard the existing curricula as satisfactory, requiring few changes 

 to realise their ideals. The improvements most frequently desiderated are 

 (1) the teaching of mensuration and elementary physical measurements as 

 part of mathematics, (2) inclusion of nature-study where this is not already 

 done. A few ask for the introduction of more biology and of geology, 

 the latter as part of geography. In many schools — probably the great 

 majority — the science master has had a free hand to arrange the curriculum, 

 subject to the demand that some success in external examinations will be 

 achieved. Some public school science masters complain that preparatory 

 schools do not lay any foundation for the science work of the public school. 



VI. and III. — On Present Methods of Teaching. — -Laboratory work is 

 universal, and the importance of boy-made notes is frequently mentioned. 

 In the lai'ger schools a high value is set upon written answers to 

 questions (a) set before experimental work in order to focus the ideas of 

 the class upon its purpose, (6) set afterwards in order to test grasp of 

 principles. The method of instruction is tutorial, supplemented by what 

 may be described rather as 'lecture-demonstrations' than as 'lectures.' 

 "Whereas teachers feel satisfied (as a rule) with their choice of studies, 

 many complain of the influence of external examinations on the inethods 

 of teaching, particularly as hindering, or actually preventing, the adoption 

 of heuristic methods. There is so great a variety of opinion with regard 

 to the value of heuristic methods that we are unable to summarise the 

 replies with justice. We consider that opinion inclines to the adoption 

 of the ' problem-method ' in the earlier stages and to the ' subject- 

 method ' in the more advanced classes. Almost everyone appears to 

 have tried the heuristic method of teaching, particularly in connection 

 with the chemical side of problems in the laboratory. In the case of 

 nature study the problem -method dominates the teaching, and stimulates 

 boys during the years for which the study is prescribed. With reference 

 to chemistry and physics we quote several statements received : — 



No. 1. — 'The course follows the order of discovery as developed in 

 my book. ... I tried the problem-method within one subject — chemistry 

 — for several years. It failed completely ; it was impossible to keep up 

 with twenty boys individually or to keep them together. The method 

 was commended by several competent observers who saw isolated lessons, 

 but although the classes wei'e keen and gave time out of school the result 

 was chaos of mind and the boys became discouraged.' 



No. 8. — ' Ten years of heuristic work. I am more than ever con- 

 vinced of its value. . . . No work in the curriculum is valued more.' 



No. 12. — 'Rigid adherence to subjects is ridiculous in elementary 



stages.' 



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