EDUCATION : A SURVEY OP KECEN'T EDUCATIONAL THEORY. 167 



in guidance as a map without lines of latitude and longitude is 

 to one which contains them. Nevertheless, so long as the family 

 and property are maintained, that which those lines of latitude 

 and longitude indicate will exist. 



Thus it is asserted that in democratic America the Elementary 

 School, which is for children of the age from six to fourteen, is 

 for all save approximately five per cent, the only one attended,* 

 and of the remaining five per cent, a certain proportion leave the 

 Secondary School at the end of each year of the period which 

 separates them from the time at which they could proceed to the 

 University. f The hierarchy of employments, then, whose respec- 

 tive rank corresponds with the number of years occupied by the 

 training for them, does not appear to be altered by the unification 

 of education ; the guidance which might be furnished for the 

 content of the respective curricula by anticipation of their length 

 is withdrawn. J Light is thrown on the result by the definition 

 given of the aim of the elementary school by the writer from whom 

 the above figure is taken. The aim of the elemevtary school is 

 to provide 'primarily for the continuation in its common a d basic 

 features and secondarily for the progressive developmert of the social 

 and national life of the American people^ Similarly we might 

 assert that the aim of the public schools was to maintain and 

 develop the British Empire. It would not be a helpful pro- 

 position, because the ways wherein this can be done are infinite, 

 and some notion in anticipation of the share which the pupil was 

 to take in the process would be of value in determining the 

 course of instmction to be followed. By the rejection of such 

 anticipations a certain amount of efficiency would be lost ; 

 whereas differentiation of curricula in the same school in accord- 

 ance with them would seem to be more invidious than segregation 

 of the castes by diflerent schools. 



The notion that democracy, besides having something to say 

 concerning the content and the age of instruction, also dictates 

 its methods, seems to be new, but has been stated by American 

 writers with great force. Rousseau, who is now, though not 

 without protest, II cited as a high authority on education, seems 



* F. P. Bachman, Principles of Elementary Education, p. 177. 

 t Some statistics are given by Stout, The High School, p. 206. 

 X Stout, The High School, p. 202, djals with this matter. 

 § Bachman, op. cit, p. 177. 



II See C. H. Kirton, Principles and Practice of Continuation Teaching, 

 p. 5. 



