CIHM
Microfiche
Series
({Monographs)
ICIMH
Collection de
microfiches
(monographies)
Canadian Institute for Historical Microraproductions / Institut Canadian da microreproductions historiq
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illustrent la mAthoda.
1
2
3
1
2
3
4
5
6
MicRocorr hsoiution tbt chart
lANSI and fSO TEST CH\RT No 2)
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_^ APPLIED IN4^G E Inc
^=1 '<j'.^ loit Mo- 5'.«.|
'.^S (^'6) 482 - OJOO - Phon*
^S (7ie) 2S8 - 5989 -fa-
T^JrS'X'^"' .,
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'•m
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FIKST EEPORT
COMMITTEE ON THE RELATIONS BETWEEN
HIGH SCHOOLS AND CQLLEGES
IN NgVA- SCOTIA
APPOINTED AT THE MEETfXo"
I . .1..
PROVINCIAL EDUCATIONAL ASSOCIATION,
\ AUSUST. 1905.
^
/"
\^
■as£
i
First Report of the Committee on the Re-
lations between High Schools and
Colleges in Nova Scotia.
Attl„.,.,..,.tinKofU...|'.„vin,.i,.IK .„(ioi„.| A.ss...i,.,io„ „f N,,,,, s,...,i„
I.W.I ' tTnm, ,„ AuKUH. UK):,, a ,k.,h.,. „.„ ,..,i ,,,. f.,i„..i,.,l K. W. «,.«-
r ,.f th- H..,t..M (•„ll,.j,i,.i.. A.ml.m.v. i„ «|,i,.l, it xvas .lai.,,...! that IIhth w,.«
of ....■• .•.,1I,.K..« „„.i a lark nf ,„.„,„.,. ,....,„.li.,„ti.,M i,. thnr „.„k : ami that the
.■o..s.-.,..o,.res.,fth,.s lark of .■....„. ,ii„„ ,„..,„„ ,,., , ,.,,, ,„„, j,,.,,,.^. „ ,
Am a i-..Mult ..f fh.. .Ils.nssl,,,, a,.i>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
('<llll>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 <iiiii|miHtivfly ii<>Kh-<'t«-<l. uiul ihnt our M-hiMiIti were In
thiM rpii|N><-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 <if the re-
lationa lietween the hlRh mhiHiin aiui the colleKen. The advaii.e In the Htnnd-
ard Id niatheiiintlcHi and in wieiue NiihJertM mid the uiukinK of »x>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 nh<Mii«(. nnd, to avoid the wante Involved in diipll-
catiuK work already done in the mh.MilM, it hiid l>e«'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 conducte<t upon right lines, if the large
number of those who perhaps know most abo it educational matters and who
are able to avail themselves of the opportunities afforded by the colleges, are
doing right in seeing that their sons and daughters have a course in college for
their intellectual improvement liefore they go into business or a professional
school, then 8iiw>ly 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 <lii'ii.ii>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'<l. h» «> iimny
yiMiriK men ntiil wi n in Novh Mcotiii now (ln<l themi*elve>>, to Hiuh iin extriit
H« U} ilepiive them of the |>ro|M'i- iN-neHtN of ii lolleKe <oni-»e.
Amu iNiNiM for (liwiimiion the committee iliew np a tentativeeoni-Heof atmly.
whith inKiven In-Iow. ami <m which they would like to have the ophiionii, erili-
eiHUiH. anil miKKeHtionN of thom KnKeil in eilueational work throuul I tlu-
provitire. ami newiiartienlarly of Ih'we whoare teaehiuK in the hiuh NrhiMiU
and acHileinieH, anil of the inii|H>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« r<i| liriil or pei niitlteil lo lake up eaili year.
., ?• T" 'V''"''" '"""''■"'"■"•■"* '"'■US |Hi>Hihle 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-<t iiluiationaf value.
With thew ohjeits in view the ci ittee drew up the followinK whenu",
whii-h iH framed Hoax to fover four yearn. ToKetherwith tl.e»uhjeilH the valueH
which It waH proiHmed to aNNiKU to them are aUii (jiven. For the puipoM- of
cnmparlMon the • dijectH of the present liiKli mcIiimiI coiiixe an
PROPOSED HIGH SCHOOL
COURSE.
/■'irst year or tlrat/e /.V.
pui pi
ilaced alonKxide.
PRESENT HIGH SCHOOL
COURSE.
/•'irs/ i'ear or (,'i,i,i,- /.V.
KnBliHh axi
l-atin :>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)
<JtM>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 .
><miilati<iii
Ijiliii (irmiiiiim' ■
Tai'itiiH -
• 'ici'lll -
ViiKij .
Hiirm
Koiiiiiii llistiiry
(ii'i-fk (ii'miiiiiMr
Xi-iiii|ili<iii .
Ih'iiiimllifiif-i
lliiiiii-i'
• iri'fk Miotuiy
I'liiH aiiv iilliiT I
ItN)
IIN)
IINI
IIN)
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UN)
(lltlil, XII.
■• )m»arall*a
(•r aclanllfla
KiiKli-ili
MM my .
I'>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
<iiMiiiii'try
I'llln a)IV lillllT ;
lin
liiu
UN)
UNI
UN)
aN>
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 <'<inalil«>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<r xiihjwt for the
reKuliir IiIkIi whool coiirNp ; niiil it wmilil |iiiil»ilily liuvt* ImtM thruwn out, but
iiwIuK to II vfiy oti'iinK i'X|ii'pMiion of opinion nit to thf nwi-wiity of rftaininK 't.
whiih wiiH put foiuiiiil liy till' Sii|M..ni„oi of HihiMiU for the ilty of Halifax,
who WHH prcMPiil at all tlu- k<'>><'I''>I ni<'fliiiK« of ihi- nonilnittn- and iH'i-aiiionally
tiMik part in Ihi- ilimii^HionN on llii' invitation of thi- .Sii|H<rintf>uilfnt 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 <iniinoiiH wan thf very
Krea t iiiii>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<iiu|Mwltlon.
