THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES 

 
 SOUTHERN BRANCH, 
 
 UNIVERSITY OF CALIFORNIA, 
 
 LIBRARY, 
 
 lLOS ANGELES, CALIF.
 
 PUBLIC ELEMENTARY 
 SCHOOL CURRICULA 
 
 A Comparative Study of Representative Cities of 
 
 the United States, England, Germany 
 
 and France 
 
 BY 
 
 BKUCE RYBURN PAYNE, PH. D. 
 
 4556 3 
 
 SILVER, BURDETT AND COMPANY 
 
 NEW YORK BOSTON CHICAGO 
 ATLANTA DALLAS SAN FRANCISCO
 
 COPYRIGHT, 1905, BY 
 SILVER, BURDETT AND COMPANY.
 
 tducatio* 
 Library 
 
 L B 
 
 er 
 
 <D 
 
 PREFACE. 
 
 This study attempts to give an exact description of the sub- 
 ject matter and its arrangement in the curricula of public 
 elementary schools of certain representative cities in the 
 United States, England, Germany and France. Adherence to 
 this definite problem led chiefly to a comparative study of the 
 actual and relative time assigned to subjects in schools and 
 in grades. 
 
 Hearty acknowledgment of indebtedness to the writings, 
 lectures and personal suggestions of Dr. Nicholas Murray But- 
 ler, Dr. John Dewey, Dr. Charles McMurry, Dr. E. T. Thorn- 
 dike, Dr. Paul Monroe, Dr. J. A. McVannel, and Dr. F. M. 
 McMurry is hereby made. The influence of the thought of 
 these gentlemen will be readily recognized in the following 
 pages. Especially serviceable have been the suggestions of 
 Dr. Frank M. McMurry, under whose kindly guidance the 
 research was pursued for two years. Without his encourage- 
 ment it is probable that the arduous task of collecting and 
 organizing the material would have been abandoned before it 
 reached its present form. 
 
 Space is not allowed for the acknowledgment of the kind- 
 ness of many persons who lent valuable assistance in collect- 
 ing data for this study. It would be an act of unpardonable 
 ingratitude, however, not to record the thanks due Miss Eliza- 
 beth Baldwin, Librarian of Teachers College, whose wide 
 experience in collecting such material made her peculiarly 
 able to give that aid which she so ungrudgingly rendered 
 while the source material for this study was being gathered. 
 
 3
 
 4 PREFACE. 
 
 The sources of information in the study of the American 
 elementary schools were the printed syllabi of the Superin- 
 tendents of Schools, supplemented and corrected, when the 
 case demanded, by the written statements of the Superintend- 
 ents themselves, to many of whom I am indebted for such 
 kindness. The Reports of the Commissioner of Education 
 and personal letters from him and his staff were of valuable 
 service. 
 
 The study of the curriculum in the schools of England is 
 much more exhaustive than that of the other countries, be- 
 cause so little has been printed on the subject in America that 
 a more extensive treatment was required. Through the kind- 
 ness of Mr. A. E. Twentyman, Assistant Director of Special 
 Inquiries and Reports of the Board of Education of England, 
 and of Dr. Thistleton Mark, Head of the Department of 
 Education at Victoria University, Manchester, there were 
 collected seventy-eight syllabi of educators and Inspectors of 
 the English Government. These furnished a valuable source 
 for research. 
 
 Among other sources of information to be mentioned are : 
 
 (1) The National Union of Teachers' edition of the Code for 1903, 
 London ; (2) Statistics of Public Elementary Schools of England for 
 1902-1903, Eyre & Spottswood, London; (3) The Provisional Code of 
 Regulations for the Public Elementary Schools and Training Colleges, 
 Eyre & Spottswood ; (4) Revised Instructions applicable to the Code of 
 1902 ; (5) The Elementary Education Acts for England and Wales from 
 1870-1902, London, 1903 ; (6) Reports of the School Board of London to 
 July, 1904. 
 
 I am indebted to Gabriel Compayre, Rector of the Acad- 
 emy of Lyons, France, for suggestions and references, and for 
 a copy of the twelfth edition of his splendid contribution upon 
 French Education, "Organisation Pedagogique, et Legisla- 
 tion des Ecoles Primaries," Paris, 1904, which has furnished 
 valuable help in this work. 
 
 L. Bedorez, Director of Primary Instruction of the Depart-
 
 PREFACE. 5 
 
 ment of the Seine, likewise, has been ever courteous, sending 
 reports of the schools of his department. Among them are: 
 
 (1) Ville de Paris, Les ficoles et les Oeuvres Municipales d'En- 
 seignement, 1871-1900 ; (2) Reglement des ficoles Maternelles Publiques 
 du D6partement de la Seine, Paris, 1896; (3) Note sur les fitablisse- 
 ments Publics d'Enseignement Primaire a Paris, Dec., 1903; (4) Regle- 
 ment pour les ficoles Publiques, Paris, 1899; (5) Arret6 No. 4362 Conseil 
 du Departement de la Seine, 1898. 
 
 The laws which prescribe the course of instruction for the 
 Elementary Schools and Kindergartens of France were taken 
 from: 
 
 Plan d'fitude des ficoles Primaires filgmentaires (Collection Delalain 
 No. 65) and from Plan d'fitude des ficoles Maternelles Publiques (Collec- 
 tion Delalain No. 66) , both by Delalain Freres, Paris, 1904. 
 
 Acknowledgment is most gratefully made to Gymnasialdi- 
 rektor Dr. Hugo Lemcke of Stettin, Prussia, who, through his 
 experience as a German school official, was able to steer me 
 clear of much research which otherwise would have been nec- 
 essary. His tireless efforts in collecting and forwarding pro- 
 grams and syllabi made the present study of the curriculum 
 of German schools possible. 
 
 Other sources are: 
 
 (1) Das offentliche Unterrichtswesen Deutschlands in der Gegenwart 
 von Dr. Paul Stotzner, Leipsic, 1901; (2) Grundlehrplan der Berliner 
 Gemeindeschule, Berlin, 1902 ; (3) Allgemeine Bestimmungen des Min- 
 isters der geistlischen Angelegenheiten vom 15 Oktober, 1872. 
 
 Besides the foregoing primary sources, the following second- 
 ary material has been found serviceable : 
 
 (1) Special Reports on Educational Subjects, eleven volumes, com- 
 piled for the Board of Education of England, under the supervision of 
 Michael E. Sadler, Director of Special Inquiries and Reports for Great 
 Britain (referred to as E. R.) ; (2) Reports of the Commissioner of 
 Education of the United States (referred to as C. R.) ; (3) The Making 
 of Citizens, a Study in Comparative Education, by R. E. Hughes, 
 Scribners, 1902. This book deals minutely with the educational systems
 
 6 PREFACE. 
 
 of America, England, Germany and France; (4) Elementary Education 
 in France, by T. H. Teegan, 1891 ; (5) French Schools through American 
 Eyes, by J. R. Parsons, 1892 ; (6) Prussian Schools through American 
 Eyes, by J. R. Parsons, (7) Method in the Schools of Germany, by 
 J. T. Prince, 1891; (8) The German School System, by Levi Seeley, 
 1896.
 
 CONTENTS. 
 
 PAOB 
 INTRODUCTION 11 
 
 CHAPTER I. 
 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS IN CITIES OF 
 THE UNITED STATES. 
 
 1. THE SUBJECTS OF INSTRUCTION BY GBADES IN FIFTY CITIES 
 
 OF THE UNITED STATES 19 
 
 2. TIME ALLOTMENTS IN THE CUBBICULA OF TEN CITIES OF THB 
 
 UNITED STATES ........ 24 
 
 3. AVEBAGE TIME ALLOTMENTS AND WHAT THEY SHOW . . 37 
 
 4. ANALYSIS OF THE VABIOUS SUBJECTS OF INSTRUCTION INTO 
 
 TOPICS 42 
 
 5. THE HISTORICAL DEVELOPMENT OF THE COUBSE OF STUDY IN 
 
 FIVE CITIES, SHOWING THE DIRECTION OF GBOWTH SINCE 
 1868 52 
 
 6. TIME ALLOTMENT 59 
 
 CHAPTER II. 
 
 THE CUBBICULUM OF PUBLIC ELEMENTABY SCHOOLS IN CITIES OF 
 
 ENGLAND. 
 
