458 SECTIONAL TRANSACTIONS.—L. 
2. Importance of altering the course to ensure training in: (a) Observation 
and recording; (b) logical reasoning; (c) manipulation, all experiments to be 
done by the pupils; (d) quantitative work from the commencement; (€) no dis- 
tinction between practical and theoretical work. 
3. Modification of laboratories. For this purpose, plans of laboratories. 
4, Courses for the above aims—hydrostatics, chemistry, etc. Invention of 
suitable experiments, need of arousing curiosity. 
5. Description of experiments, more advanced work. 
6. Success and failure of these aims; suggestions for the future development. 
Influence of examinations. Improvement in examinations needed. 
7. Comparison with science teaching in other countries. 
10. Prof. J. L. Myres.—The Place of Classics in a Secondary School 
System. 
Training for participation in modern societies necessarily habituates the 
citizen-to-be not only to the outlook and manners transmitted from Teutonic 
and Celtic ancestors, but to our threefold heritage from other civilisations : the 
religious and moral experience in the Hebrew background of Christianity ; 
Roman experience in law and public order; and the intellectual and artistic 
achievements of Greece. But whereas the Reformation’s insistence on intimate 
acquaintance with Hebrew literature compelled and justified general recourse 
to translations, classical teachers postponed surrender of the traditional initiation 
into ‘dead’ languages, until this discipline, over-specialised at heavy cost to 
philosophical, historical, and scientific studies, was challenged by another heritage 
from the ‘ revival of learning,’ the direct ‘interrogation of nature’ by syste- 
matic observation and experiment. In this reaction against ‘ classical’ studies, 
indispensable elements of the ‘ humanities’ lost their due place in the curri- 
culum. But experience of strictly utilitarian training, and broader conceptions 
of citizenship, compel reconsideration of the educational value of our heritage 
from Greek and Roman experience, readily accessible now, like Hebrew thought, 
in adequate translations, but imperfectly appreciated, heyond the elementary 
stage, without progressive acquaintance with its original sources. 
11. Mr. Arruur H. Horr.—The Present Position of Classics im 
French Secondary Schools. 
The reform of 1902 under M. Georges Leygues instituted a scheme giving 
equal sanctions for the baccalauréat to four choices of programme: (A) Latin 
and Greek ; (B) Latin and Modern Languages ; (C) Latin and Science; (D) Modern 
Languages and Science. 
Gradual reaction against this scheme, because of (a) premature choice of 
young boys between Classics and Modern studies; (6) the steady decline in know- 
ledge of their own language of boys who were ‘ Latinless’; (c) the tendency of 
the modern programmes ir particular to give an encyclopedic smattering of 
too many subjects; (d) the growing conviction that a full literary training 
should precede all scientific specialisation ; (e) the belief that Section D duplicated 
the work of the ‘ Professional ’ Schools. 
Reform of Programme, already overdue, postponed by war, then stimulated 
by national feeling which laid stress on the traditional French Culture, with its 
roots in knowledge of Latin. 
The rehabilitation of the Classics, the work of M. Léon Bérard, Minister 
of Public Instruction, in December 1923, instituted (a) a single course for all 
boys, between the Sixth and Third Forms, including Latin in all four years and 
Greek in the last two; (6) a pre-baccalauréat test, success in which alone allows 
a boy to proceed to the two following years’ study. In these two years which 
prepare for the first part of the baccalauréat a choice is given between (A) Latin 
and Greek; (B) Latin and Modern Languages; (C) Modern Languages alone. 
In all three sections the time given to Mathematics and Science remains the 
same. Opposition to this programme, only partly in operation, hased on both 
educational and political grounds. 
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