AiiioiiK itM nifnilHM'M weif ini'liulfil ii-arhfrN of viirioiiH NfifiirfM, ni<Hli*rn
laiiKuaKi'N iiiathfiiiatitK. and ollur •.ulijiits, aw Wfll an tfarhfis of thf claHHicii ;
hut all, without i-xi'fplion. wfif anxioiiN to Nff Uitin Kivi-n a very proniiufnt
placf in thf hlKli ncIiodI foiirsf of ntuily. Thf tfurlifiN of thf other niilijecta
exprfNNfil thfUisflvfH iin anxioiiN for IIiIh from thf lonviction that it would
rfdiilt in far iN-ltir worVi Ixinitaftirwanls ilonc in tlnirown partifiilarHulijfcts,
for the fX|ifrifnif of lliow ailii.illy fiiKamil in tfii<liiii({ k<><-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 Pnii<i|Mil R. Mailellaii of Fiotoii
Armh-iiiy ; Priiiripal \\ . K. (•aiiiph«"ll of Tnno Aia.leiiiv : Rev. Dr. .MacPhersoii
of St. hranriH Xaviers CoMene. AiitiKoiiish : I'linoipal K.J. Lav of Amherst
Academy : Principal J. A. Armsti-oiiK of Sydney Academy : Principal W. F.
Kemptoii of \ armoiith Acad<iny ; Huperviwir A. McKay of'Halifax.
('oiniiiitl4-es were also appointed (indifferent subjects, to cotiiider and to
mdicat*' III some detail what should be taten up in those subjects, and to ifive
suggestions as to iiipthoiN of l.-uchinK them. Those apiH.inted were as follows :
1. ('LAH8ICH.
Professor Howard Murray of Dalhoiisie (VilleKc, Halifax.
PriiiciiMil H. Maclellan of Pictoii Aciulemy.
Principal K. W. Sawyer of Hoiton Collegiate Academy.
2. Modern Lanocamkh.
Professor L. K. Wortmaii of Acadia College. Wolfville
Professor H .V.«Phprs(.n of Si. Kraiuis Xavier's College, Antigoni.sh.
Principal \\. y. kempton of Yarmouth Academy.
3. K.NOUHii (including Hi.story).
Principal David .Soloan of the Provincial N(»iiiial Scho(d, Trui'O.
President Ian Hannah of King's College, Windsor.
J. \V. Logan of Halifax Academy.
t. MATHE.\IATIf8.
Inspector A. (i. .MacDonald of Antigonish.
Professor C. C. Jones of Acadia ("ollege, Wolfville.
Pi'ofessor D. A. Murray of Dalhousie t Ollege, Halifaj
"). SdESiK (including Drawing).
J. K. Barteaiix of Truro Academy.
C. L. Moore of Pictiiu Academy."
Pi-ofessor Kbeii .MacKav of Dalhousie College, Halifax.
.\ subcommittee was also apix.inled to prepare for publication a reiMirt of
w;hiil had already been done, setting forth the tentative couine of stmlv and
giving a statement of the general principles fi.llow( (I in the framing of it " This
committee was also instiucted to collect opinions on the proposed course of
study from leacheis in the high schools and academies, and inspectoi-s of
.schools throughoul the province, and to invite criticisms and suggestions
Those appcmit.Ml on this committee were Professor H. Murray, ProfesMii Jones,
J rolessor .MacPherson, Principal Maclellan, Principal CaniplM-11.
The coniiiiittee would remind those who take an interest in education in
>ova .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'' '<Vi'V" 'I '"""''?''■. "^ '■'"■''""">''>■ ""-""'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 <areful study.
To indicate more imrticularly the character of these documents, it may be
stated that the t.'ommittee of Ten on Secondary Sell" >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<liicationists, care Is'ing taken that ditfeient subjects and that
different parts of the countrv should !»> 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-e<l experts were eiiilMHlie«l in a report issued in IHW.
The ("oniniittee of Fifteen on Kleiiientary Education was appointed in
Februarv 18W^. It consistetl of state and city suj>erintendents 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 <iuestions were drawn up "which the meniliers were
directed to submit to all persons thoroughout the country whijse opinions
might lie consitiered as of value." An appropriation of a thtnisand doUai'S was
made iiy the National Educational AssocLition towaiils the defraying of neces-
ary expenses. The laboi's of this coiiimittee extended over two years and
the results are contained in their report issued in IW)').
The Committee on College Eiitrancp Ri'cuiii-enients was apjminted by the
Departments of Sec.mdaivand Higher Ediicat Ion of the National Educational
Associatiim at the Denver lueetiiig of .luly 1«».">: 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<l the sum of live hundred .lollars at the disposal of the (•oniniittee. Two
preliminary reports appeiired ; one in IWKt. a second in IKOT.