 1. ADMINISTRATION RELATING TO THE ELEMENTABY CURRICULUM. 63 
 
 2. THE ADOPTION BY SCHOOLS OF THE CURRICULUM PRESCRIBED 
 
 BY STATE ......... 71 
 
 3. COMPABISON OF THE ENGLISH STANDARD AND THE AMERI- 
 
 CAN GRADE 76 
 
 4. GENERAL TBEATMENT OF SUBJECTS BY STANDARDS . . 78 
 
 5. TIME ALLOTMENTS OF THE VARIOUS SUBJECTS, WITH SPECIAL 
 
 ATTENTION TO INSTRUCTION IN RELIGION, HANDWORK AND 
 
 PHYSICAL CULTURE ....... 82 
 
 6. ANALYSIS OF THE CONTENT OF STUDIES INTO TOPICS . . 102 
 
 7. METHOD OF RELIEF FBOM THE OVERCROWDED CURRICULUM . 106 
 
 8. CONCLUSIONS . 107
 
 8 CONTENTS. 
 
 CHAPTER III. 
 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS IN CITIES or 
 
 GERMANY. 
 
 PAGE 
 
 1. DESCRIPTION OF THE ELEMENTARY SCHOOLS OF GERMANY . Ill 
 
 2. LENGTH OF SCHOOL LIFE AND THE SCHOOL KNOWLEDGE OF THE 
 
 GEBMAN CHILD . .... . . . 114 
 
 3. OVERCROWDING ......... 118 
 
 4. UNIFORMITY 123 
 
 5. WEALTH AND POVERTY OF THE GERMAN CURRICULUM . . 132 
 
 6. CONSERVATISM AND CHANGES IN FORTY YEARS . . . 139 
 
 7. PHYSICAL EDUCATION ACTUALLY PROVIDED FOR . . . 143 
 
 8. LANGUAGE 144 
 
 9. RELIGION ......... 146 
 
 10. ARITHMETIC . . . . . . . . . 148 
 
 11. REALIEN 149 
 
 12. CORRELATION . . . . . . . . . 150 
 
 13. FORMAL vs. CONTENT STUDIES 150 
 
 CHAPTER IV. 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS OF FRANCE. 
 
 1. ADMINISTRATION OF THE ELEMENTARY SCHOOLS . . . 153 
 
 2. GENERAL LAWS RELATING TO THE ELEMENTARY SCHOOLS . 155 
 
 3. THE CURRICULUM AND ORGANIZATION OF THE SUB-PRIMARY 
 
 SCHOOLS AND CLASSES ....... 157 
 
 4. TIME ALLOTMENTS AND SUBJECTS EMPHASIZED IN THE ELE- 
 
 MENTARY CURRICULUM ....... 166 
 
 5. THE STRIKING QUALITIES AND THE CONTENT OF PARTICULAR 
 
 SUBJECTS OF INSTRUCTION 169 
 
 6. ORGANIC UNITY IN THE COURSE OF STUDY .... 176 
 
 7. THE CONTROLLING INFLUENCE OF THE NEEDS OF SOCIETY AND 
 
 THE DEMANDS OF THE ENVIRONMENT .... 178 
 
 8. CORRELATION 179 
 
 CHAPTER V. 
 
 CONCLUSION. 
 
 1. THE Two CONTROLLING STANDARDS IN THE SELECTION OF SUB- 
 
 JECT MATTER IN THE ELEMENTARY CURRICULUM . . 181 
 
 2. CONCLUSIONS RE-STATED .... 187
 
 CONTENTS. 9 
 
 PAGB 
 
 3. TIME ALLOTMENTS IN THE CURBICULA OF SCHOOLS OF THE 
 
 UNITED STATES, ENGLAND, GERMANY AND FEANCE, SUM- 
 MAEIZED INTO ONE COMPOSITE TABLE .... 193 
 
 4. A TABLE SUMMABIZING THE ELEMENTABY CUBBICULA OF NEW 
 
 YOBK, LONDON, BEBLIN AND PABIS .... 196 
 
 5. A SUGGESTED CUKBICULUM FOB ELEMENTABY SCHOOLS . . 197
 
 INTRODUCTION. 
 
 During the past twenty-five years of the progress of Amer- 
 ican education, one of the important problems of yearly re- 
 currence has been how to improve the course of study in the 
 elementary grades. Such improvement could be made both 
 by means of changes in the nature of the subject matter it- 
 self, and by the suitable arrangement of the subject matter. 
 Consequently, in a comparative study of the curricula of 
 the elementary schools of the four progressive nations of the 
 world, the United States, England, Germany and France, 
 which are dealt with in this work, some of the questions of 
 fundamental importance are: (1) What is the nature of the 
 content of the curriculum? (2) What are the grades in 
 which the various subjects are taught ? (3) How much time 
 is allotted to each subject both in the whole course and in each 
 grade? (4) What is the relative importance attached to the 
 various subjects of instruction by the leading educators of 
 the four progressive school systems of the world ? 
 
 Investigation of the four preceding questions ought to 
 afford suggestions valuable in the solution of those educa- 
 tional problems which are of such pressing importance in 
 America. Some of these problems are: (1) How can a 
 closer relation in the course of study be secured, which shall 
 make of the curriculum a unity rather than a mechanism of 
 unrelated sections? (2) What administrative measures may 
 be adopted in order to secure a greater uniformity between 
 the curricula of different city schools, so that a child in pass- 
 ing from one school to the other may not suffer the loss of 
 
 11
 
 12 INTRODUCTION. 
 
 time and the difficulty of adjusting himself to a radically dif- 
 ferent course of study? (3) How may the curriculum of 
 the sub-primary school or kindergarten be adjusted to that 
 of the primary school? (4) Is the length of the daily school 
 session what it should be? (5) Can there be suggested a 
 satisfactory system of electives among the studies of the ele- 
 mentary school? (6) Can a plan be discovered by which 
 Bible instruction may be introduced into the schools of Amer- 
 ica without seriously infringing the spirit of our democratic 
 institutions? (7) How may the health and physical devel- 
 opment of the child be more adequately provided for? To 
 contribute something toward the answering of these questions, 
 the present research was undertaken. Various other ques- 
 tions will be discussed as they are suggested by the data. 
 (See pp. 14 and 36.) 
 
 In order to properly present the vast amount of material 
 found in the sources from which this study is drawn, it has 
 been found necessary to make many brief summaries of the 
 most essential facts. To this end sixty-three tables have been 
 constructed. These supply to a great extent the data, the 
 argument, and the conclusions of the discourse. Indeed, many 
 of the tables should be regarded as epitomes of facts which 
 are of primary importance in studying the various curricula 
 prescribed by the best thinkers in the several progressive 
 educational systems of the world. The tabular form is pur- 
 sued because of its convenience, and because in this form the 
 facts may be readily referred to, both for the present discus- 
 sion and for such use as others may make of the data here- 
 with correlated, much of which will not be found elsewhere 
 in English. 
 
 One of the purposes of this work from its incipiency has 
 been to furnish in a usable form such facts about the public 
 elementary curricula of the advanced city and state school 
 systems of the world as would serve as a basis of comparison
 
 INTRODUCTION. 13 
 
 to those persons who are responsible for the construction of 
 curricula in cities and states of our own country. The facts 
 summarized in these tables will suggest numerous questions 
 of vital interest to students of the elementary school course of 
 study. Such questions and suggestions as are brought up by 
 study of these data will for the most part merely be stated 
 here, and their further development left for the more preten- 
 tious discussions of other students of education. 
 
 The method of treatment pursued in tabulating the in- 
 formation is uniform and simple throughout. Each subject 
 receives the same number to the left and occupies approxi- 
 mately the same position in each table. There are usually 
 two tables on each page under one Roman number, the first 
 table showing the minutes per week devoted to each subject 
 in each grade, together with the percentage of total recitation 
 time devoted to each subject, and the table at the bottom of 
 the page giving the percentage of recitation time given to 
 each subject in each grade. The purpose of this lower table 
 of percentages is to afford the opportunity to translate the 
 same relative time allotments to any other curriculum, in case 
 one should agree to the relative time allotments but, for prac- 
 tical reasons, could not consent to the actual time allotments. 
 The most important item of the upper table is shown in the 
 last column to the right where the percentage of the total 
 school time given to any subject is calculated. After the cur- 
 ricula of ten cities in each country have been subjected to the 
 foregoing analysis, there are two tables given which sum- 
 marize the items of the ten (see Tables XII., XIII., XXXVI., 
 XXXVII., etc.). These show the average number of minutes 
 per week and the average percentage of recitation time de- 
 voted to each subject in each grade, together with the relative 
 percentage of total time given to each subject in the various 
 cities, and the average relative percentage of total time. The 
 purpose of these tables is to show the actual content and ar-
 
 14 INTRODUCTION. 
 
 rangement of the curricula, also the relative importance at- 
 tached to each subject by the educators of the United States, 
 England, Germany and France, as shown by the actual prac- 
 tice. It is believed that such a display reveals a curriculum 
 which in many respects differs from that ordinarily pictured 
 in educational periodicals. Whether or not we are living up 
 to the ideals expressed in current pedagogical literature or, 
 in fact, how much the actual ideals of educators or of society 
 as a whole are expressed in such literature, is a question upon 
 which these tables furnish primary evidence. 
 
