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Les diagrammes suivants illustrent la mAthoda. 1 2 3 1 2 3 4 5 6 MicRocorr hsoiution tbt chart lANSI and fSO TEST CH\RT No 2) 1.0 1^1 2.8 E^ ^1^ tSi tUi I.I t 1^ 1. 1^ 1.8 1.6 _^ APPLIED IN4^G E Inc ^=1 'l.m' ....t ..f this ,,aiHi- a i-.«,l„t|.,„ „„„ a.lo|.t...l l.y tl... AH.s.,,.,atl„„ ,ti.,n „f |>,„f. |). a. .Miu.av „f l>alh....M.. l'„|. 1.-K.-. that a <-,.,m„itt,... U. a,.|,..i„„..| u, ,„u>uU-v thr nlatin,,: l„.t w,.,, „„, hiuh «<-hoolMan.l .•„ I..K,.,M. a.Ml I.. ,■,.,„„, a. tl, xt , tin^of th- Assnnatio,,. tL n..n,n.tf..,.t..lH.c.,„sti..,t...las |„ll.,„.s. vi,: s..v,.„ „„.,i.1h.,.s a,.,«,in|,..l l.v th,- AH.o,.,ation and .«„ ,n.„,l...,.s t .,,,,oi„„.,i |,y ....h nf tl... .I.-k,- cmu'rviuK ('K<-N of thi- pi'lMIII'l'. " apit^i':'"'"'"'" ^"'' ""■ '''"'"■ •■-"'"""" 'I- follo,vl„K ............. w..ro Dr. A. H. Ma.Kay. Siip... int.Mi.l.'iii of K.lii.ali..ii for Nova S.Mlia I imrlpal K. W. Sawy..,-. of tl... lloit,,., fol|..;ri,,t.. A.v„l..,..v. .1. \\. I^>nan. of th.- Halifax A.a.l.my. Piin.llNil K. Ala.Lfllaii. of tl..' I'i.io,', A.a.l.ii.y. I'rim-ipal H. McKittii.k. of tl... I,.in.Mil..n,{ A.a.I.-my Pii.icipal \V. H. Cainpl,,-!!. .,1 tl... Ti.i.-.. A.a.l..|„y. H.-V. Fath.T Aiiiiia.ilt. (•..ii...ipal of tl... (•|,.i,<.|i I'oii.t A..a.l..|i.v. Dr. I.. K. Wortiiiaii, of .\ia.lia Coili.jri.. Dr. ('. ('. .lon..s. of A.a.lia (•oll..j;... K.'V. !'. Chiassoti. .if .St. Aim..V (■..H.'^;.. Hev. K. L.> B.aitfr. of St. AtiiicV (■.,11,.kc. President Ian Hj.nnah of KiiiK"^ ('..lleKc Professor Lothar Boher, of Kinjrs College. Professor C. M. Dretuiaii of .St. Mary's College. Rev. C. 8. .Me.Manns. of St. Marys College. Hev. Dr. .AlePheison, of St. Fraiuis Xaviers College. Professor J. M. Almond, of .St. Fiaii.is Xaviei.'s Coll.-ge. Professor Howard Murray, of I)..lli.,.isi,. C.,||ege. Professor Khen MacKay. ..f Dalli..iisi.. College. This,-„,.,„,ittee,„e.an.l l,..|,l i,s firs, M..sio„ i„ Halifax on .lannarv ."W. HIO«. all the ,„,.,„l,ers l.e.ng pr..M.,.t ..x.-..pl I'rin.-ipals A.nira.dt and MeKittriek and Prnfessors Wortn.an, Chia>so.,. I.,.H„„t,.r an.l Hol„.r: a..,I of th..se Pro- fessor U ortn.an was present at ll... >.,l,s... „t sessio.is. Six sessions in all were held on tins and the s„....,...,li„^. .lays. th.-.. of the wh.,le ...nnnittee and three of s„h.eo,n,n,tt..es. Mr. .V. II. .M.-Kay a..|e.l as .hairinan of the whole ro„„n,ttee. ami P,„fess.,r Howa.,1 M.n.ay was appoint..! Se.retary. The eointnittee w.,.- in.anin.o.isly ..f tl„. opinion that, in mathen.Htieal an.l .nsc-ienee subjects, the stan.la.,1 in ,a,r .seh..ols ha.l l„.en rnise.l in re.ent years; / «nd the wtirk In them hiul Wen Ki>-«tly iiiipnivtnl ami woiilil rctinpnrp favorably with thMtilotif ill thi-achcMilHtifnny other loiintiy ; hut that laiiKimgf ■tmilM I had KiilTertHl fniiii Im>Iiik Kh-<'t«-<-t behinil thitw of the iiioot |mi|{n>NNive nnil <-iillKht<>ii«Ml rountripN. TIiIh conilltion of nITHirM hHil n-Niilt^Ml i eover in nii unwttlInK th of the«i line* roiiipulmTy on nil hlffh iirh.Mil piipilH, had hiouKht alxnit in thew an over- lapping of the lolleKeK by the nhe«'n found necefwary for the colleges to remlJuNt their eoiir»eii in niathenmticiil NubJertH by raiiilnK their standard by nn amount etiiml to the work of ulKiut one NeitHlon or year. On the other hand the puttiiiK down of Ijitin. Oieek. Fr«-ii.h, and (Jernian. merely aM extra mibjeita to lie taken up or not jiiNt hh the pupil or teneher naw Ht, placed these HubJectH III h great diwidvantaKe ii» <• pared with the otherH which had been made conipiiUoiy. and resulted in n con«iilerable diminution In the niimher of tho«- studyinft them and in lexn attention lieiuK Kiven to them ; for. with the apii it of emulation eiiKeiidered by the govtrnmentexHininntioiiH, lK>th teai-herH and pupilM naturally directed their attention to tluwe HubJectM from which there wan no eNca|ie, and in which a certain miniiiiuni of iiiarkH had per- force to lie inmie, if the pupil was to receive the covetinl "[wihh" certificate. In the caw of theHelauKuaKex therefore, and more particularly in the caw of Latin and Greek, the Hch(Mils had l)een falliuK away from the colleKeii, and al- though thecolleKcM had Iteeii tiyiuK to keep in touch with the itchiHilH by re- peated loweringa of their entrance lequiiementH in thcue »ubject«. a jMiint had been reached when it had been found aliHolutely neceKHary to ntart tM-ginneni' classes in the colleges in Inith I-ntin and Greek in oiilcr to accommodate the many who now enter college with little or no previous instruction in thime sub- jecte. and who wish toaopiiie a knowledge of them. It is tn lie hoped that these classes, or that in Ijitin at any rate, may not lie found necessary for more than a year or two after the present liigh-schtMil course has undergone i-evlsion. The committee h«.lieve that the course of study in the high school shonid be such as will not only furnish a sound mental c<|iiipiiient for thos.- who leave the school to enter U|«)n the business of life, but will also serve as a fitting pi-e- paration for those who may wish to continue their studies in the college or pro- fessional school. It is certainly one of the pmper functions of the high school to serve as a connecting link between the elementary school and the college. The committee believe further that these two objects which nominally ap- pear different are after all essentially the same ; that the aim in both cases should be to really educate rather than instruct, to improve the character and to develop and strengthen the intellect so as to bring it to the highest possible condition .f efficiency in whatever sphere it may lie called upon to act, rather than to cram the memory with a nunilxT of bits of knowledge however inter- esting or vahiable these may be in themselves or in the eyes of the advocates of so-called useful knowledge. If the work of the colleges is being conductely the still larger ntinber who feel that they are not able to avail themselves of those opportunities, cannot be going very far astray In hnvInK thfir rhitilifii fiillow a what xliiiilini- ciiiii-w In thv hiKli »irh«nl»« nihI "in- whlih will «'iiiil.|p them, if tluil ii xhiiiilil nt any tjni.. U- .irrivt-.! iit. to IMtmrniiii thp hiKhmhiicI iiilothi- inlh-Kf i" liliif»'»iil«.iiiil m hoiil without Hiiy mrioiM iliNliHHtloii in their otiiitifM hikI without U-Iiik hHiiillrii|i|M' iimny yiMiriK men ntiil wi n in Novh Mcotiii now (ln>, to Hiuh iin extriit H« U} ilepiive them of the |>ro|M'i- iN-neHtN of ii lolleKe i'torH of m ImhiIk. The ohjeit* which the lonunitlee hail in view when f liev weie ilmu inii up their tenl-ative ciiurHe of Hluily were : I. To Miniplify the iiii-sent ronr«e l)y reiliirinK the niinilN>r of xiilijeita whirh piipilN aii« rHihle only luih MuliJeitM HH have a iliNtinrtly eiliirational value. :<. Tn plate laUKuaKe Htiiilies in a |H>httion more in «i lorilnnie with their im|K)rtani'e in any iMlueatiouHl Ni'heme. i. To incliiil. line Neienee Nulijei't for eai-li year of the i-ourNe. .