ON STLIDT^S MOST SUITABLE FOR ELEMENTARY SCHOOLS. 441 



ment Code. But although the principles underlying the teaching should 

 be very much the same, there might and should be the greatest variety in 

 the subjects to the teaching of which those principles are applied. For 

 this reason it is undesirable to indicate too definitely the exact course 

 of studies most suitable to elementary schools. Much must be left to the 

 judgment and discretion of the head teacher, whose training should 

 enable him to arrange courses of practical study adapted to the require- 

 ments of particular schools. Certain general principles, however, may be 

 laid down, and typical courses might be prepared showing the progres- 

 sive character of the instruction and its connection with such subjects 

 as arithmetic and English, including history, geography, literature, and 

 composition. 



The first thing to determine is the kind of practical work most suit- 

 able to local requirements and to the ages and conditions of the school- 

 children. The practical work should in all cases begin with Kindergarten 

 exercises, properly arranged, and with observation of common things, 

 of the school surroundings and plant life. Until the higher standards 

 are reached there need be no difference in the training of boys and girls. 

 The Kindergarten exercises should be followed by a course of manual 

 training in the case of boys, and of domestic teaching in the case of girls. 

 For children of either sex there should be a parallel course of simple 

 lessons in experimental science, to be varied in urban and rural districts, 

 and in drawing, to be adapted in the later stages to constructive work 

 in the case of boys, and to needlework in the case of girls. 



The course of instruction in constructive work should consist largely, 

 but not exclusively, of exercises in the use of wood-working and metal- 

 working tools. Although wood is undoubtedly the most useful material 

 for manual training, other familiar materials should be employed, and 

 the exercises, which should be as varied as possible, should be such as 

 help in the development of the constructive faculties and embody the 

 representation of an idea. Great importance should always be attached 

 to accuracy and to the maintenance of a high standard of workmanship, 

 both for its moral influence and with a view to the formation of useful 

 habits. This part of the subject has been fully dealt with in various 

 papers by persons who have devoted considerable attention to manual 

 training. It is important, howevei", to repeat here what was stated in a 

 paper on the subject read at the meeting of the Association at Cambridge 

 in 1904, that the course of instruction should be distinctly progressive, 

 and should be made continuous throughout the standards by means of 

 simple exercises, requiring the use of such tools as may be manipulated 

 by very young children. 



Outline courses of instruction in Nature study, in experimental 

 science, and in domestic matters, may with advantage be consulted by 

 the teachers, but official syllabuses should be regarded only as indicating 

 some of the subjects which might be selected for study in elementary 

 schools. Lessons in composition, geography, arithmetic, and drawing, 

 should have close reference to these subjects, leading the child to think 

 for himself, and to desire further knowledge, and to enable him to realise 

 more fully the meaning of the work in which he is engaged. 



Useful suggestioijs as regards elementary science lessons will be found 

 in the syllabus prepared for the Irish National Schools, entitled ' Notes 

 for Teachers in National Schools.' 



The teaching of domestic matters to young girls should be of a very 