 Other tables follow which contain a further analysis of the 
 content of the representative subjects into topics. These were 
 tabulated for several purposes: (1) To see in what grades 
 various topics tend to be taught ; (2) To discover if the much- 
 debated subject of correlation is really a fact of school prac- 
 tice; (3) To suggest methods of enrichment of the impov- 
 erished curriculum or of the relief of the overcrowded curric- 
 ulum; (4) To inquire if there may not be an improvement in 
 the arrangement of the topics within certain staple subjects 
 of elementary instruction. 
 
 Attention is called to the tables showing the historical de- 
 velopment of the curricula of five cities of the United States 
 and of the curriculum of the Berlin schools. These tables were 
 correlated in order to detect the tendencies in the course of 
 study. It is worth while to know if we are in reality getting 
 away from the formal and abstract; if we are succeeding in 
 incorporating into the curriculum of the people's school those 
 knowledge studies which may fit more nearly into the needs 
 of society and of child experience than the abstract studies. 
 This struggle between what are popularly known as the theo- 
 retical and the practical studies is one of the ever-present 
 problems in American education. 
 
 A distinction must be made between the use of the terms 
 "conclusion" and "implication" throughout this work.
 
 INTRODUCTION. 15 
 
 Doubtless few absolute conclusions would be warranted by this 
 study. There are many implications, however, to which are to 
 be attached merely the significance of suggestions. The ever- 
 changing condition of society calls for a dynamic and vari- 
 able curriculum. So that while valuable approximations can 
 and should be made, positive and final conclusions should be 
 avoided. Even if society were static, and if invariability were 
 desirable in the curriculum, it would be exceedingly difficult 
 to make more than suggestive statements regarding conclu- 
 sions reached in a comparative study of the elementary cur- 
 ricula of the United States, England, Germany and France. 
 There are two reasons for this. First, the task of securing a 
 sufficiently large number of facts upon any one principle 
 would be a work too great for one person; and second, the 
 elimination of so many contingencies would be necessary be- 
 fore a common denominator could be discovered which would 
 furnish a basis for comparisons such as would warrant abso- 
 lute conclusions. One of these contingencies should be men- 
 tioned at this point, viz., the different aims of education in the 
 four countries. If, for instance, Germany aims at the indus- 
 trial citizen as the product of the Volksschule and the man of 
 culture as the product of the Progymnasium, it is likely that 
 this aim will direct the construction of a curriculum different 
 from that found in the United States, where we seek to give 
 both training for life and training for college in the same 
 elementary school. This and similar exceptions must have 
 their weight in deciding what should be considered as a final 
 conclusion and what as a valuable suggestion. 
 
 Yet, after all is said, it remains true that the contingencies 
 are secondary while the actual facts of the curriculum con- 
 stitute our safer criterion of judgment. The aims of education 
 in the public elementary schools of the four countries do not 
 differ so radically as to dictate a totally different curriculum 
 for each. It is to be feared that our educational theorists have
 
 16 INTRODUCTION. 
 
 sometimes excused themselves from making a comparative 
 study of these different curricula by an exaggeration of the 
 supposed disparity of aim and the consequent improbability of 
 gaining suggestions of worth. The tables on the following 
 pages show such a slight difference of curricula in the elemen- 
 tary schools of the several countries, that it makes one suspect 
 either that the aim of education does not determine what shall 
 be studied, or that the aims of the several countries do not 
 differ as much as has been supposed. 
 
 Perhaps the latter is the more correct supposition. It is 
 pointed out elsewhere that approximately ninety-five per cent 
 of the school population in the several countries attend only 
 the elementary school, and that the problems of life toward 
 the solution of which the elementary curriculum is directed 
 are simple ones and largely similar in the four countries dis- 
 cussed. This majority of the population who do not attend 
 college should, and probably do, exercise the controlling in- 
 fluence in the selection of the elementary curriculum. Pos- 
 sibly, however, the theorists are to be found in the minority 
 group, and hence our belief in the ultra-importance of the 
 aim of education rather than of the needs of society. 
 
 This treatise is largely suggestive, but such a comparative 
 study of facts as is here attempted is necessary to a real con- 
 tribution to the subject of relative worths in the elementary 
 curriculum. These are not "paper" curricula, but actual 
 courses of study made out for human beings in environments 
 much like our own. Such courses will always furnish pri- 
 mary source material for any investigation which attempts to 
 arrive at either real or ideal conditions in the curriculum of 
 the public elementary schools. 
 
 It is unnecessary to say that this study possesses many de- 
 fects. The immensity of the field to be covered and the vast- 
 ness of the material to be organized have forced other con- 
 siderations into the background. Frequently amplifications!
 
 INTRODUCTION. 17 
 
 which seemed absolutely essential had to be abandoned; the 
 requirements of acceptable English discourse, in some in- 
 stances, may have been violated for the sake of brevity. 
 Sometimes, too, scientific method had to be abbreviated, and 
 generalizations made upon rather brief inductions. But it is 
 hoped that other students who have been hampered by similar 
 limitations will be able to make generous allowance for such 
 faults.
 
 CHAPTER I. 
 
 THE CURRICULUM OP PUBLIC ELEMENTARY SCHOOLS IN CITIES 
 OP THE UNITED STATES. 
 
 The general knowledge of the average American citizen 
 regarding the public elementary school is such as to remove 
 the necessity of entering into an exhaustive description of its 
 operations. The facts regarding the American elementary 
 curriculum are given in this chapter in order to show the 
 content and relative importance of subjects as exemplified 
 by the practice of American educators. The prominent char- 
 acteristics brought out here will afford a basis of comparison 
 for the study of the curricula in other countries. Much of the 
 comparative and descriptive discourse necessary in later chap- 
 ters, will therefore be omitted here. At present our effort 
 will be to present in brief form those facts and tendencies of 
 the elementary curriculum not generally known. 
 
 1. The Subjects of Instruction by Grades in Fifty 
 Cities of the United States. 
 
 The first study presented of the curricula of the public 
 elementary schools of the United States was made from the 
 syllabi of the elementary schools of the following fifty cities : 
 Boston, New York, Kansas City, Kan., San Francisco, Colum- 
 bus, 0., Cleveland, 0., Lowell, Mass., Jersey City, Columbus, 
 Ga., New Orleans, Chicago, Knoxville, Term., Auburn, N. Y., 
 Buffalo, Newark, N. J., Providence, R. I., Louisville, Ky., In- 
 dianapolis, Portland, Me., St. Louis, Allegheny, Penn., Joliet, 
 111., Springfield, 111., Spokane, Rochester, St. Paul, Minn., 
 Minneapolis, Chester, 0., Toledo, 0., Cincinnati, Syracuse, 
 
 19
 
 20 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Evansville, N. Y., Gloversville, N. Y., Watertown, N. Y., 
 Johnstown, N. Y., Detroit, Poughkeepsie, N. Y., Harris- 
 burg, Atlantic City, Erie, Penn., Hartford, Wilmington, 
 Stockton, Cal., Denver, Aurora, 111., Wilkesbarre, Lewiston, 
 Me., Philadelphia, Springfield, Mass., Johnstown, Penn. 
 