■>. To lonwrve the time anil eneruy of the teaeher and to wiure more thoroiiKh wink and la-tter iiluralional rexnltH on the |Nirt of the piipiU liv mn- lentratiUK their attention on a few siil(jeit» whirh have la-en «liown hv i>xiM-r- ienie to jKMtwwi the hi({he-INI Arithmetic Alffebra Physical (teo)(raphy Drawi.iK (Freehand rical) Bookkeeping (?) and Geomet- luu IIX) KM) lUO KngliNh HiMtory - (ieography Kotany - PhyHicH DrawiiiK Bookkepplii^ Arithmetic Algebra a(» M HO 20 fit) 30 - 100 - - 100 Geometry 1()0 Latin (optlnnal) French (optional) 100 100 Sfronil Venr or Graih X, English 2(N) Latin 2IM) Greek or French or German - KM) Canadian Historv |(M) Arithmetic and Algebra KN) Geometry |im) Botanv or Zoology - . imi StTintil Vriir iir (fiiiilc X. 3K) 50 50 71) :«) 50 KngliHh - - . . History (•eography .... Chemistry - . . . -Agricuitur Drawing .... liiMikkeepiiig ,vi .Arithmetic KM) .Algebra joj) (ieonietry KM) - KM) KM) - KM) KM) Latin (optional) Grei'k (optional) Fi-ench (optional) - German (optional) Thiitl t'nii' .,(■ (iiiiilf M, Knu'l"!' ant •■•»'" -Ml (Jn-.'ki.i Kirnili iii(i..|iimii . jiki Hi'itiHh HiNioi-y - . . . imi '^'K'-'"" KN) iiii'lry Dn) ('h<'iiiiiili'y .... imi PROPOSCO COUPtSC. Fiitirfh Vriir III- lliiiili' X/l. Latin ... am (ttffk or Ki'eiii'li m- (ii-iiiiiui -' ism An<-ieiit llJMtiiiy . iim AlKi'hiu lu) (Je«)iiii'tiy . UN) Priictii-iil MatliciiiiiticN. KN) PhyMicM 101) I'liyxiolniry A: ||y);ifMi-. .V) Thiitt y,iir III- flmiif KiihIMi .... IIUtiDy mill (ii'iiKrii|iliy I'liy-iolo^y - ' . I'hy-.i.» . . . . Aiitliiiii'lji mill .VI^.'l.rH - (ii'iiliirli V .... I'liHlicnl Miillii'iiiiiiii'N . I.iiliii (iipliiitiiili lit'i'i'k (iipliiiiiiili Kii-ni'li |ii|ii jiiiiiil) (ii'iiiimi |i>|iii<>iiiili - PRESENT COURSE. SI. f'uttrt/t }'fiir nt A, ImMrailo* Sykjtcta for Clasdcal %\4m. K)l)(lixll llisti.iy - INyrluilinfv . >yrliiili>)ry - Naiiilatliiii <'liy..l<» <'hi')iii»t)y titilmiy '/.IH>U>)t\ ■ (ii'iiliifty A Kill nil liny . Nii\ i((at|iiri Tl'i)(nlliiliii'ti'y AIki'Iiiii ItNl ilNI ■wkjaaia ■Iria. 2INI - IINI KN) . KNI KNI • KM) KNI ■ KNI KN) - IINI KNI - KNI KNI UN) I - .VN) C. 0^ll•nal tykjai Kiciirh (f)'aiiiiiinr Kifiich .ViitlinrN ('(■riiKiii Oraiiiiiiai' Uei'iimn .-Viithmit KNI UN) too KN) Som.. dit...renr,.M „f iipinio,, w,...- expresH.^l with ri-Karil to a fow „mtf.Ms of ileta.l. Iii.t tl... .oiii.iiitt,.,.. „ilh piThap. „.„. ..x.-ptio,i, ww.. iinanh.ii.i.Hlv of th,. opwuouthat tl... ailopliiMi of.s.,„i..,si,ih pt..^.«im..e of st...li..s as that out- hn... alM.v,. woi.1,1 Klv.. v,.,y .m,,.}, lu-ttw ivsu't.. than w.-iv .it p,vMe„t U-inR ohtn)ii<>(l. ' " Some thoiiKht that Aiithi..,.|i. shoiil.i not Ih- .Hnj.-il U-yoml Oimle IX It w»«po,nte,l o„t thai in th.- Initi.l Stat.-, it is not rnstonmry for A.ith.neti,- ana yial «.il,ji.et to 1,,. ..a.rii.l inlolh,. hiKli sihool kim<1''« "t "II. In ({..r.nanv also "Anthmiair proper .•..»«.« in (lass IV. "at uhi,h»taKe the av..|«Ke age of the pupil IS twelve. » B«^ It wa« thoiiKh! that l»-tter p.oKres.^ loul.l Im- ii.a.Ie in Oeometry by jxwt- IMinliiR II iitlhp iHM'diiil yi'Hr (if th)' roiii'M*. Il wn» iilHtptI thni n <'nibl<* iiiiiiib<>r •>( |iii|ilU rmiiiil II ilHTti'iilly in KriiN|iinH the fiiriiliuncntiil IiIi'iin of tlift milijmt, ami thi-y wimltl Iwulilf to tiikf hnltl iif It iMatcr ttftiT a fiirthfr traltilnR In AlK<>l)rit mill MrnuliiK. Thi' niMjoi'ily wiTf of tli<> i>|iiiiinn tliiit DrnwiiiK iiiiKllt >m> iIiii|i|miI from the wfiiii.l yiNir^ timl iiioir tiiiio iiiiKllt Im' niv^ii In it in tin- fliitt yi-ar, thni N|M><-lal nttfiitiiiii hIiihiIiI tH> Kivrii In (ii-onn'lrlrnl IhnwiiiK. nnil lliiit it Nhonltl lif iitll- iiitl »<) an inti'iHliirliiin to rni'iii'tl (iroiiii-lry wliii-li wax to In- laki-n up In the following Ki*'"!*'- Hiiiiii' of thf ■■oiiiniittfi' protrhiiMl viK<>riiiiii|y aKninxl Ihf n'tainiiiK nf KiHik- kiM-pinK. huKiiiK thi'ir protfMt on tli<- ki'oiiiiiI thiit it wiin of littlr oi- no value from iin filiu'iitioniil (Miinl of vii'u uml Ihi'icfiirf not » |iro|H><'I''>I ni<'fliiiK« of ihi- nonilnittn- and iH'i-aiiionally tiMik part in Ihi- ilimii^HionN on llii' invitation of thi- .Sii|Huilfnt of Educa- tlcin. it WHh allowiii to ri-ninin for ihi- pri-wnt- in thf •'tfntativf " rounw.* (>n« [Miint on whirh Ihf roniniitlff wi-rc (H-iffctly in ui'tuii<'f of Ihf stiiiljr of biiin. ami thi- ilfNirultility of it* >H-inK taken »l> hy fvi'ry IiIkIi wcIkmiI pupil. On thi« not a iliMi-fniinK voicf w»h hfani. The roniniitlff, il iiiiKht Ik- iiotcil, wi.n not a onf-Niilfil oiif in IIh r<-m to xhow that bexidfH thf other lifiiflllN to lie ilfiivfil from it, tin- Ixiy who liii.s uiulerKone the xfVfie nifiital ilixi'ipliiif anil tialnliiK involvicl in a systfni.itic xtiiily of Ijitin, hax thfrfliy ai'i|iiirfil fhi- powi-r of strrniioiisly appiyiii); himxflf to othfr xubjfctx anil acioiiipliHliinu iiioif in Ihiiii than Ihf lx>y who hax not been BuhjeitiHl to that ilixcipliiif. Thf KUiiiuiliff Ihfrffoif, wliilf not proposinK to make I^itin a ronipuKory xiilijii t of »linly in our xiliixils any more than alKfbrn or hixtory or i-hfinlstry, an- iinaninioiixly of the opinion that a knowleilK* of it shoiilil Ix- ilcriufil a ipialitlcalion not Ii-ns -•XHfntial for a hi^h xrhiMiI teachfr than a knowlfilgf of those siilijiits. anil thi-y ifioiiuiifnil that in ami afU-r tin- yi-ar KdW. I,ntin slioiiM he iiiiliiili'il ai in the imperative siilijfi'lx rfquii'fil ofthoM- applying fur ti-achfrx' liifiixfN of Ki'aile B, and that thf xiholarship rfi|iiiiiniPnls he lia>fd on I he Huliji-its whiih it may Im> derided xhoiild conxtitutf thf fourth yf»r of the liixh xi-hool courxf. The fhairman of thf puldiiatlon nimiiiittff wixlifs to state here that «uhxe<|uent investigation sifnis to jndiiatf that thf fduoational authoritiex of Oerniany, KiiKland, and thf liiitid Statfs. do not have no kffn an appreoiation of thf importanif of Hookkcfpin^; as a hinh xchool suhject, for it nowhere ap|>ear« in thf (ifrmaii sicondary mIiooI piojtiammp ; the iflelirated American (•ommitti'P.s, thf •■('omniittff of Tfii" and the "fommitlef on Colleire hntrancf Rpiiiiirf Mifntx, " havf ihi idfd that it ix a proper suhject to Ik- exelud- I'd from the hijfh siliool roiiisf: and the KuKlish Hoard of Kdmation in a M'centl^v piihlislifd I.ttfi have dec l.iifd that thfv"do not lonsidf r Kuokkeepintc ax a xiiitnldf NuhjiM't for xfi'ondary M'hoolx. " It wiiH aKrecj that the lonsideiBtioii <.f the sulijectH ami niiiniint (if work in tht'iii that slK.iilil Ik- m|iiii-,.