358 REPORTS ON THE STATE OF SCIENCE, ETC. 



possible ; the other would add ' General Ideas of Evolution,' but the size 

 of classes, 46-48, was said to prevent it. 



The suggestions as to parts to be excluded were more numerous. They 

 were : 



1. ' Biology section. Reproduction, Diseases, Enfeeblements and Acci- 

 dents, Developing Roles of Priests, etc,, and Rise of Semitic People,' 

 because ' subject matter is unsuitable and entirely outside the experience 

 of the child.' 



2. All the Science except ' Elementary History of Invention and Dis- 

 covery ' and ' Working of our Bodies,' for the reason that they are ' too 

 abstract and too deductive.' 



3 . Geology, Pure Physics and Chemistry, because, in the opinion of the 

 writer, ' The object in teaching Science in the Junior School should be 

 rather to lay the foundation for a method of approach and orderly thinking. 

 This can best be achieved with the teaching of Nature Study.' 



4. Physiology and Anatomy as well as Physics and Chemistry. The 

 reason given by this correspondent was, ' The matter under the head 

 Physiology I consider contrary to a junior child's natural development and 

 requirements, which should be of a constructive character.' She also 

 considered that the work would be hampered by size of classes, lack of 

 specialist teachers and lack of accommodation and equipment. 



5. Sections of History, Biology and Science of Inanimate Matter; the 

 reasons given for exclusion being : 



' (a) History. — Too much time spent on early World History leaves 

 no time for modern inventions, great social reformers, and gradual changes 

 in social life. One hour is all that I could allow in the crowded curriculum 

 of a Junior School, with its need for the three R's and numerous activities. 



' (6) Physics and Chemistry. — -Too advanced ; besides, no facilities. 



' (c) Physiology. — Personal hygiene only necessary at this stage. Repro- 

 duction should be taught when quite young by parent, or if at school, at 

 the adolescent stage. 



' {d) Biology. — (Theory of Evolution in Human and Plant Life.) I think 

 these children are more interested in things as they are at present.' 



Having regard to the position revealed in relation to the Science syllabus, 

 it would appear that this is a subject calling for detailed consideration by 

 the Research Committee. 



General Observations. 



The History and Geography taken in schools, especially the latter, 

 correspond somewhat closely to the recommendations in Mr. Wells's 

 chart. So far as History is concerned, there are marked differences in the 

 scope of the work attempted in different junior schools. More or less 

 drastic changes are taking place in the method of approach to this subject, 

 and World History is receiving increasingly greater attention. The replies 

 to the questionnaire show that the schools are at present passing through 

 a period of transition in respect to the teaching of History. Similar changes 

 relative to Geography have been taking place for the last thirty years at 

 least, and the syllabuses of. the majority of schools include most of what 

 Mr. Wells advocated. 



In regard to Science there is much variation in the work taken in junior 

 schools themselves. But even if this is borne in mind, there is, speaking 

 generally, a great difference between what is actually taught and what Mr. 

 Wells advocated should be taken. Possibly in reference to junior schools the 