 These cities contain a large percentage of the population of 
 the United States, and therefore Table I., which is a composite 
 table of the subjects of instruction in these cities, might well 
 be called the program of studies by grades of the public ele- 
 mentary schools of America. The purpose of this table is to 
 show the subject matter, and the distribution of that subject 
 matter by grades, and to give some hint as to the importance 
 attached to the subjects over the country at large. The num- 
 bers in the columns will in a measure indicate all three of 
 these facts. These numbers represent the number of cities in 
 which a given subject is taught within the particular grade 
 under which the number is scored. As there are fifty cities 
 included in the study, it is evident that a subject receiving a 
 score of fifty is taught in all the city schools in that grade in 
 which the score is placed. If there is a tendency to teach a 
 certain subject in or near a certain grade, then the table 
 should show it by presenting a larger score in that grade and 
 probably also in the two grades adjoining it. If a certain 
 subject is regarded as more important than a certain other 
 subject, the table should show this also, by presenting a 
 larger total score if the columns are added horizontally. How- 
 ever, if a subject were regarded as especially teachable in one 
 or two particular grades only, a high score in those particular 
 grades should be the standard of measurement of its impor- 
 tance. 
 
 This composite table is an attempt to ascertain by summary 
 the course of study which in bureaucratic governments is 
 prescribed by the central authority. Such courses of study 
 are seen in Tables LXI. and XLIV., for France and Germany
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 21 
 
 TABLE I. Showing the Grades and the Number of Cities of the 
 United States (of the Fifty Cities selected) in which the Various 
 Subjects are taught. 
 
 Grade. 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. IX. 
 
 1 Opening Exercises 
 Morals 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 9 
 3 
 
 2 
 3 
 
 2 Reading 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 48 
 
 48 
 
 4 
 
 
 3 Writing 
 
 40 
 
 43 
 
 42 
 
 43 
 
 4ar 
 
 ~12 
 
 35 
 
 34 
 
 4 
 
 4 Spelling 
 
 38 
 
 41 
 
 42 
 
 42 
 
 43 
 
 42 
 
 44 
 
 40 
 
 5 
 
 5 Grammar 
 
 
 
 7 
 
 10 
 
 20 
 
 32 
 
 41 
 
 41 
 
 10 
 
 6 Language 
 7 Composition 
 
 46 
 
 47 
 
 48 
 
 49 
 
 50 
 
 50 
 
 50 
 
 48 
 
 8 
 
 8 Arithmetic 
 Algebra 
 
 46 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 1 
 
 44 
 
 4 
 
 8 
 3 
 
 9 Geography 
 
 7 
 
 9 
 
 21 
 
 43 
 
 44 
 
 43 
 
 42 
 
 24 
 
 8 
 
 10 History 
 
 10 
 
 11 
 
 12 
 
 21 
 
 25 
 
 31 
 
 41 
 
 46 
 
 10 
 
 11 Civics 
 
 4 
 
 4 
 
 3 
 
 3 
 
 3 
 
 7 
 
 8 
 
 8 
 
 3 
 
 13 Elementary Science 
 14 Nature Study 
 
 32 
 
 34 
 
 32 
 
 30 
 
 27 
 
 22 
 
 24 
 
 22 
 
 4 
 
 15 Physiology 
 
 34 
 
 32 
 
 34 
 
 34 
 
 35 
 
 36 
 
 33 
 
 30 
 
 3 
 
 16 Physical Training 
 
 25 
 
 22 
 
 23 
 
 24 
 
 24 
 
 23 
 
 23 
 
 23 
 
 3 
 
 17 Drawing 
 
 44 
 
 43 
 
 45 
 
 44 
 
 45 
 
 49 
 
 47 
 
 43 
 
 7 
 
 18 Music 
 
 44 
 
 47' 
 
 43 
 
 42 
 
 43 
 
 41 
 
 42 
 
 40 
 
 5 
 
 19 Manual Training 
 
 6 
 
 6 
 
 8 
 
 10 
 
 11 
 
 11 
 
 16 
 
 18 
 
 3 
 
 20 Sewing 
 Cooking 
 
 
 
 1 
 
 B 
 
 l i 
 
 11 
 2 
 
 8 
 4 
 
 6 
 6 
 
 1 
 
 21 Bookkeeping 
 Stenography 
 
 
 
 
 
 
 
 1 
 
 2 
 1 
 
 2 
 
 22 French 
 
 
 
 
 
 
 
 
 1 
 
 
 23 German 
 Latin 
 
 4 
 
 5 
 
 6 
 
 6 
 
 7 
 1 
 
 7 
 
 1 
 
 7 
 1 
 
 7 
 2 
 
 
 respectively. In those countries it will be seen that the Min- 
 ister of Education on behalf of the State prescribes a course 
 of study. 
 
 If our schools were operated in the same way, and the influ- 
 ences of the different sections could be embodied in a national 
 course of study by the United States Commissioner of Educa- 
 tion on behalf of the federal government, a course of study 
 somewhat like Table I. would constitute the average or pattern 
 from which others could be constructed. But there would be 
 much greater unity than is to be found in Table I., if it were 
 a table prescribed by a central group of experts employed 
 by the government. Generally speaking, either all the schools 
 would teach a certain subject in a certain grade, or none of 
 them would. For instance, the same reason would then re-
 
 22 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 quire fifty cities to teach arithmetic in the first grade that 
 requires forty-six, a principle which does not seem to operate 
 in America at present. Unless the authorities of these four 
 cities could show valid reasons for omitting the teaching of 
 the subject in the grade prescribed, their whim would be over- 
 ruled for the welfare of the children. 
 
 The table shows that today, even after all our talk about 
 the new education, the "three R's" are in the ascendency. 
 
 Literature is invariably included in the topic language. It 
 is also the subject matter of the topic reading in nearly all 
 the upper grades. The old reader for the upper grades has 
 not survived. In its place is to be found in the upper primary 
 grades a splendidly illustrated book of selections from the 
 best literature, while literature proper is the reading text 
 for the upper grammar grades. 
 
 A very large percentage of these school programs contain 
 a topic, memorizing or declamation, which has been omitted 
 from the present summary. Gems of literature seem to form 
 a staple for memory work under the above topic. One is 
 impressed with the enormous amount of memorizing provided 
 for in the fifty programs examined. 
 
 Most of the work done under the compound topic, ele- 
 mentary science and nature study, is what is termed nature 
 study rather than what is known strictly as science. 
 
 Nature study, physiology, drawing and music have all es- 
 tablished their right to a place in each grade of the elementary 
 school. Even geography, history and manual training have 
 not won so firm a position in all the grades as have the four 
 former studies. In fact manual training, even when sewing, 
 cooking and handwork are added to it, is not taught in so 
 many of the fifty cities as nature study. 
 
 It seems to be settled that a foreign language, ancient or 
 modern, is not wanted in the elementary school. This is some- 
 what remarkable after the vigorous agitation upon the sub-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 23 
 
 ject by college and secondary school men during the past fif- 
 teen years. Even the Committee of Fifteen, with the ad- 
 vantage of its membership of national educators, seems to 
 have had no effect. 
 
 It can be said of but very few subjects of instruction that 
 they are peculiarly the property of any certain grade. Rather, 
 it seems to be the practice to follow the French plan of teach- 
 ing in every grade whatever is taught in any grade. History 
 and manual training are perhaps more definitely confined to 
 the upper grades than any other subjects. This is particularly 
 true when we eliminate from our consideration as history, 
 the historical stories which constitute the subject matter of 
 history in the primary grades, and from our consideration 
 as manual training, the simple handwork of the children in 
 the primary grades. 
 
 The discussion of correlation we prefer to defer to another 
 section. Yet it is interesting to notice here that correlation 
 between history and geography is practically impossible in 
 very many American cities, if these fifty cities are in any de- 
 gree illustrative. In a large percentage of the schools these 
 two subjects are not taught in the same grade, except for 
 the seventh grade. This statement is emphasized if it be 
 recalled that except for historical stories there is no history in 
 the primary grades. It is true that correlation is largely a 
 matter of method, but one despairs of discovering how a 
 method of correlation can be economically applied when the 
 two subjects are taught in different grades. 
 
 History and civics, as such, do not occur in the lower grades. 
 The kindred topics which might legitimately be classed under 
 those titles are historical stories. In fact, below the fifth 
 grade there seems to exist much confusion in the teaching of 
 history. It is found under the various captions, history and 
 civics, history and literature, historical narratives, historical 
 stories, myths and fables, oral history, et cetera, ad infinitum.
 