The final general report liears twelve signatures, but this list forms but a
•1. Rep<irt of the Coiiiiiiittee of '1' li Secondary Studies, with the Hewirts
of the t'onfer«'nces arranged bv the Coiniiiittee. New York : American Book
Co., 18W. Pp. 24!>. :«) 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 ' .""'"'^ ""<oin.ati. ,mj the
course „f instineti „ a .„.( i.w i , /' '•",'"' '■'v;-«t.KHti.,n of the
an.I ,ee..ive<i assistan.e in i. •,,,»/". 7, " '"**'' ■■"•'""''< '""I .Ka.leniies
teachers. And this v as o. Iv . . s, . V . <;.""!-.l fion, tw.lve hundred
the ,„,„„,i,tee s • ■• Th^os ';'",• n'* '" ."'T .'" "'"'"• i"t>"<l"<tion
"ppointe.! (NMnn.i.^te.M.n h^' ;^,.!k ,.' !;\, '7, ' ,""". "f t»"; -K-.la.ly
Npecial .-..nuuittees appoiuted l.v .he . nV, . '"'"''''''''^ »n.l those of the
pniposeof advan.iUK the inte, i.s f h?^ ..";;' '''"''r "'>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 <lass .,, conej{,.s and
posiu;j'/u i^Sj as ";/ cdu;:i'i,:;';i'':!;;-,^::-:,^''''-- -'"' "-vpi-s .. uni.p.e,
lIuminatiuK ^kct.h of the hU \ "m..: .h "v " i,^::;i: " Tr ""-"-'"'« '"'d
iH-KinniiiK of the uiM.-t.'.iith .-.■.it m v \ . L . ".' *"""'"'.v f'oni the
so uu.ch a t.ational .•.m.vrn i t^H.,- cuv 1 ;.'''' ?' ^""^ ',"""■ '■''•■'"li-"
personal in,er..st in it. It s i , t s , n. .- . . V^ '"'»<■ 'li'-P'-ople shown such a
the (ierinan sch.,..ls av ' m t. l" . L,;.;. 'i "'""''•'."' "J- therefore, that
world. As Dr. Sa.ller iavs !• M,! ."f .'if ^^k'' f I """•"'' f'".""' ■■"^' "^ "»■
walks of life ar.. i.ic..ssa.,Uv w... k nLrf.. I, i^ I'-.'imnK an.I position i„ all
tiKatiuK th..ir results, can .,"i^''fi^!.'.^!';):'^'^ Ihescho.ds. invs-
claims. 1„ sl,.,rt....lu.a,i.m II- s th, r, •. j il. '."■;'"«>''>' "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 hundre<l or more pupils are
jH-rhaps, the only ones which can offer all the studies which the committee
enumerates as legitimately Ix'longing to a four-year's secondary programme.
No pupil in these schools can pursue them hII, for no study should occupy less
than one year, and no j,iiiiil tihiiiihl rtirri/ iiioit fluiii four riyiilar ntuilieH irhirh
witirfoiir p<ri(HlM (I iircA'. The larger the .school, the moiv elective can lie the
rurriculuni, without any consideralilc extra expense. The smaller schools nuist
content them.selves with more rigid progranuues. {Hfpurt. p. ■!.').
It is felt that the acceptance of the proposed wider range of options, com-
bined with the insistence U|Hin such a method of trcntment, upon such amount
<if time, and upon such facilities for teaching as will secure goinl educational
results from a disciplinary and cultural point f)f view, will have a pwii.ounced
intlueiice in persuading high school- to adopt flif pritiriitlf of ncle<fhig o few
mkIiJitIh hi irhiih thi-j/idii ijirv atlii/iiiilr triiitiiiiij, riithvr fhiiii the jMitfhirork .
Kjix'teiii of Hrlniiitij ren/ itiitny mibju-ls iiiiii jjlriny oitlj/ xliulit otteiifion to eiirh [^
one which prevails in so many of our .\nierican high schools. And it is lielieved
that this will Ik- a very valuable educational result. (Wcy«</7. p. .W).
The statistics show that in these nine years nnirkril proi/fexH Iiom been nnule
ton-<nil the convent iiition of He hoot nork n'pon ti fen- eentriil MliiilieM.in plaee of
fhe tentleneji toniirilM Miitlerhuj iiliivh n-iin fornierli/ nuinifeKt. The rate of
iucrea.se in the number of students pursuing s'u<h sluilies as algebra, geometry,
history, Latin, and (icroian, far exceeds tli'' rate of incre;ise in the total enroll-
ment. Tliis fact indicates that xhiilli-s of ventral hni>orliinve 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). <i little
II ' 1
10
ProfMMr FriMlrtch Paulsen, of H,.,lin.
ProfoMor M. E. Sadler, of Man.h.-sU.p.
the W^[o"S ftV/urflml m!!'^ l,i.niU but with .„op« training In
tualTnTliglS! %tmiN wh:/;u:vJ:;.'i'^"',%''''*'''' l" ^.mtterinK and to intellec-
instead of l)einK quicltened xtii'lies. Their intereHts are deadened
pur.f^'hL^i^rra'thaJ' it^]:.,;t:^,r; "•"";:""« '" ;°- «-«•""- «
single ii-heme. And we k, w i.J ' ' • '^'''''"i" ""*ke room for them all in any
sight e„"„e,' ly »?.U^r,e''' r ^Mo/,i uiVTn r' '"^V*^ " '"V'' '"»'' "^ «>*'
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 tiiMiH<l to thf devflopiiieiit of their fni-ultieH. mid not
nieifiy to m«jiinintiiiK Iheni witli imthoi-N in whom they iiiiiy not p«-rhiij)H lie
imrticiilArly intereKled. In the eiiiletiviiur Itiiirmhiiie in m>ine nrhtHtlti the Itlienil
(ind the i-ummri-r'uil <i<i4ililieM in rtliinition ire ha re (ilitii i nett (i ctirrit-uluui of
Htmiumt inriliMiileil th<it the iiiiml i,fthriul»ltfiiHH in Iheeijntftnplatiunofilond
the Mludent heeomeH lionrleiuil y mnfimrtt. In Hoine of our (n*«t Hchools a boy is
expected to learn at the Haiiie time (ji-eeli. Ijttin, French, science, arithmetic,
geometry ulgehra, history, Keoumphy, and divinity. (From an address deliver-
ed on SeptJ'iiilier 29th, lOOT))
J. Caaterbrook. PreMiilent of the liii-orp<irated Association of Head
Masters, EiiKland.
