a This includes English language, literature, grammar, and composition. b Alternative subjects. 1031551160 b5 22260O22T0316 11 30 1 3 1.30 .45 9 39.30 It may be assumed that a very large proportion of the preparation time is given to classics and mathematics, or to both. II.—Average of time given to various subjects as shown by comparison of returns that have come to hand. b Usually German is alternative with Greek, with extra French and mathematics; 58.6 per cent of the schools do not teach German at all. 3.7 per cent omit geography entirely; 6.2 per cent do not teach it to their top form. d 72.5 per cent omit this subject entirely; 83.7 per cent do not teach it to the top form. One school omits it entirely; 38.7 per cent do not teach it in the top form. In 34.2 per cent of returns it is an optional subject. The above is the average in the remaining 65.8 per cent. No average is possible, practice varies so greatly. h The average total given above is not the sum of the various items of the table, but is the average of totals actually returned in each school. No school teaches all the subjects enumerated. COMMENTS ON THE TABLES. Classics. The most notable feature in these time-tables is the extraordinary weight given in them to classics and mathematics. It would seem that to these subjects alone is awarded sufficient time for the boys to be thoroughly grounded. Table I ED 1902-67 shows sixteen hours per week devoted to classics alone, exclusive of time allotted to that subject in preparation. Exact details of the amount so allotted are wanting, but in this and in all similar cases it may be assumed that the proportion of preparation given to classics and mathematics is a large one. * * * It appears to be the practice to begin the teaching of Latin to boys as soon as they can read and write English with some facility. They usually reach this stage by the age of 9—the age at which they generally enter a preparatory school. On entry they at first devote somewhat less time than the rest of the school to Latin, but the hours are gradually increased as they go up the school until the point is reached at which Greek is begun, when the restrictions of the time-tables require some reduction to be made in favor of the new subject. * * * Greek is sometimes not commenced before the age of 12. But this practice, affording as it does opportunity to devote attention to some of the least noticed but highly important subjects of the time-table, is practically impossible for schools that compete for scholarships; for them the standard of Greek required for scholarships is so high as to compel its inclusion in the curriculum generally at the age of 11 years, sometimes still earlier. Mathematics.-Exact statistics of the age at which the teaching of algebra and euclid is begun and of the times devoted to those subjects are not deducible from the returns to hand. * * * It is the usual practice to entirely reclassify the school for mathematics. Scripture.-Although the weight given in entrance examinations (for secondary schools) to Scripture knowledge often approaches vanishing point, it is noteworthy that in no case is it omitted from the time-table (of preparatory schools), and that more time is assigned to it than to English language, history, geography, drawing, or dictation. English language and grammar, geography, history, dictation.—One can not help feeling that the time allotted to these subjects is altogether inadequate, particularly in the case of schools such as those that are exemplified in Table I. * * The headmaster responsible for Table I notes at its foot: "I would gladly see more English in my curriculum, but the standard of Latin, Greek, French, and mathematics is so high in scholarship examinations that English is knocked on the head. We have no time for it. The public schools require none-practically." In so saying this headmaster but voices the general feeling of the profession. French and German.-French is taught in all schools, and there is great uniformity as to the time allotted to it. * * * The general result of our system is that French is not and can not be taught as a living language. It is to be feared that the large majority of the teachers can not speak it, at least with fluent accuracy. Boys learn to read it and to write it. They learn also a considerable number of grammatical irregularities, and so doing they satisfy all the requirements of the public schools. * * * German is not taught at all in 58.6 per cent of the schools that have made returns, Experience shows that four languages in addition to his own are much more than can be learned with advantage by any boy at one time. Therefore it is only as an alternative to Greek for boys intended for modern sides of schools or for army classes that German is taught. Object lessons and elementary science.—In 72.5 per cent of the schools these are not attempted and in only 16.3 per cent are they taught to the top forms. Drawing.-This subject appears to form part of the regular curriculum in 65 per cent of the returns, but in many cases it can hardly be seriously attempted. In several cases the time allotted is only half an hour per week; three-fourths of an hour and one hour are also frequent. Singing, instrumental music, and carpentry.-It would be interesting and instructive to be able to tabulate the practice of the various schools in the matter of (1) singing and instrumental music; (2) carpentry and other handicraft. It has, however, unfortunately happened that the questions asked on these points were ambiguous, and it is very plain that all the replies are not framed on the same basis. They suffice, however, to show that in these subjects there is an entire lack of uniformity. Some schools teach all of them as part of the regular curriculum; others teach none of them at all. * * * No credit whatever is given by the public schools to knowledge of these subjects. It is therefore necessary for them to be treated as supplementary to the regular timetable. The fact that they appear there at all is due solely to the importance attached to them by preparatory school headmasters and by the parents, who in many cases pay an extra fee for their sons' instruction in these matters. a The term English is generally used among us to include language, grammar, geography, history, and dictation. (IV) PROGRAMME OF A TYPICAL SECONDARY SCHOOL. The following programme shows the general scheme of study for the specified term at Rugby, with detailed particulars as to the required courses in classical and modern languages: Rugby School-Statistics of Trinity term ending July 31, 1901. Rugby School-Statistics of Trinity term ending July 31, 1901—Continued. The following is the normal organization of an elementary school as described by the Scotch education department: (a) Infant division, providing instruction suitable for children under 7 years of age; (') junior division, instruction suitable for children between the ages of 7 and 10; and (c) senior division, instruction suitable for children between the ages of 10 and 12. Liberty of classification irrespective of age is permitted, provided that the inspector is satisfied generally as to the reasons for the retention of children over 7, and of children over 10, in the infant and junior divisions, respectively. Pupils of the senior division who satisfy the prescribed conditions may be taught in "supplementary courses" or "higher-grade departments," but grants at the higher rates allowed for these departments are only payable on the attendances of children over 12 years of age. The arrangement of work within each division and the classification of the children may vary according to the circumstances of schools, but must be such as are fitted to secure the required standard of attainment by easy gradations. The classification must be such as to afford due opportunity for promotion, and promotion in one subject, e. g., reading, should not be made dependent on proficiency in another, e. g., arithmetic. The scheme of work must, in all cases and for all divisions, make provision for— (a) Adequate physical exercise according to an approved system. In the senior division this exercise may take the form of military drill. (b) For the instruction of girls in needlework. (c) For the instruction of the scholars in singing by note, except where the inspector, after due inquiry, shall, in a special report stating the circumstances of the case, recommend that this condition be not insisted upon. (d) For the instruction of the scholars in drawing (whether with or without manual occupation) according to a scheme prescribed or approved by the department, except where the inspector, after due inquiry, shall, in a special report stating the circumstances of the case, recommend that this condition be not insisted upon. * * * |