(l of landidnteM for teucheis' lic-tiwH of Kiaclc \ shoiil.l Ih- hft to .1 Hulw-ominilt.v lonsistiiiK of Pniiova .SCO la that it i.s now some fourteen years since any material change has iK'en made in the coiiis(> of study prescril«-d for our schools. During these lourteen years the woil.l l,„s not U-en standing still. The imiM.rtance of educ.itioii IS (iMuiiiKtolM re fully realized, and the interest in it has Imh'U growing more intense. This peri.Hl of fouit.«.ii years has seen an immense amount ol time and thought and united effiut. more perhaps than any nrevious Z! ,'IP' i1 K'''"T "!■''•'' "''.'■■'''''• h'xtoiy. devoted to educathmal' problems i>^ the ablest educationists in many countries, and notably in Great Britain Oer.nany and the Cnited States. Hy far the larger part of "these efforts morel over ha.s iH-eii concentrated on the consideration of the l«>st coui-se of study for [•U|Hlsiii secondary or high schools. Some of the results arrivetl at by l"hese •eo'ri '''T.,,VVr'' '''>■ ""-""'ting ami valuable ie|)oits. audit W(.uld lie strange indeed if we in Nova Scotia could not learn something fiiHii them. Among these there .ire lour documents to which (he '■ '"'Jt'"'- ''.-sire to direct the attention of our teachers and the public in •These are : 1. The Report of the (!oiiiinittee of Ten on .Seeontlary Schools Studies. 2. S. 4. The Rei»ort of the Coiniiiittee of Fifteen on Kleiiientary Bduiation. The Report of the tlonmiitlee on College Entraiue Reqiiireuient«. Problems in Prussian Seconilary Kdueation for Boys. It is prolwbly not too nuich to say that in these documents are to be found the most valuable contributiiins to secondary etiucalion which have ever been published ; and, as they have Ixen issued at a merely nominal price every Utacher and every one else who is interesteil in education should possess copies of them and make the subjects of I Studies was appointed in July 1H02 by the National Educational Association of the United States, an association whose annual iiieetinKS are attended l>y nearly 4(),000 education- ists from all parts of the country, the puiiM)se lieing to consider the whole subject of secondary education and to see in what way improvements could be made in the existing svstein. Ten of the leading educationists of the coun- try were appointed ou this committee. President Kliot of Harvai-d University lieing chosen as chairman. This committee, being authorized Ui amMiint others to assist theiii in theirdelilierations, selected ninety e of the ablest and most experienced e fairly represented. Care was also Uken that eijiial representation should lie given to those expeiTenced in general school affairs and those whose work was of college or iinivei-sity gi'ade. An appropriation of $250() was made to meet necessary expenses. After labors extending over alxnit a year and a half the coiicjusions arrived at by these hundi-eerintendents of schtiols to- gether with President A. S. Draper of the University of Illinois, and Dr W. T. Harris, United States Conimissioner of Education. To assist these in their investigations, lists of : their re|«ut was submitted at the I^is Angeles meeting of .Inly IWIil. The work was carrieil on for the most part at individual and i>rivate expense: but towai-ds the end. the Association place. :«) cents. 2. Report of Committee of Fifteen on Kleiiientary Education, with the Report* of the Sub-Coniniittees : On the Training of Teachers: On the Correlation of Studies in Klenieiit.iiv Kilinatioii ; On the OigaiiizatiDii of City School Systems. New York : Aiiiei lean Book Co., lWt5. Pp. 2.3.'). ,S0 cents. 3. Report of the Coininitt<>e on ( Dllege Entrance Reiiuiiements. Chicago : The University of Chicago Press. ISlHt. Pp. 1«8. 25 cents. 4. Special Reports on Secondary Education in Prussia: (1) Problems in Prussian Secondarv Eduration for Bovs. with Special Reference to Similar Questions in England. 1)V Michael K. Siidlei-. (2) Curricula and Programmes of Work for Higher Schools in Prussia. Ijondon : Wyiiian & Sons, IHOW. Pp. 230. Is. in th.. ineimialioi. of tins • • • t" „, '. • i 'r' "' '.'""*'' " In. hav..„«Ki«te.l one section alone s.-nt ,Mit < A , x th. m , ' • "*/'»■ .»"""tiy, and thi« H.I.l.-..sse,l to t,.a.l,...-.s. t./su, ",r, ,r. Kl. s, r l''''T'' "' " '"'^^."l"'' "f i«'q"il-.V in ...huatii.nal work \"„ s I •• I. , '' "^ '"VM" "''''••M'roiniMen «.n.n.itt....a n.ass .fMate.Ufi.a.nsi.tir;'' '''''';' ".""" ''■""'•^ "' t'"' oi.ini.M. ..f siH-tialists su I s I -ul Hv V, V ' .""'"'^ """f""^r'' f'"' "'" the result of four vears of thoui.h s o.U*^ i • .' "" '.''""»f ■■*!"■"■'"' ""•'«• "re only the opinions of', he si';; !:^'of '1 ^ ,1 " '/ i:::y'ti?i;''.:'''- 7"'^ *■""""" '"" «pp.-nded lo the sp,.,lal reports ,t f, mI ' '■''",'"V"'\"'""'*' """"■« '"e eoiiferen,.es, iustitules a. d' ■ m-,. !, . •\'!''^'\'''''''''''>" ^'»' <"l"-l"Mons of question sinVe U... ,, e -H./k |;.'^^ ' f,- .^ /"'I x.ealously .studied this in Jidv, IMJ.-,. 'Uiev are s,,l,, , ,...i , .'. • V ""'!"""' ->r"<'"ti..n at Denver, in a large .le^r" ,ue;V wllh'rhe iS;".;;-,^.;';..:,';:: ';'"*■ V""ll'"">- "'"1 secondary schools. if the country •■ '■""'I'" "fHi'i ''>' "r uiKinK their s<.<-ial scicnc... ar..l th.-r.' is a m i ,,„,. . T ' 'T'""." "' " '^"■"' ''ra"<>i of The advan......f .mIu.' t i m i. C v '"' ^^'"'■•■"' •■,""' •■"'»■" -rilicism alike. of any .,f the ..thl;, I ■ par , ., ,s of ;..i';;;::.'^^^ --...npared to that reason both of i,s iut.dh.t "■ I sL i(i.' /„'. \;L'V.?.'T "'^l'"'' ''V applications." Nowher.- .'an a I Ht.r, „,;.., •. ,'• ''"'"" "^ "■* l'ra..ti.al van... of e.lu,ation 1,.. f.mn.l than h I 4 . V • '■' '.'.'•■' .'V'''"''' "*' ""'<"<'- Hcondary l-Mu.ation." win fr is 1, • .;,1 I'' r, ■"''''I''^ "' IVnssiau will remain a w.uk "fp.r.n,,entv'h,.w .,,■''':' ''" '^'^'"^V"" "'Principles. arrivc.Iat in i, have ll.o.nc^hn!;';;:;" oh" ^Ic^lT''^''''''''''^''^ ^•''''>"''"''''''''y I i..f..ss„r.>| ( lassH.s. Dalh.Misie (■„l|,.^e. Halifax. ■ * ■ ■ '"iv;fcss..r of Alath..,nati..s. A.v.dia Colj.^lJe'"^"'"- '"■"•" ''^"'"^'--- |leH:e.An,i«..nish. I{. \V ■•ro.essorofch...nistry.st.K.rr>^;:!ri'-:;; Maci.ki.i.w. I'rincipiil of I'ictou Acadi^my. . U. ('AMI'lIKt.!.. ''riticipal of Triui. A.adi'iny. (^■r^ianrird'':;^;;',;';;^!;;:';,;;.);'!'-^';.-^ revise! an.I l>iv,ii^-!il dmvn t, (irei.n A; Co. |>p, |KIt. $2..">(l SepteuilH., iw:,. .\..„ York : LouKnlans! APPENDIX I. The Importance of Limiting tlie Number of Subjects to be Studied. The 13. 5. Nationa.1 Educational Aasociaition'a Committee on College EntrsLnce R.equirementa> In the inti-rpretation of the reciiiiiiiuMulutiiiii!* of this committee cniieeMiing the siilijeotw to In- iiieliuled in the .secondary -.school proxrHinnie and the lequire- inents for udniiMHioii to college, for which credit should Ih' K>ven, it i.s dixtinctly understooil tliat all wcondary schools will not offer opportunities for the pur- suit of all lliese subjects, and that the colleges will .select those only which they deem wi.se and appropriate. The very large secondary .schools cont^tining six hundreorliinve ore rveeieing revoj/nition jif llivir oiiiper plow unit ri'ilnv; n-liile other ntnilien are being releijiitiil to ii Hvvoniliiri/ jioxitlon or iiltogvther e.vvliiileil front the avhools. (Hvfxn-t. II. .