The great danger in the nuKlern secondary school fitini which the more
purely classical mcIhhjIs are five is that we try to teach t<M> 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 p<issible because the Held of conquest has been
intentionally limited. It is obvious that no iiiethtHl of teaching which cimsists
in bringing a bit of this thing, a l»it of that thing, transiently before the pupil's
mind, creating ideas, like dissolving views, each of which in its turn displaces
its predecessor, which makes ac«iuisiti<ms only to abjiudon them liefore they
are incorporated with the organic life of the iiiiml, can |M>s8ibly !»■ 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 <ihject of education is training to f-iculty, t«i mental self-
<lii-ertinn. this principle must be constantly insisted on. I see. however, with
the deepest regret, that our educational amiiteurs— men of the l>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,. '"'""" '" ■'"■'■""<l«iy s.hoiils and innll
"f su..h my.o.....;,';i..^.\v\'' .;;':'''"'' -' "v -"--itt.-.. that u,,' J,.^ /:
H langoaK.- "th-i th,„. , ,, ,1 . , " l' '''nn'nlhv,! „o,;„n. The "t.i, v of
=^.!nt!:,:i\-;:;t'- 3'V
n, ..the.- ,,e..,,l.... II.. l„,.„„..., a .i ,,.';, T,,";""'"'"'"' "f" "^ "the,! t i.e,
/ieHlsa.1,1 ...stiti.ti...,,. (h..i,. ,,,istXs ^^l f 1 ' '"''T'*''* "'^
.."e .i^'""'*';''^" ""' '""> '■-"*'•''- his' U", , J;. Vr 'f ''■"^■*''' "•''"«•'"
K..Klish
1^1 tl..
(ir.-ck
Fi'Piich
(iei'..ian
ICistlily
K.-<>.i<i.'iii,.s
AlReli.a
<ii'(ii.iet.y
'r.-iff. >..<).. 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<iweis of apt expression. These powers, it is' true, are
useful in trfvde, especially when a young man can use two living langtiages
t I
14
Pill y aniiKe. but a rory hri.a<i »J« nf^ .i ■"""*''"''«'.'• ""' "P'-fialkiiiK at Km.
clPvW,,|»,.,l „r piemHtiir..ly ,U'v,-\„tZ,i ut li ""^'' "<■'"»■•• ""I*- leinij over-
'■■•ally /Ar ^'/t/.-.W/r ,n.,/ / 1/, w ^7' fl,^^ -"r'""' "'/'"' """•■•. tlioUKh Ken-
l«fU..M,u«le,l in Na.ner-s ''PZI^la!! p!:^,:^:;::: l:''^^^'^ '" /"''-"i'- rKr,m. a
P. A. Barnatt, Iii«,M-ct<.r of ScH.ioIh, KukIhikI
value. And th.- lauKuaKe" , d "« v'e thi« "'^^^^^ '"^' '" "' "'" ''iR'"-""
int.. 'h^phn,»«,,7hy of *„„g ^J"' i\« • „ full-st and b^sr LiJh
and analytic lanKuaire alone but i.VJ. i •" ""' '•"'"»''•' ''tu.ly of a nind?rn
ofHueha lanKuaK^e wllh a^nVhe i '^ , ,''hth Ivt S'^I'TI ''^ ^'"* ««""S-n
and nio«t fruitful studies are those u^T-K*^- '"'Jr'"**'' laUKuaRe. The h^t
ttiouffht. and toshed liirht nil «iil.,„;.. "'V*^«"'*' ^ ther into other resionx ..f
"f lan^ua^e fulfll, ths'^nndtiZ^n an" .''''• "'^ ' ,' """'»•>""'■ 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 !«• mentione<l hiH " I^nKuaue and UnKiiiHiic
Method"*— 7'/if.Sc/im.//f.i(Vir.t;hicaKo. *
It may lie itaid with a «how of truth, that to attain this great reitult—
intelle<tual and moral discipline the langUHge of elemenUiry mathematics,
Phy»i< r hiologv woidd serve. It would serve. iui(|ueHtioiial)ly but not »o
well, ItecauHe the language of these studies is partial and lestricted. wkereas
the language of which wea-e s|H-aking Hit laiiyiiayr uf irc-yilay intemturite
aiul of ntrnitiiiv is universal in its sweep, and ;»<v»«'/ir« a lariety, a itelirary,
aiui HiihtMy of the thinkhitj pi-ui-VHH irhiih all Ihe MririKm of nature taken
tovtherrannotfor a inooniil ai>i>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 sal<l to show that, whether we regar<l the disripline of
intellect, the substance of morality and wisdom, or the growth of the dintinc-
lively spiritual life (the life in ideas and iileals), laiii/iiaiir aa a formal or logical
study, aa a real study, and as h literary or art study, in. anil iiiuHt ahrayi, tte,
the Hupreiiw miUjrrI in the fflniiifion of a human Iwiiia. the centre round which
all other educational agencies ought t" range themselves in due subordination.
. . . In conclusion, when I say that language is the supreme subject in all
education, I mean the vernacular language, with s<uiie foreign tongue as a
necessary auxiliary. (Ibid. p. 17.)
What I have said applies to Language in general, including the vernactilnr
langiiage above all. But the vernacular cannot be thoroughly known without
the aid of another, and. aliove all. an ancient tongue ; and Wr English-speaking
people that tongue mi(«^ he Latin. (Ibid. p. 189. The italics here are
Professor Ijaurie's.)
