INFORMATIVE CONTENT OF EDUCATION 365 



to encourage the taking of a wider and more fundamental view of the 

 schoolmaster's objects.' 



It is because the Committee of Section L desire, if possible, to encourage 

 the taking of a wider and more fundamental view that this inquiry was 

 instituted. But it is necessary to know how much is already attempted, 

 in which direction expansion is necessary and how far such alterations are 

 possible and desirable before any conclusions can be formulated. 



Mr. Evans (Woodhouse Grammar School, Sheffield) indicated another 

 reason why the whole of the Informative Content of Education as contained 

 in Mr. Wells's suggestions cannot be given : 



' Our opinion is that the syllabus of work suggested by Mr. Wells is 

 far too ambitious to be tackled in any school with any degree of success 

 with pupils up to the age of 14 plus. ... So far as History is concerned, 

 most of the work under Grade B is taken here in Grade C. I am sure 

 that any attempt by the average teacher to try to cover the ground suggested 

 by Mr. Wells would end in chaos and confusion in the poor child's mind, 

 and he would derive very little benefit from the attempt to teach him all 

 that is suggested. It is possible, of course, that a teacher who is a real 

 genius at his work might make a success of this colossal task.' 



The last sentence suggests that, given the right teacher, the pupils could 

 be given the information included in the scheme outlined by Mr. Wells. 

 If this were so, then the work of the Committee would include recommenda- 

 tions as to the ways and means of providing the right teachers. 



History. 



The opinion that even a teacher who is a genius could teach all that was 

 suggested is not shared, however, by all those who sent replies to the 

 questionnaire, some of whom would not include all sections of the work. 

 For example, the Head Master of Bristol Grammar School said of ' Elements 

 of Political Theory,' ' Development of Existing National and Imperial 

 Boundaries,' ' Increasing Importance of Economic Changes in History 

 and the Search for Competent Economic Direction,' that they should not 

 be included, as the problems require a riper mentality than is possessed by 

 the average boy of 16. In this school, consideration of these sections is 

 deferred to an advanced course, and even then the treatment is less formal 

 than incidental to the work in literature, art and general essays. 



The Head Master of Rugby suggested that pupils should be given a thorough 

 knowledge of the History outlined in Grades A and B (i.e. the parts suggested 

 to be taken by pupils below 11 years of age), and 50 per cent, of Grade C, 

 substituting the further study of British and Imperial affairs for the other 

 half. This is suggested, however, for pupils aged 14 to 16. 



The Head Mistress of Manchester High School for Girls stated : 



' In our history syllabus, the early civilisations, and much of the 

 attendant matter suggested by Mr. Wells, are taught at the age of fourteen. 

 This year's course ends with the fall of the Roman Empire ; and the 

 history of Great Britain, of her European neighbours, and their overseas 

 expansion, which Mr. Wells suggests should be completed before the 

 age of fourteen, occupy our girls for another four years of their school 

 course.' 



Only Sheffield Woodhouse School gave an affirmative reply to the 

 questions on the following parts of the scheme of History : ' Development 

 of Existing National and Imperial Boundaries,' ' Increasing Importance 