■'.). .1 /(•((• thinijK llioronijhlji unit intvllinvntly ilone nnike the livxt nevondai^y ilitiviplinv. iHe/uni, p. '■'.'.) The V. S. Nationtt^l Educational Association's Committee of Ten on Secondary School Studies. Sele<-tion for the individual is necessary to thoroughness, aiul to the im- parting of power as distinguished from information : for any large subject whatever, to yield its training value, must be pursued through several years ami bestu(lie(l from three to live times a week, and if each subject studied is thus to claim a considerable fraction of the pupil's school time, then clearly the individual pupil can give attention to ojily a moderate number of subjects. iHe/Mirt. p. .',11). If in a secondary school I«-itin is steadily pursued for four years with four or five hours a week devoted to it. that subject will be worth more to the pupil than the sum of half a dozen other subjects, each of which has one-sixth of the time allotted to Latin, [livport, p. 4.i). Ak hkiokIiivi/ xiittuil iiiiirmx HIT noir too iiffen (irnnii/rrt, thr pupil nitty iitnr no thrinifih ii Hveoiidiiry nvhool vonrxv of ti rrrif fvvblvonil Hvnippji luiture- ntiiily- ingii little of nniny siibjevtH mill not ninvli iij iinjioiir. ijvtting, pvrhiiiu). *' eKcellent when the Hrst flu^ r,,f e^h s a"n,' „s' r^^^^^^^^ ''" ""^l^^T^^^^". "" ^ucatio , n7h.^ """,'■'■ <.'••'■"'"" »'itei^ that, in the history of higher iiiil^iiiil Eng*«,d^"""" ^""*"'' P'»'-"-""«nt*'y Secretary to the Board of Education. shouTd te gTen'In scS'"'V.7e',:^lTh '' '•"" '"irrr "' ^*'" *^"'^''""" ^"ich 'V fA aiv not liimle to unili-iHtunil that if their ttliicHtioii i8 a lilwial etliicntiun it rnn, neverthelctiH, l)e tiiMiHine nrhtHtlti the Itlienil (ind the i-ummri-r'uil many subjects at one time, and the hoy leav»'s school not knowing any one subject well. As time goes on and the sum of human knowledge has increased, new subjects have been addetl to the ciiiTiculiim, and every subject has its partisans who con- sider it iiioiv iiiinortaut than any other subject. In fact the overloading of the time-table has been going on to an inr-eiisiiiif degree for years. The trhule KUHtem in in ii xtate of iiente conyeHlion, anil the onlf/ eniv m in an immediutt Miniplijiealion. No i-eal piogress is made in any subject until a certain degree of mastery is obtained, but, under the pivsent conditions, it is impossible for theaverage l«iy to master any subject. The stimulus of enjoyment is therefore sacrificed and a Isiy's whole" time is s|>ent on elements. (From his Inaugural Address, January 11, ItNItt). Joseph Pa.yne. Professor of the Science and Art of Kducation, College of Pi-eceptors. London. Knglanil. It appears, then, that Ascham's pupil proceeds firmly on a broad basis of facts, which he has made his own by mental conquest, and that this has iM'en ps8ibly !»■ a good aiethiKl . . . .It would be easy to show that the valuable end.s of education can only lie gained bv doing a little well: that the ambition to grasp many things, igncblv ends iii the loss of the large majority of them : that appi-ehen- siim is not coiiipreheiision : and generally, that to the characteristics of '« good metluMl of teaching we must add this, thiit it aims at securing ninltiim, but not niiilta. If the est intentions, but of no piiiclical experience— are continually violating it in their persistent attempts to extend the curriculuiii of elementary insl. action. A little bit of this knowledge, a little bit of that -some information on this j«)int, and some on that is so •• useful. " Tliev forget that the nnmt iiHefiil thinfl of all is the formation of t/iHiil mental hahi'lM. anil that thene ran onlj/ he formed by eonren- 'fraliny the ininil on a frn- Hnhjrrtu, and making them the basis of training. (lA'rtkireH on h'lhtealion, p. ."lO.) 18 APPENDIX II. Th. Imporunc of Ung„.g. „ .„ ,„„„„„, ,, ^^^^^ ^''^^'^'«^"TJ,Siz::^s;' *"~»"o"-. c.™„,„„ .„ Colin. '«|iiir.Mnfntsfoin.liiii.s..,i,„ii„ r..||,.n,. '"'""" '" ■'"■'■"" '■-"*'•''- his' U", , J;. Vr 'f ''■"^■*''' "•''"«•'" K..Klish 1^1 tl.. (ir.-ck Fi'Piich (iei'..ian ICistlily K.-<>.i..<).. li't.'y J'hysi.Ml GeoKinphv Mdta.iy • Zoillo^y Physii-i <'hc..iisti-v .o..t.nt the„.se.v..s with ......e "...i..■.^..Hl';::.^•;:i;^{' Ji; -;;; -- ^.-o^ n...«t 13 haMlmii^ heUl Hway in mcIumiI km tin- clisiipliimi y ctiidy itiir e.vrellriiir. A Bur- \vy ofitH ucliK-iitiiitml value. NiihjtH-tivc and ohji-ctivc, iiNiiallv piotliict-s the c-i.iiviclifin that it is tn ivtalii the first plarc in tin- fiitiiie. It.s chief ohjective HtlvantaK*- if* that it nIiiiu'h the Ntriictiire of laiiKiiaKe, and the logical foiiiiH iif Hiihiect, predicate and niiMlillir. thus levealiiiK the essential natiiiv of thought itBPlf, the UKiHt inipoi-tant of all i>l>.jects iM-caiise i! is self-oliject. On the o\y- jertive III' pHyclinliyiral side. K>'a»niiar denKiiistiates its title to the first plaee )»y 'tH use as a discipline in siilille analysis, in loKiialdivisicm and claHsiHcation, I' he ait of nuestioniii(t, and in the iiiental arioiiiplishiiient of inakiiiK exact flnitions. Nor is this a iply. funiial cliscipline. for itH subject niatter, ;">K"»K<'. '« a proiluct of tin- reason of ii piMiple not as individuals hut av a social whole, and the vocalinlary holds in its stole of wonls tlie generalized ex|»'ripnce of that people, ini'ludiiiK sensuous oliservat ion and icHectiou, feel- iuK and emotion, instinct and volition, f Hi-jhiH, j>. j.s.) Profeaaor M. E. Sadler : The object of a hoimI secondary school i.s a lilier- al ediK-ation, without whichthe iiicre possession of imitativedexterity in picking up the Hounds of a straiiKe laii){uaKe will he f id of little (H-riimiient value. It is in the Hrin hut lltliiiK discipline of the mind and lH«ly, in the training of the will, in the teuiperint; of the mind, in the sharpening of the powers of accurate ohservation, in streiiKtheniii); the memory, in the /.vniotic power of great ideas, in thepurKiiiK and dccpciiiiiK of Itelief, that the real and only virtue of education lies. It is not cram. Iiut disi'ipline. Hut wlii'ii we come to choose our inHtruiiients of education, our choice is a wide one. It is indeed poHsihlr thatone instrument may not lie in Itself lietter than the others; hut it is certain that all aie not ecpially Hitiiijf for all temperaments or for all stages of ciiltui-e, or for the producing of all tli.