My ohjert in thin ronme ofleetiirpM hanheen to rtemonxtrate that Language
/"" itq"'"^"^* ''^ ""' «'"''''■'""« «"''./'•'•' "/ "'/ eilueation worthy of the name.
(p. 173.)
•Lertures on lAtngnarje antt Linguintie Method in the School. By S. S.
Laurie, Edinburgh. James Thin, ISIXI. .S.-cond edition. 1803. Pp. 107. 48.
All language teachei-s should nossess a copy of Laurie's Language and
Unguutte Method which is nrolwbly the ablest exposition in existence of the
importance of langu.igc stiuiics. The l.aigri part of the volume is devoted to
the consideration of the teaching of Knglish : lectures X and XI are on
methods of teaching I^atin and French; lecture IX gives reasons for teaching
Latin : and in a supplementary chapter Professor Laurie discusses the com-
parative merits of language and science studies in secondary schools.
in
-^p^'y'^^^r;::^^ .o!:2^:';:
v..|y ,.««. to iir..N,.,n lit .■a.h Ilkm, . l„lV , ,'""" '»'"»? »»•'• 'Hhe. it U .omiwi-a.
••'.my pr<.hl,.i„H to w.l ... Tl...«' im, ..iV '^ '"'*'"'" " >l«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 <iW yi'.rw Ay thr Vm</u uf kmhi mkrr
laHVHOQt . an,l Ikut lj,ii„ „„,t «,„«.,«, fcy ^annn 0/ Ihftr /Mtr iulffrtioiiiU .yfrm .jr»
tt/irruiUj nniltit to IktH r.nii. {H'port, p. a\).
Although the rominillM thought it upedisnt to iriclud* among the four programinM
ooe which iD.ludwl nuilhcr Uiin nor <Jr<i«k. *nd out which included only on'9 foreion
lugttsge (which might b» either ancient or in<Mlern|, they deiiired to atHrm enplioitly their
unanimoua opinion that, under eiiming ronditiont io the lJniie<l 8tit<« a« t • the training
y nieani of iuitruction, the two programmeii oalled
of teachers and the proviiion if nerenairv
' Kngliih " mu«t in practice be (tittinctly inferior
laapectively " Modern ivanguage* " and
to the other two, {Hrimrl, p 4!t. )
[In other W ird»— XAf Commiiler dn<irnltn afirm ix/iliriUff Ikrir ui
Ikt profp^mmfK in irkieh l.rlin did not n/t/iritr nl all, or in mAicA il ..,
UBtumal tnhjnci, irei-f rfi>/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<e» inHe,.tioii« instead of preposilio-jH. and which further differs from EiiKli.h
by the ord«rin winch its words are orranged in the senleaces, is qmie marked, and -i u,nr
of Lattu pla,-,' a. t,„,,il hy .1 ,n,le inlr,r„l out 0/ tk, ramj^ „f Ih. pnpil ,rko h;t cwliuued
hiiUlimh ijrammur wtlkoul lakiKij up /.atin But the effect of the voars study of Utin in-
creases the y juth's power of apiicrreption in very nianv directions l.y reason of the fact that
so much of the Knglish vocabulary used in technical vocabularies, like those of Bcoaraphv
gianmar, history, and liierature, is from a I^atin source, and besides there are so niany
traces in the form and substance of human learning of the hundreds of years when L«tin
wa« the only tongue in which ulwervation and reflection could be expressed. {Ktporf, p. 73.)
In Utin, for instance, the pupil teams in his tii-st week's gtu<ly the to him stranae
phenomenon of a language that pei forms by iiiHections what his own language performs by
the use of prepositions and auxiliaries He is still more surprised to find that the order of
words ma sentence is altogether different in Roman usage from that to which he is accus-
tomed. He further begins to recognize ia the Latin words many roots or stem* which are
employed to denote immediate sensuous objects, while they have been adopted into hi*
KnglMh tongue to *ignify fine shades of distinction in thought or feeling. By theee three
Ihiogs hi* power* of observation in matters of language are armed, as it were, with new
facnities, Aolhiuy llial kt kat kitktrlu Iramtd in r/rammar i« to nutieal ami far-rtacking as
« AITINDIX 1.1
t«M« ladkau. • <n<brml .r.Ur «» m.oul .rnngtrnMI in th. prnoM. of •pmImLmi !«
or»d»«htaIi»m(mT.. wh.r««th..,,«r.U pf,p,.iUoB. of ih. Kn,Jl.h .nu.t (hd.it, b»
m,j,tml mrt. ^ky-h h-wZ ,^«. ««/ ft,„r /"n../ ,knm„ho,> 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<ti«p»n«able for oertain
in,';L " "^ ' ■ " ""'"/'"'"'''''>'■ "/'/"""' "Z'-*'™' -'.X'"/ t !!^T*i o/-
Utin, ...atheniatu-.. and Kngli.l ,„ld Iw abmlute r«,uir.mcnt» for ev.ry liberal
VZT fl lh«^ '<tudie..refumU,„.nlal to the enjoyment and proHt of VK futu7«
! ^1^ ''■ 'I'k '" ""' ''"'>' "'.""■ '.""•«" '" """^''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''/«/-<i/h>«, Unlvartity of KdinbnrRh, Heotbuid.
iKnn
urntf ami Ikt rwmll v
Latin 1' »/ormiU a»iliimmm<tli<ai Mitrlf hut i»<Hltiti- •utmulau", tml mar rfreltmllji
itty nihtr Inngnno* (viMpt Uracil) V'''' Jivt/itiiv lo Ih- iHttliumer nml '
difipltnt. It: , iMlrlUrlnU patrrr, {Laimmiyt nml hinymtlir il'thnii,f. 127.)