 24 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Uniformity of terminology does not always indicate uni- 
 formity of content, but certainly one is suspicious in reference 
 to the uniformity of content when the terminology is so varied. 
 Two tendencies are shown in Table I., which are much be- 
 fore the public at present. One of these tendencies is being 
 vigorously discussed throughout the country, but it is only 
 beginning to exercise an influence on the curriculum; the 
 other seems already to have passed the point where ejections 
 ever occur. The two subjects in question are moral teaching 
 and physical culture. The teaching of morals is receiving a 
 definite assignment in a few of the school systems, both under 
 the topic, moral culture, and in opening exercises. It has 
 begun its definite struggle for a place in our public schools. 
 Some states require by law that the subject of moral training 
 be taught in every school. This is true of Massachusetts. It 
 seems more firmly settled in the public mind, however, 
 that the school shall provide for the child a physical training 
 to parallel his mental training. The score for physical cul- 
 ture is much larger than that for the teaching of morals. 
 Evidently the time has already come when a school to be 
 called progressive must make provision of some sort for phys- 
 ical culture. 
 
 2. Time Allotments in the Curricula of Ten Cities 
 of the United States. 
 
 The value attached to a subject of instruction, so far as it 
 contributes to the ends of education, and so far as it is re- 
 lated in value to other subjects, is measured by the recitation 
 time devoted to it. In order to show the value attached to the 
 respective studies, a type study has been made of the time 
 allotments to the various subjects of instruction in the ele- 
 mentary schools of ten American cities, viz., New York, Bos- 
 ton, Chicago, Cleveland, 0., San Francisco, Columbus, Ga., 
 Louisville, Jersey City, New Orleans, and Kansas City, Kan.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 25 
 
 The ten double tables (IL-XL), taken from syllabi of in- 
 struction in the public elementary schools of these cities, show 
 the number of minutes per week and the percentage of time 
 per week assigned to each subject in each grade. They also 
 show the percentage of the recitation time given to each sub- 
 ject in the entire eight year course, which is perhaps the best 
 standard of measure of relative importance. 
 
 The standards employed in selecting these ten cities were 
 (1) their geographical distribution over the country at large, 
 and (2) their value as types. Preference was given to larger 
 cities whose schools were typical of the section of country in 
 which they are located, but certain smaller cities were in- 
 cluded in order to present both aspects of the city course of 
 study. In this way it is hoped that there has been secured, in 
 the two general average tables (XII. and XIII.) which imme- 
 diately follow the ten city tables, an average time allotment, 
 representing neither the ultra-radical nor the over-conserva- 
 tive, but rather the present practice of America as a whole 
 in the public elementary schools. It is believed that these per- 
 centages represent the best thought in our country upon the 
 relative values of the different subjects. 
 
 It has been thought best not to group the different subjects 
 of instruction under a few headings, as has been the unbroken 
 custom of other writers upon this subject in America. Such 
 a grouping destroys the value of the table. No superintendent 
 or supervisor is called upon to make out a curriculum of a 
 group of studies, but a curriculum of individual studies. He 
 needs to know the relative time allotted to each study, and 
 not to a certain group. 
 
 The material was compiled either from courses of study 
 furnished by different superintendents, or from tables worked 
 out by them and sent to me. The subjects are given without 
 omissions, just as they were given to me, but are arranged in 
 uniform order.
 
 26 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE II. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of New York 
 City. 
 
 Grade. 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. Pet 
 
 1 Opening Exercises 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75| 75 
 
 75 
 
 5.77 
 
 3 Writing 
 
 100 
 
 125 
 
 125 
 
 75 
 
 75 
 
 75 
 
 
 
 ~ 5.55 
 
 6 Language 1 
 
 450| 510| 450 
 
 375) 875 
 
 375 
 
 360 
 
 320 
 
 .50.9 
 
 8 Arithmetic 1 
 
 120| 150| 150 
 
 150| 150 
 
 200 
 
 200 
 
 160 
 
 12 
 
 9 Geography 
 
 
 1 
 
 135 
 
 120 
 
 120 
 
 80 
 
 
 4.38 
 
 10 History 3 
 
 
 
 
 
 90 
 
 120 
 
 120 
 
 120 
 
 4.33 
 
 13 Elementary Science 
 
 
 
 
 
 
 
 80 
 
 80 
 
 1.54 
 
 14 Nature Study 
 
 90 
 
 90 
 
 90 
 
 90 
 
 75 
 
 
 
 
 4.i 
 
 15 Physiology, 
 16 Physical Training, 
 Organized Games, 
 Play 
 
 200 
 
 165 
 
 165 
 
 165 
 
 90 
 
 90 
 
 90 
 
 90 
 
 10 
 
 17 Drawing and Con- 
 structive Work 
 
 160 
 
 160 
 
 160 
 
 120 
 
 120 
 
 120 
 
 80 
 
 80 
 
 9.62 
 
 18 Music 
 
 60 j 60 
 
 60 
 
 60 
 
 60 
 
 60 1 60 
 
 60 
 
 4.62 
 
 19 Manual Training, 
 Cooking 
 
 
 
 
 
 
 
 80 
 
 80 
 
 1.94 
 
 20 Sewing and Con- 
 structive Work 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 
 
 3.47 
 
 23 German, French, 
 Stenography, Latin 
 
 
 
 
 
 
 
 
 200 
 
 1.93 
 
 Total Recitations 
 
 1315| 13951 1335 
 
 T305 
 
 1290 
 
 1295 
 
 1225 
 
 1205 
 
 
 Total Assignments 
 
 1500| 1500| 1500| 1500 
 
 1500 
 
 1500 
 
 1500 
 
 1500 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 5.7| 5.2 
 
 5.<i 
 
 5.7 
 
 5.8| 5.8 
 
 6.2 
 
 6 
 
 
 2 Writing 
 
 7.6 
 
 8.9 
 
 9.3 
 
 5.7 
 
 5.8 
 
 5.8 
 
 
 
 
 6 Language 
 
 34.2 
 
 36.5 
 
 33.7 
 
 28.5 
 
 29.1 
 
 29 
 
 27.5 
 
 25.4 
 
 
 8 Arithmetic 
 
 9.1 
 
 10.7 
 
 11.2 
 
 8 
 
 11.7 
 
 15.5 
 
 16.4 
 
 12.7 
 
 
 9 Geography 
 
 
 
 | 10.3 
 
 9.3 
 
 6.6 
 
 
 
 
 10 History 
 
 
 
 1 
 
 6.9 
 
 9.3 
 
 n 
 
 I). 9 
 
 !>.!> 
 
 
 13 Elementary Science 
 
 1 
 
 
 
 
 
 6.6 
 
 6.4 
 
 
 14 Nature Study 
 
 6.8 | 6.4 
 
 6.7 
 
 6.8 
 
 5.8 
 
 
 
 
 
 15 & 16 Physical 
 Training 
 
 15.2 
 
 11.8 
 
 12.3 
 
 12.5 
 
 6.9 
 
 6.9 
 
 7.4 
 
 7.2 
 
 
 17 Drawing, etc. 
 
 12.1 
 
 11.4 
 
 11.9 
 
 9.1 
 
 9.3 
 
 9.3 
 
 6.6 
 
 6.4 
 
 
 18 Music 
 
 4.5 
 
 4.3 
 
 4.5 
 
 4.5 
 
 4.7 
 
 4.7 
 
 5 
 
 4.8 
 
 
 19 Manual Training 
 
 
 
 
 
 
 
 6.6 
 
 6.4 
 
 
 20 Sewing, etc. 
 
 4.5 
 
 4.3 
 
 4.5 
 
 4.5 
 
 4.7 
 
 4.7 
 
 
 
 
 23 German, etc. 
 
 
 
 
 
 
 
 
 15.9 
 
 
 'Includes language lessons, grammar, composition, reading, spelling, mem- 
 orizing. 
 
 'Includes civics in Grades VI, VII and VIII. 
 
 'Arithmetic in all grades, with a little algebra In Grades VII and VIII. 
 
 *The term "total time" as used throughout these pages refers to all of the 
 recitation time assigned either in the entire school or an entire grade.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 27 
 
 TABLE III. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Boston, Mass. 
 
 Grade. I. II. III. IV. V. VI. VII. VIII. IX. Pet. 
 
 1 Opening Exer- 1 
 cises 1 60 
 
 60 
 
 60 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 2.9 
 
 2. Reading 
 
 600| 500| 500| 240| 240| 240| 210 
 
 180J 180|23.3 
 
 3 Writing 
 
 1 
 
 
 1 
 
 
 
 
 
 
 4 Spelling 
 
 120| 105| 80| 
 
 
 
 
 
 
 2.4 
 
 6 Language 
 
 200 1 200 1 200 1 300 
 
 300 
 
 270| 240 
 
 240 
 
 255 18 
 
 8 Arithmetic 
 
 150| i!10| 210| 270 
 
 270 
 
 270J 210| 210 
 
 210J16.2 
 
 9 Geography 
 
 
 
 
 120| 120| 150 
 
 150| 150| ? 
 
