TRANSACTIONS OF SECTION L. 525 



Tlio subjects should be : — 



1. Science — that is, the ascertained facts and principles of mechanics, 

 chemistry, physics, biology, geography, and geology. 



2. Jlathematics, studied -with a view both to their commercial utility and 

 their applicability to scientific pursuits. 



3. English Language and Literature, together with training in elocution and 

 in composition. Easy precis-writing and essayship should form part of the 

 course. 



4. French, taught orally and practically, and with due regard to literature. 



(b) In the secondary school the course .should be the same as in the public 

 schools till fourteen, and offer the ncje of fourteen — • 



i. English, French, Science, and Mathematics, or, alternatively, 



ii. Engli.sh, French, one other modern language, and commercial mathe- 

 matics. 



As regards ii., Science will have been previously stuiiied between twelve 

 and fourteen. 



The alternative courses i. and ii. are arranged so as to suit those boys 

 who are entering on technical and commercial careers respectively. 



(c) In the public schools, after the age of .sixteen, specialisation couW 

 begin, and be organised as the boy is to enter 



(n) The literary professions. 



(b) i. The commercial professions. 



(b) ii. The scientific professions. 



(a) On the lit€rary side, one or both ancient languages should be studied 

 on a reformed method, while mathematics and science might be dropped. 



(6) i. On the commercial side, one further modern language should be 

 combined with French, according to the career which the pupil is likely to 

 enter, but History and Economics should form part of the classical curriculum. 



(6) ii. On the scientific side, one or two special branches of science should 

 be pursued, adapted also to the pupil's future career. 



The principles of biology should he a subject of study for all boys over 

 sixteen, whether on the literary, the commercial, or the scientific side. 



Finally, a graduated system of manual training for all boys in public and 

 secondary schools should he insisted upon as part of the course, and should 

 take up one-third of the hours now devoted to non-productive games, while 

 one-third of such periods should be devoted to military drill. 



It is necessary to insist upon the importance of a real educational touch 

 between those who are training pupils of all grades and ages in literary and 

 naturalistic studies respectively. There has hitherto been, specially in our 

 public schools, an unnatural divorcement between the methods of the two, 

 both in sentiment and pr;ictice. In the lower grades of education a teacher, 

 equipped by his own school training with both kinds of knowledge, would 

 njiply scientific method to the teaching of languages, and literary expression to 

 lectures on the natural sciences. There must be, in fact, no watertight com- 

 partments in knowledge on the part of teachers any more than on the part 

 of pupils. 



All that can be ventured here is that, if a balanced scheme of education, 

 such as has been set forth in this paper, is carried out, it will bear its natural 

 fruits in producing the right kind of teachers and the right kind of teaching 

 in the following generation. This is as much as can safely be predicted. 



4. Science in llie Universilies. By Principal W. H. Hadow. 



5. Science in relation to Intlnslrn.'^ Bii Dr. E. V. .\RjrsTRONO. 

 ' Pul)li8hed in full in School World. 1916, vol. xviii., pp. 366-.16S. 