- ditTeient .iptitudes needed in different lines of life. In the ehoii'c of the right instrument or instruments for the given child, the given school, the given district, and the given calling, lies the central piiihlem of educational work. Tlir tliiniijiiiiiin iif l/ir HrtilMihiilrti (i. p. the modern Rchools without either Latin ortireek) arc i-onvinccd that for nuHlerii life, iiiiMlern languages arc an essential (not nccessarilv, however, the only essential) instrument in linguistic discipline. They aie far from disparaging the discipline of science or the discipline of inatheniatics. Iiiii they iiiiihitain that, fur rhilihrii i)/srli<>i,l uiji ti/ilii I': ill nil ii-viiIm—IIiv liiii)iiiHH'r iliMri/tline ill Uh iriiirr Mrimfiiiijilit III /«• l/ii- liiirkliiiiiv iif viliiriiliitu. They contend that the laws of mental griiwth, the need for initiating each new generation into the accumulated stores of human culture as I'xpressed in language and literature of all kinds and the fact that hooks are cheaper than laUiratories, will compel us to make use of the linguistic discipline as oin- niainstav during the earlier stages of liberal education. . . Km they are fully alive to tlie fact that, for the very reiuson that the modern l.iiignagcs ,ire living, it is incunilM-jit on the non- clasHical schools to lay special stress on gramm;itieal exercises, and on the accurate and laborious study of inflexion and of syntax, wherein lies the mental gymnastic, the logical training, of linguistic studv. f ProhleiiiM in PrUHsian Serondnry Kduriilioii for Bityn, p. :l.t.) The emphasis in all German secondary schools is laid on linguistic discip- line, but every boy is also recpii red to come up to the required standard Ui religious knowledge, mathematics, history, geography, German literature, and certain branches of natural science. There are no schools exactly correspond- ing to our secondary " schools of science." Science is taught as an obligatory subject in all secondary schools, hut never plays such an important part in the curriculum of those schools as I does in the ■■ Schools of Science" under the Science and Art Departnieiit. This dilTerence lietween Knglish and German schools is partly due to historical reasons, but partly to divergence of edu- cational principle. The Germans have concentrated the intenser form of scientific study in their Higher Technical Schools, to which the boys may pass i?j ""'y i^' ^^^y '"*^*' •■"niplefed the prescribed couiwe at a secondary school, hducational opinion in Germany prefers to lay stress on a wide general edu- cation during the period of secondary school life, and th.» regulations stemlv forbid anything which approaches preiiiatme specia!i7„Tfton in anv one branch ofstildr. (Commercial aptitude is a bye-product in their system of "modem" secondary education. The German secondary schmils seeiii eminently success- ful in cultivating the p""'■ And the srudy HUfi .\Felh,^ln. p. 24«.) ""'"""n in an eniu.ent dexree. {/■:,(„<■„/ imuil "",„« kn-i^eilV ot?ht/'rd^'^;;»^.,,'''Vh/ the hun.„n being wants is a He who studies tbeni is studvi^^l;. .^^ '"••*""'•«■ things : thev einlNidv farl. Baiuing an insight nto the he«r^ Tn^ "'u'/ '^l"" ■"«""«''' «"d 'otters.* Rp fs {Lecturer on Teaching p. m!^'^"'- """^ ■'''""ty °f the things they represent! repJs'e;?'rht^ti:X\f.:Jrt'hoSt^."tV;rr '-"• -^ '"HKUage of our race and its development and J.e^r ''"'^' "f language is the hfsto?y anguageisonly another name fiirKrea"? cmi..?'":;''*'"* "^^ the resources o'f ti..ns wh.ch make up the wealth o? .'?rii.t';:;!:.'S.rf:r- ,?hid"7 ^**, -^""-p had.');,VTroLTi;^''L'il:rr/X.von'e"Z''"'''''" "f X""'"""'- as a. science is to be ^;:^--di^-iS:tS'T'^'"r ayaiiab5'n,r*Thrse?io.j; study of disci^l'inalMrhi""'^ '-^"^"'-^ '"»"■« "^ " week 15 Th« Roy».l CoinmlMion«ra on MiddU School* in EngUnd i The " hiimitit" HuhjerlH of iimliiivHitu, of irhirh the nhnly of laiuitiage m the ftegiiiHiny, appear fo hinv a iliMfhirth/ i/natir rihirational pinrer than the " nuiterinl. ' Ah all riviliaiitioii rt-ally taki-s its Hm*- in huiiiiiii iiitPiroiiraf , wi th»> most efHrU-nt iiiHtriiiiieiit iif i-diicatiiin H|)|»-nrM In Im the Ntiidy which incMt hear* on that intficom-Me. Ihe Htmly of liiiiiiaii N|H-*'i'h. NuthinK appean* t« develop and diNrlpliiu* tht- whole man w> innch aw the Htudy whirh hshIhU the learner to undeiHtand the thiHiKhtN. to entei into Ihe feeliiiUM. to appreciate the moral JudgnientH of otliem. (.Uiilillr SvhimlM Ur/iort, p. 22.) S. S. Laurlo. F'rofetiHor of Kdiiratitm in the ITniverHitv of Kdinhiirgh. "Profetwor l^nrie Ih onrnreatext living wiiteron education."— T/i#' JoMrw/ro/ EdunitioH, i^indon. "Anions the workN which have given to PiofcMHor I^uiiea world-wide reputation ixh an educationist may !«• mentionei>rii4ivh. Tlie language then of oiilinary human intercourse and of literature is when puism^l as an alwtvact study i. e. in ita hinUirical forms and logical i^'UIwuh Ihe ImkI of all iMmiihlf (limiplineH of the intellert: first. Iiecauseit is the study of the intellect itself, but this in a concrete material which bring* it within the capacity of the immature mind of hoyhtHHl : and. aecimdiy, liecause of its universal charact<'r iH-cause, that is tosay, all the procetMeH of mind are presented for analysis, and this in every powtible relation of Riniplicity, complexity, and sublet y. [hnifiaatir anil Li'iioaiMtk Methml, p. 0.) Knoiigh has N-en sall«tl>'-'^.«ti.H l„,» „, Hir pupil rnnv ..«..if i.i .i., . '""»'!i>i'' fiilnm,, ,,f diftlniliri-. upon whi.li iU APPENDIX III. THK IMI'ORTAN( KOK LATIN AS AN INSTKI VIKXTdP EhlCATION Tiir U. 8. National Kuci atio\ai. Akwjtiatiom'h CitKMirrEit ok Tkn cn Hetoxoaut .St'lllMIL HTI'DIEH. One of th* mcM» intervntiiig npinituia MpnniHil by th« Conft.-viii-a |i •. Ih* Cou(ei«iiM "■ •*.If •' "" '"* twhiBK «'' Koghih) i< tli*t /Ar hr^U ,»W. m Ihr Iradtinii of tngluh IN All/* n-kiiolt niuivit hr Meurnf witkititl Ikr /iM>7/,y iu/rrior to 'kour proijnimmrii in wkirk Ln wtliffator^ itnhjtet. « 0/HiiioH tkal /iprnml OK an nppeami tut im i"o * memben of the Committee afterwardu mated, 'hrough the column* of '• The School Review," that i>arririi/nr nir* Kiul hrn, tnlrn in tk> /rtimiiiii of tk- two uriMVUnm'^ calteil Ikf. "(lantml' ami Ikt '• hrUiu-S,iniiiiti\" ■iii'l tki' " it' „;i, tk, lw,i iwhm'nt of Ikt CommiHfr tkat lujik for impU- goimt In i-^lur ami for iko^r. wkom nlivMm I'tnnimil'* vnlh Ikt All/A DcAiHi/, one 0/ lk--v luo pmjnmm:ii im Ik^ heal fmMthtt " | in KirreKN on Kiemintakv Kiiii a- ThK U. K N.\TI0.VAI. AsWOCIATION's CuMUITfEK TION. A majority of your Committee are of the opinion that formal KnKlish grammar should b) di»contmiie.l in the eighth year [i, .■. the eighth year of the oour« and the fourteenth year of the pupil), and the study of tonie foreign language, preferably that of Latin subati- tuU'd. The educational effect on an Kni;lii!i sp^iking pupil of tailing up a language which hlte l^tin, u lif, ,« ,*, *,„,, »LZJ,"U, p HA) "^'' ' *■""' '""" " '■"■* '"■"'■ '""' '''"""' "• '""'" •" ••*«^ («'P'! I>. R. fiAio ., lH»i»rtor ttf Sckoa/; Kngtanil. Engliih Kramm*r )■ unfortuDstdy taught in ..ur •UnwtiUry •choob hy iMahtn vho for Ih* m<-l p*rt »r« un*c.