356 REPORTS ON THE STATE OF SCIENCE, ETC. 



The relative value of time particularly has no significance for children up 

 to seven. If their interest in children of other lands is aroused by any 

 incident, then that is followed up and information given, but for the most 

 part their stage of development is such that the " here " and the " now " 

 supply sufficient scope for their curiosity. With children from homes of 

 a wider culture perhaps this ground might be covered by the age of seven, 

 but I do not think so. I would certainly include it in the first year of the 

 junior stage.' 



General Observations. 



This section of the inquiry revealed the method of approach of teachers 

 in infants' schools rather than the content of the syllabuses of the schools. 

 In modern infants' schools the emphasis is placed upon the development of 

 the child rather than upon the information taught. The distribution of the 

 questionnaire was necessarily limited to a few representative schools : -a 

 wider distribution might have shown more clearly what information is 

 acquired by the pupils. This is considerable, notwithstanding the fact 

 that neither the time-tables nor the school syllabuses are based upon 

 subjects of instruction. Visits to a number of infants' schools — if arrange- 

 ments could be made for a sympathetic and skilled teacher to ask questions 

 of the pupils — would enable a more accurate idea to be obtained as to the 

 amount of factual information gained. It might prove to be more 

 extensive than is generally thought, especially in relation to Science. The 

 work in nature study, in the school garden, and with animal pets, quickens 

 observation and prompts innumerable questions ; the information pupils 

 thus acquire is probably greater than has hitherto been appreciated. 



(2) Replies from Junior Elementary Schools to Questions on Grade B. 



The replies to questions on Grade B were received from three head 

 mistresses and four head masters of junior schools. Unfortunately the 

 detailed answers desired were seldom given ; but in every instance the 

 evidence afforded an illustration of the difference between the present 

 methods of approach and those in common use twenty-five years ago. 



History. 



This difference is shown plainly in the information relative to the curricu- 

 lum in History. Thus replies from a London head master and a Nottingham 

 head master stated that all the suggested curriculum is taken ; and that 

 from an Ealing head mistress, ' Practically this scheme is taken simply and 

 pictorially, tninus Races of Man, references to the Great Empires, and to 

 Islam and Semitic Races.' Of the others, a London head mistress takes 

 the ' Story of Early Civilisation ' and the ' Growth of Christianity ' ; a 

 Cambridge head master includes the ' Coming of Aryan-speaking Peoples,' 

 the ' Rise and Growth of Christianity,' and the ' Elementary History of 

 Great Britain ' ; and a Cannock head master includes the ' Story of Early 

 Civilisation,' the ' Growth of Primary Civilisation,' the ' Succession of 

 Stone, Copper, Iron,' the ' Introduction of the Horse,' the ' Construction 

 of Roads,' the ' Development of Shipping,' the ' Establishment of Persian, 

 Macedonian and Roman Empires,' the ' Coming of Aryan-speaking 

 Peoples,' and the ' Rise and Growth of Christianity.' 



The time suggested for History by Mr. Wells was approximately 2 hours 

 25 minutes per week. This was longer than was generally given to the 