It hiu nftrm ht'it mtiit of /<«/» /*<«/ i> 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 <if languiga, and, almve all, of Utin, U tha moat admlrat>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»<f<r ymip anil more miieiiKia <if loiieh than tho- irho/ie preparation
ha' littH from ihr oMtiet eoiilinfd to Ihr more dintineily mvlrrn tulfjeeit. (" MiMiern Education "
in ConHopoliliiH, Nov., 169V.)
CiMKl.Rti \V. Ei.ioT, /^'idnil Of Harrnrd Vinitrtiiji, Cambridge, Maaa.
The merit of difTerant groupa or rnurae* in the aame achool haa often b^n very ditfer-
eiit. The rla'«nfal eiiHrM. Aa« ynerally hem the lietl, the Latinneitnlilir the next timl, while the
k'ni/li»h rourne and the rommireiat conrte hire htrn dietinetty inferior. ['• Teiuttneiet of
Secondary Jidueation" ilk Hdaenlionii/ Brrieuf, I)ec. IH97. )
Edward Thrino, Hmd Matter of I'ppiwjham School, England.
NoEnali<h schwInuiMi el the piaamc day haa mada lo nowtrful an imprtuian on adaaatloaal ilieu ah
euiiid* of Knglaoil ai Mr. Thiini.— £i/ara(i<//iii/ Htiteu, Si. Jolin, N. B.
It leema at flrat eight very atrange that the claaaica ahould maintain their ground cen-
tury after century in apite of progreaa and acieoce aa the main training of the young. A
aubject ia made the prinoip»l atudy of the mighty ten yaara which only one or two of thoae
who work at it will ever visibly make iite of m after life. Nay more, very many will never
look into a claaaical author again after leaving the University. . . . The two great
poweia of tha world religion and knowledge, aeeoi alike to forbid thia aupremacy, and y«(
then miin'ain their iirouH, an-i ici'l ever do ko 'nlonj <»« a ni'ioa caret for Iriu Education,
(Education and School, p. 47.)
«
APPENDIX HI.
[Mr. Thring devote* the whole of thin chapter (pp. 47 101), to the givJDg of rewona
iuitifyioa the pre eminence accorded to the Cluaice in the education of the youth of Bob-
laud, ana in concluding he aaya] ; — *
Volumea might be written un anv and all of the points raiaed in thi* chapter to
elucidate and prove them, but «noH<;A A(M &«en donr . . . nl leant to thaic that no tireat
nalioH can lit tht itvity of Clanie* fall into dUrepule. . . . and rtmain a gnat rintion
topji ; tnough to rthow thai if m no fupernliiion wAi'cA make it a paH of a ijtntleman't
(dvmtion in Kngland to know thtm. (p. 10<).)
KosTra Watson, Profi-Mor of KdiieiUton, Univen*ity College, Aberyitwith, Wales.
Humanistic sludiea have not Iwen dethroned. They cannot for long either abdicate or
be put aside. (Id 5rAoo/ H'or/r/, January, 1906.)
Sir William Hiuoims, Aitronomer, Prt^idnil of the Royal Society of Oreal Britain (lb*
greatest of all ScientiKc Societies.) '
In the scheme of a liberal education, literature and languages, which include the habit
of clear thinkrog in suiuble words, should have a large place, ft must, I think, be conceded
that I lu language of ancient Oretee and Home, which are highly developed for the convey-
ance of delicate shades of thought, ttill aland nn»nr/ia*itrd <m inean$ of training in thinking in
wimeialton trUh roi-r^cl exprewon, while, at the mmr lime, they feed the. miiuf ,nUh great idea*
?^ I'i^ ""' ''''"'' "^ '** '""'■ ' Presidential Address before the Royal Society, November
Sir Arthcr Riickek, I'rofeHoor of Phytic*, Royal College of Science, London.
For m}sclf, I think that a boy looking forward to a scientific career will he wise not to
neglect Latin. (Address at St. Mary's Hospital School, London, October 3, 1902 )
Thk Massaciii'sktts Institi'te of T»HNfii,o<JY, Boston, Mas*.
.k. V^'.^iK^*"""!} '"•«■'»'« of Ttchnology «lmnd< at the htsd ot Ihe whole •yntm of tMhniral educuion in
i * ^u\, *""•-*""■ ■'<"»''* ""»"• '"'«<' Slat« amlxusdor to Q.eat B.iuin. Addmi at Oxford,
■..n.?'" ^iiJ!?''f"'*2.\'"i'''B" "' T«hnology «»«l!r take* fir« rank among Ki«nc< kI.ooIi -^. McKay,
■upctviior of Hslibx Schools, Report for iSgi. ^'
Satisfactory evidence should be presented that the applicant (for admission) baa
acquired the elemeuU of Latin grammar and that he has read four books of Cajsar or an
e<|Uivalent.
The ulndy of Latin ii ulrongly recommended to perrnnn who purpone to enter the InMitttte
since in addition to its disciplinary value it gives a better understanding of the various
terms used in science, and greatly facilitates the acquisition of the Modern Languaoea.
(l"rom page 106 of their latest Calalogae, issued December, igUiS.)
TiiK Ckntrai. Hiiiii School of Phii.aiiei.phia, Pennsylvania,
of a!ur''*Schorf ' "* """" ''««lli««'» and accurate worken than in the Central School.-^. McKaf. Supcrritor
The study of Latin is compulsory during Freshman and Sophomore years, and elective
thereafter. (Central High Srhi>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 >em<ii« in fh' Ctasncal Side for a i/ntr, niid the
otherlojoin the Modem at once, ih-- former iroiitd, in aftw monlhi, heal the loiter in Modern
tHhjecta. ( I'uhlic Schools Year Hook. )
tt- BiMrT'
;Mi~-',-, ti^"-» r
■ M
THE IMFURTANCK OP LATIN.