|H»(nt«l aith the grammar of any olh«r l.nguan The ro»m •<••"•• »' ";'• '• «"'•» 'h.y ha» no power of •tM.lying thair lEought« .,,,1 1^,„^ ih,(r ™". clQ.to... m »{ngh.h grammar, by oomparijon of th.m with ih«i, ?hn„ghu an.l oondu,™.?, in Ih. grammar of aoT ..ih.r languag. living or .l<«.l. Th. in.p.. t." . .vrn if h. .C °«I grammar . m.t .J much valua, urtil it can b. tr.at«l mmparinv.ly. It woul.1 n'a b. worth wh.l.. proUbly. to r«,..ir. our .i.m.nlary .ohool irachir, to l«.rn ol.l KrglUh oj 0.rm.n for the «ke of loathing Kngliah grammar. But it i. wall w.til, whil. to m.k, th.m l|»rn ...meth.ng of Utin : l*-,u«. .oHu. I^nowlr.lg. of that Ungu»g- will „... Tmlv upon th« wliol. rang, of .ul,,«..|. f„ „, .,„.|lj„g up ,„ hi.loiy. with which a. l«Mnm or Uachtr, th.y hav. to .l.al (.sVAoo/ /»./,..,«,«, p/^,. Th. llalio« ar. K.aron") WlIUAM DrWiTT Hvik, l'rr,ult„l nf Bomtuiu Cnll,^,, Bruniwick, Me. ,1,- ^^^ *t""" V '""''•"""'»' !" • lil-'r.l «l«,»iioM. To omit th.m i. to build upon thewnd. To puatpone thrm i. lo build from th. roof down. "u upon Utin It (undamantdl to ihs atu.ly of language, lit.ralurr, U* . hintorv. and all thiit concrn. th. .,pre.«,o.. man ha, .,.*!« of hini«lf in art. l.ttm,. ,, liiic. am iii.titu i iV ;,„i;.;ili.u . 11"*" "i*"' .*■?"! ""i" u""""'' '"""' "'"'" •" ''"•"" "' '*•»'•" •""«y Wind and unmlelligibl.. By a dead lift of arbitrary m«»iory h. will have to Uarn r.»,i of word. and form, of «p»«ch whioh with the aid ot a littl. Utin would b«)om, ratwn.lly i*,. K^^ *I*.T"' ,•"'• V. '''« ""• "' ''*<•■'*""»"" «'•• 'i*-! b«n« of r.fer.no.. am .1 ».i"„, which a littl. cl.»ical iMriiing would have olothed with lif. •""•l-mi (ireefc i« a hi«hly deoirahl. .lemcnt of a liberal .duuation : ami in'■ "/'/"""' "Z'-*'™' -'.X'"/ t !!^T*i o/- Utin, ...atheniatu-.. and Kngli.l ,„ld Iw abmlute r«,uir.mcnt» for ev.ry liberal VZT fl lh«^ '' "'.""■ '.""•«" '" """^''i- 'h" fundamental .haraoler of tb^ PnLl V ■■ '•"I"'"""'"' ''"• •Jn.ia.ion. In v„w of th. .xtr.i..e dilfioulty in mak,^ Enghih a ««nou, .tady : an.i in recognition ..f the f,.ct that th. b«.t training in Knrii.h i2 the .ntelbgem nudy of Utin. the college. ,n,y «,«,„ ,«„tin.m lo mak^litin a Urm" /P,T»"l^"JlV •"••*':•;"" *•'"';•,.•';'' KnB'i-ha.malfer element than the oOe^iulfX (t rom an addrvw on A(i«pn/.o«a/ I'nlnr., delivered at 3<«ton, October 12, ISW ) ^'^'■• W. T. Harkix. I'mi-il fitiiln fownMwwer o/ AV/wfi^'un, Waahington, D. C *Aoo/ .twtu. Thi. .«:ure. for youth from three <„ «ven ywr.' daily occupation with thi working, of the Utm mind The boy or tiie girl gr«lual1y Income, perm«ted Tith h! r.'!Z."' 'f''£i ""'"■?-""'l«'> P« 'I'l? The -pecial .igniH J.ice of tlu^rword. ihare.preM the ideal, of Roman character (and the i.leal. of .11 character), word, which w. hay, nr!^ «.rve,l in o.y •r.n.lat.on mto Kugli.h -gravity, .oherne... probity. hon„ty. ..If-r^tramt au«erity, con«„ler«t.nB.* m,vle.ty. [Mtrioti.m -improve, lii. mind deeply a, ,re,^iof &~rrMV"?r;/te '""""" ""•• ''*"''''^' <«•"'-•• »•'•'- to'DaWdtn^' i^'^i '^ ^'^^ 'u " "" "•*'^ l»npiage.. Nor ware they ,v«r ,v,ntuajly mcr, uMfui in. liberal aducation than now A youth «iuipp^ with Utin and OrTekhM powM.of l,.rt.iug and ...d.n.tanding wl.alav.r relate to th. «)cial7poHtic.l a,!d lepd THK IMPORTANCB or LATIN. fornM Mid aMgM o( ht* paopla, thai |ivw him > diatlnet mIvmiI*m ottt tM jroalk adHMMd only In tiM " ma«i«nM. .... I kmn limy unn ahnhdeivJmf ol>itttioiu l» Iht Iradi- Itomti >it»eilieit of f^in nml Umt in njlrft an-l nixutrmu: ( KiluenlimitU Ktiinr, Jaaaan. ilM.) ' M. H. Lai'mk, Pr^'-or ^ A''/«/-«, Unlvartity of KdinbnrRh, Heotbuid. iKnn urntf ami Ikt rwmll v Latin 1' »/ormiU a»iliimmm I'a utt/'" to Ir'trh hojf* l^ilin \f rA«y ■^iHnel hmk fonrml lo a prvlooifil CHrrirtJiim ill) rrptritHr* Itn'h m» to lUttrnl from tki^ tm/ih Uira/ljf III three jretn I^Un, wrlltaiight, aii.l not ba||ua premttiiraly, o»n glv* an amount uf ganuina iliwiiilina anJ aoliil hmtruatiun in wnnU and lyulaa fonnt which U invaluablu. It placiit a Ifiy, aa li wata, by oim bnund oo a highar latatlactual utana than hia fallowa. (/Mi(. p. 137.) Thf Mmii/ uf iMtin tifl gin^t eomfirthfiuioM q/" mind ami poieti- <^ nHtflurt, it Ihr httt of all prr/nimliomi forf^nlkf. m-UHlilii- iniii ; and furlhar, it giva* gretler aoutaaau of diKhinioatiun -a miiat liiipurtaDt atiributa of tba highaat Klantitto minda. In thort, ma may aay that tha fiirmal atuily l« of all axaruiaaa ie tha analytia and ayiithatia whiih Lunititiita iha whola malhod »f (oiaDiw. . . . . Thow adui-ationillati, who are nui inari! tlieiriata, fnal tha nau««(lty of dnding an initrunwnt which ilorn not over iirain hoya, and which can work fairly wall in the handa of no vary cunning workman. Whara natural aciencB ia that Instrument, tha method which ktoka ao ' .ell in theory muat dasanerata in actual practice into tha moat ordinary and vuliiar cram. (p. l«2.) ' " Sd'tifr «« 1/ roM (f lif taught to fcoy« l>ttirtni tirrJtt and lixtrtn )fiar» <(f agt in a fnHi iitHralin inttruwur m tomparrd trith 'i laHijmnjr lilc* Latin, (p. IIHt. ) To rxclndf Latin from thr cbligi.. aini eurrienlHrn, M«Wd ht km tdurational calnmity (^ 197.) Artiii'R T. Hadi.iy, PrtniiUnt of Yalt Viiinrnlf, New Haven, Conn. To a man who haa no practical experianoe with educational ayatema the idea nf atudy- ing the Ihiiiga which are going lo be uaeful ta ao attractive and ao plauaible th it he rarely aetta UK r, '. 'vinic weakiieaa. t*o Kreat ia the importance of nyatematiu work, aa diatinct from dilettantiam, that thona who a few yeara ago were numbeied among the opponent! of traditional ideaa now regard a conaiderable knowledge nf Latin aa an element in liberal edncat ion at the preaeot day. Whatmr he ikr main eaiur. it mtmt lo h^ trMf that thr hohiuj mfH who hare h'ld a ctatienl IraiHimi.whrthrriH Amrrtrii, in Enijland, in t'ritnr- or in tifrmiuy, ure iiW« to lake up fiiiHti/r ^^:{ut with (I ip»o/ Catu/ogne, p. 3.T) H. H. Almond, Head Ma»i-r of Lorello School, .Scotland. English, Latin, and Mathematics have a distinct precedence over all other sulijects taught in this xchool. The whole subject if " Motlern Siden " is one of great ditiicuUy and importance. In order to approach it, the fact must \>e Imrne in iiiimlthiit they hare not hitherto Miiceeeded in Inming oiiJan'iDodfilyfienfhoyHaH •' OaM.ical SidfM." To whrtever causes this may be due, the classical hoys prove superior to the Modern in subjects in which the two sides are taught together, to a much greater extent than wouhl result from the previous school positions of the two sets of hoys ; and the tone of Moilern Sides is apt to bo in every respect leu satisfactory. . . It i- Ih' Head .yfin/,>r'M experimcf