 5.5 
 
 10 History 1 
 
 
 
 
 
 
 
 120| 150| 180 
 
 3.63 
 
 13 Elementary 
 Science* 
 
 
 
 
 90 
 
 90 
 
 90 
 
 90 
 
 90 
 
 120 
 
 4.5 
 
 li> Physical 
 Training 
 
 60 
 
 90 
 
 90 
 
 80 
 
 80 
 
 80 
 
 80 
 
 80 
 
 80 
 
 6 
 
 17 Drawing 
 
 100| 150| 150| 0| 90| 90 
 
 90 1 90 
 
 90| 7.1 
 
 18 Music 
 
 60| 60| 60 
 
 60 
 
 60 1 60 
 
 60| 60| 60| 4.3 
 
 19 Manual Train- 
 ing 
 
 
 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 5.8 
 
 21 Bookkeeping 
 
 
 
 
 1 
 
 
 
 
 75| .61 
 
 Play 
 
 150| 1501 150| 100| 100| 100) 100| 100| 100| 
 
 Total Recitations 
 
 1350| 1375) 1350| 1400| 1400| 1400] 1400| 1400| 1400| 
 
 Total Assignments | 15001 1500 1 1500| 1500| 1500 1 1500 1 1500 1 1500 1 1500 1 
 
 Percentage of Recitation Time devoted to Each Grade per Week. 
 
 1 Opening Exer- 
 cises 
 
 4.5 
 
 4.5 
 
 4.5 
 
 2.1 
 
 2.1 
 
 2.1 
 
 2.1 
 
 2.1 
 
 2.1 
 
 
 2 Reading & Lit- 
 erature 
 
 4.4 
 
 37.1 
 
 37.1 
 
 17.1 
 
 17.1 
 
 17.1 
 
 15.1 
 
 12.9 
 
 12.9 
 
 
 4 Spelling 
 
 8.9| 7.8| 6 
 
 
 1 
 
 
 
 1 
 
 6 Language 
 
 14.8| 14.8 
 
 14.8 
 
 21.3 
 
 21.3 
 
 19.3 
 
 17.1| 17. 1| 18.2 
 
 
 8 Arithmetic 
 
 11. ij 15.6 
 
 15.6 
 
 19.3 
 
 19.3 
 
 19.3| 15.1| 15.1| 15.1 
 
 
 i) Geography 
 
 
 
 
 8.5 
 
 8.5 
 
 10.8 
 
 10.8| 10.8 
 
 Y 
 
 
 10 History 
 
 
 
 
 
 
 
 8.5| 8.5 
 
 12.9 
 
 
 13 Elementary 
 Science 
 
 
 
 
 6.3 
 
 6.3 
 
 6.3 
 
 6.3 
 
 6.3 
 
 8.5 
 
 
 16 Physical 
 Training 
 
 4.5 
 
 6.7 
 
 6.7 
 
 5.7 
 
 5.7 
 
 5.7 
 
 5.7 
 
 5.7 
 
 5.7 
 
 
 17 Drawing 
 
 7.4 
 
 11.1| 11.1| 6.4 
 
 6.4 
 
 6.4 
 
 6.4 
 
 6.4 
 
 6.4 1 
 
 18 Music 
 
 4.5| 475] 4.5 
 
 4.1 
 
 4.1 
 
 4.1 
 
 4.1 
 
 4.1 
 
 4.1 
 
 
 19 Manual Train- 
 ing 
 
 
 
 
 8.5 
 
 8.5 
 
 8.5 
 
 8.5 
 
 8.5 
 
 8.5 
 
 
 21 Bookkeeping 
 
 
 
 
 
 
 
 
 
 5.3 
 
 
 Play 
 
 11.1 
 
 11.1) 7.1 
 
 7.1 
 
 7.1 
 
 7.1| 7.1 
 
 7.1 
 
 7.1 
 
 
 'Includes civil government in Grade IX. 
 'Includes physiology.
 
 28 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE IV. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Chicago, 111. 
 
 Grade. 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. Pet 
 
 1 Opening Exercises 
 
 23] 23! 25| 25 
 
 25 
 
 25 
 
 25 
 
 25 
 
 1.66 
 
 2 Reading & Litera- 
 ture 
 
 675 
 
 600 
 
 500 
 
 250 
 
 250 
 
 
 
 
 18.8 
 
 3 Writing 
 
 75 
 
 75 1 100 1 100 
 
 60 1 60 
 
 60 
 
 60 
 
 4.SS 
 
 4 Spelling 
 
 50 
 
 50 1 60 
 
 60 
 
 tiU 
 
 60 
 
 60 
 
 ;{.:u 
 
 5 Grammar 
 
 
 1 
 
 
 120 
 
 160 
 
 Kill 
 
 3.72 
 
 6 Language 
 
 150 
 
 115 
 
 10()| 65 
 
 65 1 145 
 
 l"r> 
 
 175 
 
 8.r. 
 
 8 Arithmetic 
 
 225 
 
 225 
 
 300 1 300 
 
 300 1 300 
 
 ;{(io 
 
 300 
 
 18.6 
 
 9 Geography 
 
 
 
 200 
 
 250| 200| 90 
 
 
 6.12 
 
 10 History 2 
 
 
 
 | 60 
 
 60 
 
 60 1 200 1 200| 4.79 
 
 14 Nature Study 1 
 
 100 
 
 100 
 
 100J 100 
 
 90 
 
 90 j 90 1 90 1 6.28 
 
 Itt Physical Training 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50| 50| 50| 3.31 
 
 17 Drawing 
 
 60 
 
 75 
 
 90 
 
 90 
 
 90| 90| 90| 4.84 
 
 IS Music 
 
 75| 75 
 
 75 
 
 75| 75 
 
 <<J 
 
 751 75| 4.!t(> 
 
 19 Manual Training 
 
 
 1 
 
 | 90 
 
 90| 1.49 
 
 Play 
 
 125 
 
 125| 125| 125 
 
 125 
 
 125| 125 
 
 125| 
 
 23 German or Latin 
 
 
 1 
 
 300 1 300 1 300 
 
 300 1 9.92 
 
 Total Recitations 
 
 1375| 1375| 1375| 1375| Ib75 
 
 1575 
 
 17t;.~. 
 
 1675 
 
 
 Total Assignments 
 
 1500| 1500| 1500| 1500| 1800| 1700| 1890 
 
 l.S(M) 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 1.8 
 
 1.8 
 
 1.8 
 
 1.8 
 
 1.5 
 
 1.6 
 
 1.4 
 
 1.5 
 
 
 ' 2 Heading & Litera- 
 ture 
 
 49.3 
 
 43.8 
 
 36.5 
 
 18.3 
 
 14.9 
 
 
 
 
 
 3 Writing 
 
 5.5 
 
 5.5 
 
 7.3 
 
 7.3 
 
 3.6 
 
 3.9 
 
 3.4 
 
 3.6 
 
 
 4 Spelling 
 
 
 3.7 
 
 a.7 
 
 4.4 
 
 3.6 
 
 3.9 
 
 3.4 
 
 3.6 
 
 
 5 Grammar 
 
 
 
 
 
 
 7.7 
 
 6.1 
 
 !.t> 
 
 
 6 Language 
 
 10.9 
 
 8.4 
 
 7.3 
 
 4.8 
 
 3.9 
 
 9.2 
 
 9.9 
 
 10.5 
 
 
 8 Arithmetic 
 
 16.4 
 
 16.4 
 
 21.9 
 
 21.! 
 
