INFORMATIVE CONTENT OF EDUCATION 361 



of the Informative Content of Education ' is wholly unsuitable for the 

 immature minds of children 14-15 years of age.' 



Geography. 



As was noted when reference was made to the replies to questions on 

 Grade B, the Geography taken in the school corresponds closely to that 

 contained in Mr. Wells's syllabus in that subject. Thus of the Lowestoft 

 school it was reported : ' All parts are taken (using discretion about " detailed 

 and explicit ") ' ; of the school in Torquay, ' Broadly speaking, we cover 

 the suggested content, but the statement in the speech has an academic 

 flavour shunned by us, especially when dealing with B and C classes. We 

 probably teach as much as Mr. Wells wants us to teach, but in an easier 

 atmosphere than he creates ' ; of a girls' school in Stafford, ' Taken almost 

 exactly as indicated, except that the Geology side is only simply touched 

 upon ' ; and of a Hull girls' school, ' All except the Geology of the World.' 

 Of the others, it was said of one that Economic Geography, local Geology 

 and World Geography are taken ; and of the other, ' Economic Geography 

 and Geology of World are taught generally.' A note was made in two instances 

 that World Geography is not taken in a detailed and explicit but in a general 

 manner. 



Social Mechanism. 



The information under this heading was not given so fully as that included 

 in Geography. Indeed, in one reply it was ignored and in the others only a 

 small part was included. Thus in the selective central school in Lowestoft, 

 ' Communications and Trade, Production and Manufacture, and Money ' 

 are taught ; in a Bristol girls' school, ' A Short History of Communications 

 and Trade, a History of Innovations in Production and Manufacture, and 

 the Role of Property and Money in Economic Life ' ; a rural school in 

 Oxfordshire includes in its syllabus ' A Short History of Communications 

 and Trade ' taught as the opportunity offers in the History and Geography 

 lessons ; a girls' school in Stafford takes ' Short History of Communications 

 and Trade, the History of Innovations in Production and Manufacture,' 

 but admits that they are very inadequately covered, and only deals with the 

 ' Role of Property and Money in Economic Life ' as it affects the other 

 sections of the subject ; and a girls' non-selective school in Hull includes 

 ' Short History of Communications and Trade ' and ' A History of Innova- 

 tions in Production and Manufacture,' not as a definite study but as ideas 

 thereon emerge more or less definitely. 



The head master of the rural school, while wishing to include more 

 detailed study of what he already takes, would definitely exclude ' The 

 R61e of Property and Money in Economic Life.' A head mistress said she 

 would never include in a girls' curriculum any studied course on ' The 

 way in which fluctuations of money affect " industrial windmills " and 

 Significance of Inflation and Deflation.' 



Personal Sociology. 



Less is taken of the work suggested in this section than of that suggested 

 in any of the other sections. Only very small fragments of it appear to be 

 attempted and the replies were sometimes rather vague. Thus in reply to 

 questions on this part of the suggested curriculum, one stated ' General 

 Social Development is taken.' In other cases the part taught was indicated, 

 e.g. ' Man's relationship and duty to his neighbour, and nationally to other 



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