that if one of lim egual hoyi oj jifieen, Imlh in the Middle School, irere to >eme a moment in doubt, and may be briefly summed up as follows : — That the Real School of the fiist rank, whatever generoua acknowledgment may be due to wlim it has actually accomplished, is nevertheless incapa- ble of furnishing a preparation fnr.academic studies equal to that offered by the Gymnasium ; that the Real School lacks a central point about which all other branches may group tliem- aelves, while the Gymnasium possesses such a point in the classical languages ; that all ffforl* to/ii4 a mlittilutr Jor thr etamral langnmjn, lehelhrr i)i mttl/ifmatIcK, in the modem language, or in ihf natural i>tiri)ceH, hare li^n hitherto unnucceKifid : that after long and vain tearch, ice mit^ always come hxct tiinlly to the remit of centiiriei of exptriincr, that the jurejtt inilntment that can be iu*ed iit training the mind of youth tx giren in the Miu/y of thr. Innguayei, the literature, and the >nork» of art ofdanical antiqnily. According to the unani- mous judgment of experienced teachers in the departments of mathematics and the natural sciences, graduates of the Real Schools are almost without exception overtaken in the later semesters by students from the Uymnaaium, however much they may excel them in the same branches in the first semester. (From Dr. .T. Conrad's German Cnii-emitiea for the Lout Fifty Yenri, p. 329. ) The Pkufessors or this TeciiNicM, Hiuii School at Karlsruhe, Germany. In a remarkable memorial recently issued by the Profx'^ors of the Technical High School at Karlsruhe, the nyntematic tlnily of Lntin, o« a tchool difcipline, i" declared to be of the highest inUtie for future engineer^, hotaniHl^, •.oologinli, mineraloijintii, chemiiitJi and ph^- iiici'tt. The memorialists indeed aiy, Amherst College, Amherst, Mass. /( 4o» l>een the inriler'H experienct in teaching biology (mottly zooloijy) that the doMiceU Kludentii do a l>tlt'r grade of trork in the nubjict than do the ecienlijic. All his classes are composed of a mixture of both sorts, and during the first three years the »cientijic Mvdent* to*re f/ii<*n a half year of zoology liefnre the ctaMicnli came in ivith them, the latter even wi/k thii ht>,ndicap doing (in good or better wont. The chief difference is in the character of the work presented, the tendency being for the rln»ncal» to Inrn out more accurate and thorough re-^u.lt'*. APPENDIX in. — • .... - , -.." •luiii.ic ase em <*^^^f^Tj^^Y^J^^^y^^^r^^^ -"-.U .heir i„.bi.Uy to oo.- In ?"*'/Hrf' '""'•'n(? advanced to the senior section he ha. hll an ^J, fn . . ">""■" ""'''°« °' ""dy- If he ii of Utin. o- for the study of Fre"ch in wWch h. "'^'"°1 ^'"^ '<" the continnatU y~r. a. o.herwi« he could^in twoTe^'rs. ° ( Reg'rt fo"^ """" " '""'''' P"'8'.« in o^ ^i:^^P'l^!^:^'^ W. who devote th.»«,^ physically as those wfio study Utin and (."i^k fo^ "^'''', ".9°;?^ P^gres. menully or «comn,end change, of whichVu do n"tkDoT,he'effectP "''• """^ >°" »>e.it.te^ to 9«t a, a r«M0» that thi sl,^of l2'i„.Zt L "'^ ""^ '**"■ '"<"' '''^/f'"''" «'«*>«. njv inlwH.-. »ffj..._.. *".*":•. "«•<« known wlucslion.l .ii.l,«l._ :. /I •■ n . . ' Dr. A H. MacKaf, Beptr- b.thlun"on:hu^7red'o?tro°hun^nL^'''''''r".*"''r' °' "« P-"".. . . it ™.. «r^ •"" *'- -'tho« L«iL":in""suS^; T„";;'7: Pon ^:::"th* r*""'/"^ -'y '''"o"' period. . . But thU must be said The I^Kn^t -^r.i. . "" '*•'■''*'' •"«>'•• of that (Quoution taUen from Dr. TTZ^l^-^\^^y-Z':Jf^,^^^^^^ "'^^. , THE IMPORTANCE OF LATIN. .•a!::^™;:!*^.^"- "• '"""'""■'"■ "'* '"^'''''' ^""■-"^ ^'^'"'"- «-«■•■«•• natui ^ ->-att'^:^.:Strj^;r'rs^^^^^ -rs "■""-tic. who are never likely to prooe«l'iS ihe U niversitrbat whTJ^ix T'l ''"" '?* '?'8'"" "'""'*' active life at 18 or 17. the attempt t.. teacrvwliLti™, «.^Th *?'«''. P™'?"'""' •"• °^^" even to t«aoh Greek at all. generally pr" ei tS™ . mUu't" "'^"'S''"" »' •ohoUr.hip. or of grammar and the laU ^.tTuctu'^ToTlait'e ttSaX'^Vt"'"^ "I *'"' ~""- effective instrument for examining the hi»rnr„f!S™''f-^''.* '*<«'»'« " furniihee an Kigliah language, and (3) wL".'^^ 'h,h^ toCl.?! ZVtl";''*'' ^f l''^«'''P'nent of the in our national literature .,„1 to make inuUiXe tl!, !Li..'' """''^ '''^«'•*i"« be obscure itaml. to that of Greece and Rome ""•"•8'ble the relation in which thi. literature .ncro?ernglnKrj°ofoti:4t"rnt„;"^Arre''^r""" °' i'"'" ■"«» -■"">»' are worth attaining, it becomerev.den, Z?'^A'" a~* ' " *""* ""denitood that they m //W/o, toy, S^he Ucit i^Ts^mptTon in ou ^^.^ir pUnHha?"' '" T''"^',' '"' '^'^'^ "' masculine and French a feminine stSdy. is wholly Sei^ We wLw'""''"* '''"'''. """ » taught a»e^„tial part, of i,„y '!, ughtnottobeattempt«l. T/JX, o^Zca'SI pTasS.')'"" ""'' two la^iguage; Tiin: Board ok Education, England Utin is the neces«,ry^Ts o T hoi^ugh lin.;^,';ri Z/yf"""- , '^^''. ^ ^"''^er that or in mortern languages ; and that amnnS il^^l^l ? '"*™J"y training, either in ancient eminent a. regards g?am'nm?oiltrn?nlr.^^^^^^^ "' '^""■'h "« P-- and access to the larger world of inU^rnVliona reUtinn^ •ccurate .xpre»..o„ of thought. Course, of the older or classical type? Greek may be tZn Ta .rrS''f " ' •^'' "P** "' a modern type the third Unaiiaje taken « ill nr,ln.,ii. V"* ''"« "-' = '» those of *Vo;«faryS<-»W.. 1905.; '*"«"*2« '*"«" "'H orJ'n»rily be German. Ot,,j«.lalio»s for !'r APPENDIX IV. SECONDARY EDUCATION IN GERMANY (Programme of 1901.) (A 9 y«»rt' coune followiDg a 3 ytnt' elemanUry oourM). ( Clou VI Approximate Age ! .)— Time Tabijj or Utmmamia (avainl Sohooli). [Showing numbar of leMona per week in ichool ] iTri Bllil A. Religion 3 (iermtn and 3 I 4 Historical Tales. I / Latin 8 Greek French Compared with Time-Table of 1808. Biatory Unchanged. Unchanged. 6 honrs added, I to each date, except VI, V and 11 B. In the three highest daaaeii (ireek may be allowed mure than 6 houra, the exceje be- ing deducted from the 7 a*- ■igned to Latin. 1 hour lesi in III B and III A, I hour more iu II B, I R, I A. Moretimegiven to Geography in the lower, more to Hii- tory in tlie higher claaaea. Unchanged, ex- cept for the perm, ision to change the time allotment in the 4 high- eit clamea Unchanged. Unchanged. iTotal bv increased hours. A. UcsidcH the above, DrillinK aiul (;vmna!.tic8 are obligatory for S hours a week in every cla» .-mg.ng for 2 hour, in VI. and V. ft.ys with tall^t for ringing are r^^fr^ t.. ake part in chorus singing thioughout iheir whole course. The hours Sevoted to siinaiDB and gvmnaat cs are not Irmked upon as actual w.,rking hours anerman .... 6\i 4 3 3 3 3 3 3 3 1 ■' 3 3 3 3 Utin i 10 10 8 8 8 J 8 8 6 6 & 5 Greek ... .: 8 2 2 8 2 8 2 ' French 6 6 6 3 2 4 4 3 3 3 3 Englith .... 6 3 4 3 t '■ • Hilt. St. Oeog. 2 2 tf 8 4 3 2 2 3 4 4 3 8 Mathematics. S 5 5 4 4 3 i 8 3 3 4 4 4 6 5 5 Nat. Science* 2 2 3 2 S •2 o 2 2 3 3 3 4 S 5 Writing 8 2 2 2 S 29 29 1 29 Drawing 29 2 8 2 2 38 2 12" •2 Totals 25J 26 .