 17.9 
 
 I'.l.l 
 
 17.1 
 
 18 
 
 
 9 Geography 
 
 
 
 
 14.6 
 
 14.9 
 
 12.8 
 
 5.1 
 
 
 
 10 History 
 
 
 
 
 4.4 
 
 3.6 
 
 3.9 
 
 11.4 
 
 12 
 
 
 14 Nature Study 
 
 7.3 
 
 v.3 
 
 7.3 
 
 7.3 
 
 6.4 
 
 5.7 
 
 5.1 
 
 5.4 
 
 
 16 Physical Training 
 
 3.7 
 
 "3.7 
 
 a.v 
 
 3.7 
 
 2.1 
 
 KS 
 
 2.8 
 
 3 
 
 
 17 Drawing 
 
 
 4.4 
 
 5.5 
 
 5.4 
 
 5.7 
 
 5.1 
 
 5.4 
 
 
 
 18 Music 
 
 3.5 
 
 3.5 
 
 3.5 
 
 3.5 
 
 4.5 
 
 4.8 
 
 4.3 
 
 4.5 
 
 
 19 Manual Training 
 
 
 
 
 
 
 
 5.1 
 
 5.4 
 
 
 23 German or Latin 
 
 
 
 
 
 17.9 
 
 19.1 
 
 17.1 
 
 18 
 
 
 Play 
 
 9.1 
 
 . , 
 9.1 
 
 9.1 
 
 fl.l 
 
 V.5 
 
 8 
 
 7.1 
 
 7.5 
 
 
 'Algebra added In Grade VIII. 
 
 ^Includes civics In Grades VII and VIII. 
 
 'Includes physiology in Grades VI, VII, and VIII.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 29 
 
 TABLE V. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of New Orleans. 
 
 Grade. 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. Pet. 
 
 2 Reading & Litera- 
 ture 
 
 200 
 
 200 
 
 225 
 
 225J 120 
 
 120 
 
 200 
 
 200 
 
 13.4 
 
 3 Writing 
 
 90 j 90| 100| 60| 60| 60| 
 
 
 4.15 
 
 4 Spelling 
 
 75| 75| 100| 100| 110| 110| 90| 90| 6.77 
 
 6 Language | 250 1 250 1 288 1 300 1 350 1 3501 350 1 350 1 22.30 
 
 7 Composition 
 
 
 
 
 | 30| 30| 30 
 
 30 
 
 1 
 
 8 Arithmetic 
 
 265| 265 
 
 240| 240| 250| 250| 250| 250|18.6 
 
 9 Geography | 100| 100| 15'i 
 
 200| 110| 110| 110 
 
 110| 8.94 
 
 10 History | 50| 50| 50| 50| 140| 140| 140| 140| 6.77 
 
 14 Nature Study 
 
 00] 60| 80| 60| 60| 60| 60 
 
 60 1 4.5 
 
 15 Physiology 
 
 15 
 
 15 
 
 20| 20| 30| 30| 30| 30| 1.72 
 
 16 Physical Training 
 
 50| 50| 50| 50| 50| 50| 50| 50| 3.61 
 
 17 Drawing 
 
 00| 00| 60| 60| 55 
 
 55 
 
 55| 55| 4.15 
 
 18 Music 
 
 60| 60 1 60| 60| 60| 60| 60| 60| 4.33 
 
 Total Recitations 
 
 1275| 1275| 1425| 1425J 1425 
 
 1425| 1425| 1425] 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 2 Reading & Litera- | 
 ture 15.6 
 
 15.6 
 
 15.8 
 
 15.8 
 
 8.4 
 
 8.4 
 
 14 
 
 14 
 
 
 3 Writing 7 
 
 7 
 
 7 
 
 4.2| 4.2| 4.2 
 
 
 
 
 4 Spelling 5.8| 5.8| 7 
 
 7 
 
 7.7 
 
 7.7 
 
 6.3 
 
 6.3 
 
 
 6 Language 19.5 
 
 19.5 1 20.1 
 
 21 
 
 24.5 
 
 24.5| 24.5 
 
 24.5 
 
 
 7 Composition 
 
 
 
 
 2.1 1 2.1 1 2.1 
 
 L.l 
 
 
 8 Arithmetic 20.6| 20.6| 16.8 
 
 16.8| 17. 5| 17.5| 17.5| 17.5| 
 
 9 Geography 7.8 1 7.8 1 10.6 
 
 14 
 
 7.7| 7.7| 7.7| 7.7| 
 
 10 History 3.9| 3.9| 3.5| 3.5| 9.8| 9.8| 9.8| 9 8| 
 
 14 Nature Study 4.6| 4.6| 5.6| 4.2| 4.2| 4.2| 4.2| 4.2 
 
 
 15 Physiology l.lj 1.1| 1.4| 1.4 1 2.1 
 
 2.1 
 
 2.1| 2.1 
 
 
 16 Physical Training 3.9 
 
 3.9| 3.5| 3.5| 3.5 
 
 3.5| 3.5| 35 
 
 
 17 Drawing 4.6 
 
 4.6| 4.2| 4.2| 3.8 [ 3.8| 3.8| 38 
 
 
 18 Music 4.6| 4.6| 4.2| 4.2| 4.2| 4.2| 4.2| 4.2| 
 
 Algebra added in Grade VIII.
 
 30 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE VI. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of San Francisco. 
 
 Grade. 
 
 II. III. IV. V. VI. VII. VIII. Pet 
 
 1 Opening Exercises 
 
 75 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 4.4 
 
 2 Reading & Litera- 
 ture 
 
 350 
 
 350 
 
 300 
 
 275 
 
 250 
 
 160 
 
 135 
 
 135 
 
 20.2 
 
 3 \\ritiug 
 
 100 
 
 75 
 
 75 
 
 75 
 
 75 
 
 45 
 
 45 
 
 
 6.1 
 
 4 Spelling 
 
 100 
 
 100 
 
 100 1 100 
 
 100| 75 75 
 
 50 
 
 7.2 
 
 Language 
 
 150 
 
 150 150 1 150 
 
 175| 175| 175[ 200" 
 
 13.7 
 
 8 Arithmetic 
 
 
 150 1 200| 225 225 1 225 1 225 1 226 
 
 is.a 
 
 9 Geography 
 
 
 
 80| 80| 100| 135| 135| 135 6.9 
 
 10 History 
 
 1 
 
 30| 30J 30| 110J 160| 200] 6.0 
 
 14 Nature Study 
 
 50 1 '25 
 
 50) 50| 50| 50 
 
 50 1 50 1 3.9 
 
 16 Physical Training 
 
 50 
 
 50| 50 
 
 50| 50| 50 
 
 50| 50| 4.1 
 
 17 Drawing 
 
 60 
 
 60 
 
 GO 
 
 60| 60| 60 
 
 60 1 60 
 
 5 
 
 18 Music 
 
 75 
 
 75 
 
 60 
 
 60 
 
 60 
 
 601 e l 60 
 
 5.3 
 
 19 Manual Training 
 
 
 
 
 
 
 
 60 
 
 60 
 
 1.2 
 
 M Sewing 
 
 
 
 
 50 
 
 60 
 
 60 
 
 60 
 
 
 2.4 
 
 21 Cooking 
 
 
 
 
 
 
 
 
 60 
 
 .62 
 
 Play | 100 
 
 100 
 
 100 
 
 100 1 100 
 
 100 
 
 100| 100J 
 
 Total Recitations 
 
 10101 1085| 1175| 
 
 1285| l^t>5| 1340 
 
 Total Assignments | 1300| 1300| 1350| 1500| 1500| 1500| 1500| 1500| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 7.5 
 
 4.5 
 
 4.3 
 
 3.7 
 
 4 
 
 4 
 
 3.7 1 3.7 
 
 
 2 Reading & Litera- 
 ture 
 
 34.2 
 
 32.2 
 
 26.1 
 
 20.4 
 
 19.5 
 
 12.7 
 
 10 
 
 10 
 
 
 3 Writing 
 
 10 
 
 6.81 6.5 
 
 5.6 
 
 5.6 
 
 3.6| 3.8 
 
 
 
 4 Spelling 
 
 10 
 
 9.2| 8.7| 7.4 
 
 7.8 
 
 6 | 5.6 
 
 3.7 
 
 
 Language 
 
 14.9 
 
 13.5 
 
 13.1J 11.1 
 
 13.6 
 
 13.8| 13.2 
 
 15 
 
 
 8 Arithmetic 
 
 
 13.5 
 
 17.4 1 16.7 
 
 17.5 
 
 17.8 
 
 10.9 
 
 1 (>.!> 
 
 
 9 Geography 
 
 
 
 7 | 6 
 
 7.8 
 
 10.6 
 
 1<.5 
 
 10 
 
 
 10 History 
 
 
 
 
 2.2 
 
 2.3 
 
 9.5 
 
 12.9 
 
 15 
 
 
 14 Nature Study 
 
 5 
 
 4.5 | 2.1 
 
 3.7 
 
 4 
 
 4 
 
 3.7 
 
 3.7 
 
 
 16 Physical Training 
 
 5 
 
 4.5 1 4.3 
 
 3.7 
 
 4 
 
 3.9 
 
 3.7 
 
 3.7 
 
 
 17 Drawing 
 
 6 
 
 5.4 
 
 5.2 
 
 4.5 
 
 4.6 
 
 4.7 
 
 4.5 
 
 4.5 
 
 
 18 Music 
 
 7.5 
 
 6.8 
 
 5.2 
 
 4.5 
 
 4.6 
 
 4.7 
 
 4.5 
 
 4.5 
 
 
 19 Manual Training 
 
 
 
 
 
 
 
 4.5 
 
 4.5 
 
 
 20 Sewing 
 
 1 
 
 
 3.7 
 
 4.6 
 
 4.7 
 
 4.5 
 
 
 
 21 Cooking 
 
 
 
 
 
 
 
 
 4.5 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 31 
 
 TABLE VII. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Kansas City, 
 Kan. 
 