Kev. J. M. Wilson, Hmd Ma r n/Cliflon Sehooi, Eof{luid.
[At Cambridge University Mr. Wilson wtu the moet diatinguished miktheniatician of bii
time. After graauating •■ Senior Wrangler he (punt twenty yean leaching cienoe and
mathematics at Rugby School when he was appointed Head Master jf Clifton. After he
hacl been in charge of the latter school for eleven years, a visitor to the school noticing that
the boys on the Modern Side (that is the side containing those not going up to the Univer
■itiea), were required to spend a very considerable amount of time in the study of Latin,
asked him why he attached so much importance to the study of Latin in the case of these
boys. Mr. Wilson's answer was as follows] : —
As to your question about Latin, I am sfiaid I cannot give my reasons very briefly, but
these are the chief. First of all, experience shows us here and the observation is abundantly
ran6rme<l elsewhere, that boyH who learn Latin aequirf, a facully for Uat uing other nthjnt*.
Some years a^o Latin was very imperfectly taught on our Modern Side ; more time was
given to modern subjects. Hut the result was that the Modern Side was almost invariably
beaten by the Classical Side - even in their own subjects. For instance, a classical boy
began German in the fifth form at 16 and before he was 18 he was far better than a modern
boy who began at 14, and gave quite as lonu a time to it every week. Again modern boys
gave twice the time to science, and considerahly more to mathematics and were almost
invariably beaten by classical boys. And in Knglish, in which the modern boys got far
more teaching, they could not compete with the classical boys for a moment. (Education,
April, 18911.)
The U^IveRSII'V of Bf.ki.in (the world's greatest University, whose students number
over 13,000 )
[The following was the unanimous verdict of all the Professors of the Philosophical or
Arts Faculty on the comparative merits of the classical and the non-classical schools after
a earr/iil teM txttwiing ovfr a /terioii of tru ytam during the whole of which each Professor
carefully noted and compared the work don"* in his classes by the students ooming fr< m the
different kinds of schools. Dr. A. W. Hofmann, Professor of Chemistry and Rector of the
University, thus summed up the result in his rectorial address] : —
The total result of this great investigation cannot l>e 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 a<lvncate the study both of (ireek and Latin in the schools,
in the case of boys intending to follow any o' the above scientific pursuits, but of the two
ancient languages they emphasize LHtin as the more indispensable. (From Dr. Sadler'a
Prw'ian /'roli/eni', p. '21H. )
F. B. Iak)M1s, I'mffitor of liiolo>iy, 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<p€nrff«/, August 31. I§J3.) •'"'•"^"'^ ""cse- (" ("-uk jo,- Sritnlific StudenU.'
.peeiri^L'^rce-JSt^.r^^^^^^^^^^^^ " V-'' "^ ™ore for those who
«'*•«? '"'■^"•'ory course, in .Igeb™.^"™^^^^^^ • • : • All shouM b.
-hould be ample. (Quoted by Su,Srvisor Mo^^n hU repo r^f or^'l^. )'" ' "'*' '^"'"^
.hir^'rll^'yi!!iS-iS;:;i^^^-:,.-^ cou^ii or u„..
A. McKav. Supeni^ of HdiM- Srhool,. Halifax. N 8
..,,,,„„.. "' "-v.... ^cnoMt, Halifax. N. 8
■*
L/:
» — "" •"I'wr* lor 1090, • "•
.he s<,.e:iretei^:' r.^^^^^^ X;^4-,T "--r-Pathie. were drswn to
the derivatio.. of words is' tTighrto .11 he n,:™^""?' L' '^" ^»"" "'"' •?<«'••* d'i" in
•choo education at this point, he ha8re<^U^rv^,''« " '?'■ •"/ '"'P'' fini-he. hU
koowledge of it^ relations to English. a^d3er^.n/.^h. «"'"."■« '" ^""'' »"<* h-- a fair
of hundreds of English words-no .maladvantai^nW^f". "'.'"'' ''""'">' '""'•'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 '<rhJ\LZeZZchtlU^l:,:J^^''''^^^^^ to be
and unless it is likelv to be prolonired tevon.l th». * pro/o,i;ftd to th^ a,jf. of t>!,
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 an<i so are not included in
me aiHive tAui6.
I o ., Oplional studies nre 2 hours Drawing in tlie 4 highest chuses ; 2 hours Enslisli.
anil 2 hours Itelirew in the „ iigliest classes. " B ■ "•
III ^T lh"1 Z^T" 7''i""* '\P«",':.,"P«<''»1 ix'tniotion in thai line is provided in IV. aud
111 III the 3 highest classes. Lnglish m.y be substituted for French, and optional French
Uke the place of the optional Kiittlish. "F"un«i r rontn
111 classes III B. Ill A. and fl B, the 6 hours of fireek may be replaced by 3 hours of
fcoKlish 2 hour* of Irench, and 1 hour of Mathematics in the first two classes (i.e., in III B
"a'Lral So *" ^U b""" *"*''' ' ''""'' "' ''"""'' '""' ^ ''°"" "' Mathematics and
11
SECONDARY EDUCATION IN GERMANY (Proorimmeof 1901).
(2.)-TiMi Tabub or RtAUinHSAsn (Modern School, with Utin).
Optional : Mechanical Drawing in the S |,ig|,e,t clanes for L' houn. a week
For Oymna.t.«. Singing, Writing, .ee undJr Time Table of (Jymu«ia
12
I
SECONDARY EDUCATION IN GERMANY (Prooramme of 1901.)
(3.)— TiMK Tabm or OBiiRREAL!H'iirLi!N (Moilern SchooU without Latin).