■JO 'so 1 .30 30 32 32 Gymnaatics, Singing, Writing aa under Time Tahle of GyniBaai*. 14 SECONDARY EDUCATION IN ENGLAND. (A A ye»n' course following a 6 yein' eUmenUry courM.) TIMK TABLK OF ETON COLLEGE. [The great Kiialiih school which has contributed eleven o( the twenty-one I'rime Min- isters who during tne last hundred vears have controlled the destinies of the British Empire, and which claioicd as former pupils more than half or the memters of the late British government. " Confessedly the first of public schools." (Cyclopft-dia of Education.) | ClOM. F. K. 13 D. C. R A. A/iproxii,ialf Aije. .2 14 IS 18 17 1 C 3 4 ■2 5 4 1 7 5 4 3 4 1 6 7 7 1 (ireek 7 Knglish 3 5 3 3 2 4 4 . 24 25 25 24 1 22 •-•2 The Stiffiice of F and K includeH Physical (Jeojjraphy. The Mathematics uf F includes I hour of Drawing. In C, Cerman may !« substituted for (Jrcek : and in B and A German alone, or both German and French may be substituted for Greek. [NoTK.— The above is the timetable as revijed and modified during the present year 1906.] 15 SECONDARY EDUCATION IN THE TXITED STATES. (A 4 yran' court* following an H yaan' elementary courn luch a* we have in Nova Scoiia.) DEXVKR HIGH SiHOOI. CURRICULUM. |(;iven in Keport* of the Moevley Kdiicatinnal Commiuioa to the United State* of America (Oct.-l)ec. I9M), a« " lairly repreaentative of many other at-hooU visited."] CLAHSIUAL COURSE. FiKST Ykak. Hecond Year. TiiiRii Yeak. Latin ■> Latin » I^atin 5 Oreek or German . ,'> Creek or German .. il French (optional) . A >'ngl'«h .1 Knglieh 2 Ifnuliih 1 Algebra fi i Geometry 4 Phyiical Geography 2 { riiyeic* 5 History (Greek) . . 3|Bi(tory (Roman). 4 Drawing 2j i FofKTH Year. liatin 6 (ireek or German. . . 5 French (optional) . S Kngliih 6 Algebra & Geometry 3 20' 20 21 •23 Muaic, and Caliathenic* or Military Drill 3 houri throughout the vouree. GKXERAL COURSE. FlR«T Y'ear. I..atin nr German. . f> Kngliah 3 Algebra 5 Physical lieog iipby 2 Drawing 2 History (Greek) 3 20 Second Year. Third Year. Latin or German. . . 9 English 2J Geometry 4 Physiology or \ Botany / Foi-RTii Year. History (Roman). n Latin or German.. 5 Latin or German.. 5 French or Spanish . 6 French or Spanish . . .'i English 1 Kngliah 5 Algebra 2 Geometry 2 Trigonometry 2 Physics 5 Chemistry 5 Bookkeeping 2 Drawing . ._. jj Drawing 2 f Drawing (optional) Hiatory (U. S.).... R 37 26 Music, and C»li*thenict or Military Drill 3 hours throughout the course. Those who contemplate an advanced acientiNc course may substitute French for His tory and Engliah or for Science in ihe third and fourth years. Others by permission of the Home and the Principal, may substitute French or Spanish for Mathematius, and in the third ye.-.r English Uterature fnr Utin and (Jeriran. and in the fourth year Enalish Hielorv for Latin or German. o ' '"'jr Ifl SECONDARY EDUCATION IN THE UNITED STATES. St. Ldui.s Hir.H School. GKNKRAL COURSE. '?^^- Finrr Yeah. Latin S Ski'oxd Ycah. Utin Thiku Veah. Fourth Yiuh. ! lAtin 5 IjStin 6 tierniHii (ir Kiench. . ft German or Kreuch. . ft Knglisli 6 Engliih S Ea({liih 6 ICngli^h '> Algebru R (ieonietry ft Biulugy S f hy»ic« fl l'h)«ic» I Chemiilry .? Cheniiitry 3 Hintotv .3 Hiilorv 3 at 2(1 22 21 CLASSICAL COURSK. First Yeak. .SrcoNii YiAR Latin 5 English a Al{{t!bra 5 Biology 9 Tniki) Year. Latin 5|Latin 5 (■reek SOreck 5 iCerman or French. . 5 Z^ngliih SRuglisli 5 tieonietrv S 20 Fourth Year. Latin 8 Greek ft German or French . . 8 Engliah 8 Phyiica 8 History 8UR8K. KlMUT Y -XR. 8k(»m> Ykah. TiiiHD Ykar. ForRTH Ybar. Latin 6; l*tln 8 Latin 5 Latin 5 Oerm»n or French A Oernian or French . 5 Englith B RagVfh 8 Kngliih 8 Kngli»h H Algebra 8 Algebra 24 (ieometry 5 Geometry 2i, jTrigoDonietry .... .1 Biology 6 'JO Physic* 6 '3) Phy.ice 1| Chemintry 3 Cheniietry 3 Hiiitory 3 History 3 27! 24 OOMMKROIAL COURMK. FiHST Ycar. SmoNU Yrah. Thirk Ykar. FODRTII YkAR. (.iktin or Oarman . . 8 Latin or Qerman . . . 8 Latin or German . . 6' Latin or GarmaD . 8 Knglish 5 Kngliih 6 Knglish SIEngliah » Algebra 8 ! Geometry 5. .Arithmetic IJ Bookkeeping ij Bookkeeping 2^ Biolngy 23 Physio* filPhysic* I IChemistry 3 Chemistry 3 iHistory 3 History 3 Psychology 24 Commercial Law . .2j Stenography 9 23 Ethics 2.1 Civic* 24 Economics 2| ■Stenography 2 28 In the lit and 2Dd years Drawing, and in the 3rd and 4th years French, may be substitutetl for Latin or German. IS SECONDARY tlDUCATION IN THE UNITED STATES. CURRICULUM OK THP. HOI'KINM (iRAMMAR SCN(K>U NEW i;*VEN, CONN. [guutnl in tl* Ulwl Kaport ut the U. 8, CnnimiMiomr u( END YlAk. Latla. .ll'NIOK YlAK. t'Lktin B \Untik 6 Algebr* S Algabrs 3 SCNIOk Yc«. KngliDh & Hitlory 8 IS Engliih 3 History 2 U Utin 5 (inrk a Lslin ft OrMk S Algebra i\ Oromctry SjOmhimI! > 'J Englwh . -ilKngliih 3 Hintory 2 (■crman or French . t Orrmar or Krcoch . S 2U 90 » SCIENTiriC COURSK. Pi RUT YBAK. Latin 6 Algebra b Engliih & History 3 IH Jl'MOK YkaH. Sknioii Ykah. Latin b Latib 5 Algebra fti (ieometry 6|UtK>metry and Trigonometry S Engliih SlKngliah 8 Hiitury 3 (ierman or Crench .... 3 (ierman ur French .... 3 ; Botanv 2 21 21 II SECONDARY EDUCATION IN TBE UNITED STATES. HIOII SCHOOL COURSM «BCOMMBNDKl) BV THB WMJIITTKK Of TEK. Ymt. MnDMII UNnl'AUM CoPHMg. 1 RmiLWM (:iH»»l. Twolortign UB(ju«(t« (both mndara.) iOm lor»if ii Uwgu^g* (•noi»nt or m««i«rB. » II. 111. IV. r l^ioda. IfMiieh » iEn«li»h ♦ lAlgabr* « iHi«toiy 4 |Ph> nc*l flcoiiraphjr S I i» LktiD, ur Ocrmai', or Frrnch . . . . t Engllth ♦ Atgabr* 4 Hittorx * I'hynksl t irHfnfhy 8 90 Frei»m«trv Astronomy (half ytar) and MeUor- oli>Ky (lialf year) „. (Asm Latin Scientillv8\ «"•""> \A IV. I'erimls. Ijitin S English 4 Algvlirik 4 HiMidry 4 Pliysical (ieonnipliy 3 21) I0 l.atin 5 English 2 tierman for French] 4 Geometry 3 I'hysifs 3 Botany or Ziiolcigy 3 •M I Latin . . jVireek . . i English 4 ((tion.etry J I Astronomy (half year and Meteo- rology (half ye.ir) 3 History 2 •M Latin 4 flreek ■'' English 2 Gurniaii |or French] 3 Chemistry 3 Trigonor.ietryand II ighei Algebra \ or J- 3 Hiatory J ■-'0 I^lin 4 k-....i: 1 ( as in Cla. cal 2 > . '^•"«'"''' 1 a.l.litional 2i * (lerman lor French] 3 Chemistry 3 Trigonometry 4 Higher Algebra 1 or > 3 History J Geology or Physiography (half year) ' and Anatomy, Physiology and Hy giene (half year) 20 K * In any school in which (Jreckcan be better taught than a modern language, or in which local public ..pinion or the history of the school niake.s it desirable to teuch Greek in an ample way. (ireck may be substituted for German or French iu the second year of the Classical programme. _^_ H. B.->< It wa4 the beit Jadcneat of the roBnlttre that balh for paplU xolac to collece aad fur those whose edacation ternlaaie* with the 1>< 'h ichool, oae ol theae two programmes (the 'i'lasstcal' aad the 'Laila-Sci .idc'i Is the best possible." ,;■