Agt.
VI.
V.
10
iv.jm B.
11
12
III A III B. II A,
13
14 19
I B. I A.
10 17
Tutsi
Houn
ComparMl with
TimeTkble
of 1893.
Keligion
Uennan and
Historical Tales.
French
!}'
Koglish .
History .
Geography . ,
Mathematics .
Natural Sciences
Writing
Freehand Draw
ing
Tl. hrs. per week
26 j 25
2
6
2
2
a
29
41
2
30
2
30
2
4
4,
\
i' 14/
3 i 3
30 I 31
19
34
47
2J
18
14
47
16
31 I 262
Unchanged.
Unchanged.
Unchanged ex-
cept that per-
mission is now
given tochaiigo
distribution of
hours between
French and
English in the
four highest
classes.
More time
given to Gao-
graphy in the
lower, more to
History in the
higher classes.
Unchanged.
Unchanged.
Unchanged.
Unchanged.
Total increased
by 4 hours.
Optional : Mechanical Drawing in
For Gymnastics, Singing, Writing,
the fi highest classes for 2 houn a week,
see under Time Table of Gymnasia.
Hi
-.-m^.--. f^ .. T - ■-.■■■ V.^ ^ -|^
IS
SECONDARY EDUCATION IN GERMANY.
Timf.-Ta«lk oif " KiroRM S<!ihm)i, " at Frankkort.
1 Common
Alternate Counei.
:Prepar»tory
1 Conira.
Gymnaaium.
|IB. lA
1
Keal({ymnaainm.
CVoM. jVI.
V. ;IV.
10 11
III B.
Ill A
13
II B. II A.
III B.
Ill A
II B.
14
II A
15
IB
16
I A.
Age. , 9
12
14 15 ||6 17
12
13
17
Religion
3 2
2
3
9
2 2
2
2
2
2
!
1 2
2
2 2
<>erman ....
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 8<Hiatory 3
23
28
IT
SECONDARY EDUCATION IN THE UNITED STATES.
St. Louis High School.
SCIKNTiriC Cl>UR8K.
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( E<lui'»lit.i. raprMcriUtU*
of lh« L-uurtM uf many itrong SohwiU ia th< UniUil bUMi. |
CLASSICAL C^)URSIt.
riMT Yram.
8CCX>ND 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»<h 4
Eoilith 3
(••r-nkn ••
Keomttry '
I'hyiiii'i '
Botany or /oology 3
20
Latin, or OcrnwD, or French .» or 4
English 8or4
(J«om*try 3
PhyiiM 3
lliitory 3
Botany '«■ Zoology 8
f ranch 4
Engliah 3
Ofnikn 4
M.th.m.lie. {S'jJ*^.™y 2) ■••■4
Astronomy (h*lf yvar) anil Msttor-
ology (h»U ye»r) 8
History '^
Latin, or Hcrmsn, or Frtnch
„ ,. . ( A« in other cou rues 3\
knghsh {A.ldilion.l •-•/
.1 •. . , Algslira 3 )
M>m«trv
Astronomy (half ytar) and MeUor-
oli>Ky (lialf year)
„. (Asm Latin Scientillv8\
«"•""> \A<lHiti..nal «/
3
4
20
- ,. . ( Ai in Classi(
E''«'"»h i Additional 2\
German
f rsnch 8
Ai in Classical 2 ) 4
Chemistry 8
Trigonometry and Higher Algebra |
or f 8
History ;
Geology or Phyniogrsphy (half year^
and I. 3
Anatomy, Physiology and Hygiene j
(half year) /
21)
Latin, or (ierman, or French 4
t. ■,. . J As in Clssnical 2 I .
*•"«'•»•' i Additional aj--- ♦
Chemistry 8
Trigonometry and Higher Algebra 3
History 8
Geology or I'hv^iography (half'i
"'*" a^d 8
Anatomy, Physiology and Hy- 1
giene (lialf year) )
JO
Note.— "Although the Committee thought it expedient to include among the four
profinimmes. one which includeil neither Latin nor Oreelt, and one which included only one
foreign language (which might lie either ancient or modern), they desired to aftirni explicitly
their unammou'i opinion that under exintmn conditions in the United States as to the train-
ing of teachers and the provision of necessary means of instruction, the two proftro-nmcs
called respectively ' .Modern Languages ' and 'English,' must in practice be • ti.ictly
inferior to the other two." (From page 48 of their Report.)
90
SECONDARY EDUCATION IN THE UNITED STATES.
HKiH SCHOOL C0URSK3 RKCOMMKNDED BY THE C'OMMITTKE OK TEN.
Vkar.
Thr.'
Cl.AeHICAl, ("iM'KMK.
■ foruimi languAgex (one rnoiirin. )
Latin-Siikntikh CoiiKsr..
Two foreign Ungiia^eH (one nindcni).
III.
>
IV.
I'erimls.
Ijitin S
English 4
Algvlirik 4
HiMidry 4
Pliysical (ieonnipliy 3
21)
I<atin S
English '2
"(Jerman |oi French] 4
(leonietry 3
Physii N 3
Hiatory 3
Latin 5
Englisti 4
Algebra. 4
HiHKiry .... 4
l'hysic:il (ieiigraphy 3
-JO
1>0
l.atin 5
English 2
tierman for French] 4
Geometry 3
I'hysifs 3
Botany or Ziiolcigy 3
•M
I Latin . .
jVireek . .
i English
<ternuir.
MallioRiatiis
ri
r Freni h | 4
try •.')••••'
( Algi-hra
I (jeunit't
Latin 4
Knglish 3
German [or French] 4
Ma hematirs ,. * , „ > 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."
,;■