 Grade. I. II. III. IV. V. VI. VII. VIII. Pet. 
 
 2 Reading & Litera- 
 ture 
 
 150 
 
 150 
 
 100 
 
 125 
 
 125 
 
 125 
 
 125 
 
 120 
 
 14.5 
 
 3 Writing 
 
 V25 
 
 100| 100 
 
 120 120 
 
 120 1 
 
 
 9.60 
 
 4 Spelling 
 
 75 
 
 150 
 
 100 
 
 100 
 
 100 
 
 100 1 75 
 
 50 
 
 10.7 
 
 6 Language 
 
 70| 100 
 
 105 
 
 100 
 
 100 
 
 100 
 
 125 
 
 150 
 
 11.2 
 
 8 Arithmetic 
 
 150| 75| 200 
 
 125 
 
 125 
 
 125 
 
 1251 150 
 
 15.1 
 
 9 Geography 
 
 10 
 
 20 
 
 20 
 
 100 1 100 
 
 100| 125| 60 
 
 7.54 
 
 10 History 
 
 
 
 30 1 30 
 
 30 1 100 1 120 
 
 4.38 
 
 li Civil Government 
 
 
 
 
 
 30| 25 | 30 
 
 
 14 Nature Study 20| 25| '25 
 
 30 
 
 30 
 
 30 
 
 30 1 30 
 
 3.11 
 
 16 Physical Training 10 1 | 
 
 
 
 
 
 
 
 17 Drawing 100 1 100 
 
 100 
 
 120 
 
 120 1 90 
 
 901 90 
 
 11.5 
 
 18 Music 100 1 100 
 
 100| 100| 100| 100 
 
 75| 75 
 
 10.6 
 
 Total Recitations 
 
 810 1 820 
 
 850 1 950 1 950 1 950 1 895 1 875 1 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 "2 Reading & Litera- 
 ture 
 
 18.51 18.4 
 
 11.8 
 
 13.2 
 
 13.2 
 
 13.2 
 
 14 
 
 13.8 
 
 
 3 Writing 
 
 15.4 
 
 12.2 
 
 11.6 
 
 12.6| 12.6 
 
 12.6 
 
 
 
 
 4 Spelling 
 
 9.2 
 
 18.4 
 
 11.8 
 
 10.5 
 
 10.5 
 
 10.5) 8.4 
 
 5.7 
 
 
 6 Language 
 
 8.5 
 
 12.1 
 
 12.5 
 
 10.5 
 
 10.5 
 
 10.5| 14 
 
 17.2 
 
 
 8 Arithmetic 
 
 18.5 
 
 9.1 
 
 23.6 
 
 13.2 
 
 13.2| 13.2| 14 
 
 17 
 
 
 9 Geography 
 
 1.2 
 
 2.4 
 
 2.4 
 
 10.2 
 
 10.5 
 
 13.2| 14 
 
 6.8 
 
 
 10 History 
 
 
 
 
 3.1 | 3.1 
 
 3.1| 11.2| 13.8 
 
 
 ii Civil Government 
 
 
 
 
 
 
 3.1 1 2.8 1 3.4 
 
 
 14 Nature Study 
 
 2.4 
 
 3 
 
 2.9 
 
 3.1 
 
 3.1 
 
 3.3 
 
 3.41 3.4 
 
 
 16 Physical Training 
 
 o 
 
 
 
 
 
 
 
 
 
 17 Drawing | 12.3 
 
 12.2 
 
 11 
 
 10.5 
 
 10.5 
 
 13.2 
 
 8.4 
 
 8.6 
 
 
 18 Music 
 
 12.3 
 
 12.2 
 
 11.8 
 
 10.5 
 
 10.5| 13.2| 8.4 
 
 8.6|
 
 32 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE VIII. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Jersey City. 
 
 Grade. I. II. III. IV. 
 
 V. VI. VII. VIII. Pet 
 
 1 Opening Exercises | 50 1 50 1 50 1 50 1 50 
 
 50| 60 1 50 1 3.74 
 
 "2 Heading 5W| 500 j 450 j 405 
 
 370 
 
 310| 280| 270|30 
 
 3 Writing iuo| 100 
 
 loo 
 
 100 1 90 1 90 1 70[ 85 1 6.86 
 
 5 & Language & 
 Grammar 125 
 
 125 
 
 125 
 
 160 
 
 180 
 
 190 
 
 230 
 
 260 
 
 10.3 
 
 8 Arithmetic 225 '245 
 
 270 1 280 
 
 270 
 
 270 270 
 
 270 
 
 19.5 
 
 9 Geography 
 
 
 80 1 100 
 
 125 
 
 145J 145| 130 
 
 6.78 
 
 10 History 
 
 
 
 
 60| 90| 100| 137 
 
 3.62 
 
 14 Nature Study 30| 30| 40 
 
 40] 45| 45 
 
 45 
 
 52 
 
 3 
 
 15 Physiology 20| '20 \ 30 
 
 30| 30| 30 
 
 30 
 
 30 
 
 '2 
 
 16 Physical Training 155| 135 
 
 120 
 
 100 1 50 1 50 
 
 50 
 
 50 
 
 
 17 Drawing 80 
 
 80 
 
 80 
 
 80 1 90| 90 
 
 90 
 
 90 
 
 6.86 
 
 18 Music 00 
 
 00 1 60 
 
 60 1 45 
 
 45 
 
 45 
 
 45 
 
 3.93 
 
 Morals & Manners '20 
 
 20 1 20 
 
 20| 20| 20| 20 
 
 20] 1.5 
 
 Total Recitations 1270 1 1290| 13061 1325 
 
 1375 
 
 1375 
 
 13 75 
 
 I4:t'.i| 
 
 Total Assignments 1425 1 1425 
 
 1425| 1425 | 14251 1425 
 
 14 IT) 
 
 1489| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 4 | 3.9| 3.8| 3.8| 3.7| 3.7 
 
 3.7| 3.5| 
 
 2 Heading 
 
 44.1| 43.4| 34 
 
 30 
 
 27 
 
 22.7 
 
 20.5 
 
 18.9 
 
 
 3 Writing 
 
 7.9| 7.8 
 
 7.7 
 
 7.6 
 
 6.6 
 
 6.6 
 
 6.6 
 
 6.3 
 
 
 5 Grammar & Language 
 
 9.9| 9.7 
 
 9.6 
 
 12 
 
 13.2 
 
 13.9 
 
 16.8 
 
 18.2 
 
 
 8 Arithmetic 
 
 17.7| 19 
 
 20 
 
 21.3 
 
 19.7 
 
 19.7 
 
 19.7 
 
 18.51 
 
 
 9 Geography 
 
 | 
 
 6.2 
 
 7.6 
 
 9.1 
 
 10.6 
 
 10.6 
 
 D.I 
 
 
 10 History 
 
 ! 
 
 
 
 4.4 
 
 6.6 
 
 7.3 
 
 9.6 
 
 
 14 Nature Study 
 
 2.4 1 2.4 
 
 3 
 
 3 | 3.3 
 
 3.3 
 
 3.3 
 
 3.7 
 
 
 15 Physiology 
 
 1.6 
 
 1.6 
 
 2.3 1 2.3 1 2.2 
 
 2.2 
 
 2.2 
 
 2.1 
 
 
 16 Physical Training 
 
 11 
 
 9.5 
 
 8.5| 7.1| 5 
 
 5 
 
 5 
 
 3.4 
 
 
 17 Drawing 
 
 6.3 
 
 6.3 
 
 6.2| 6.1 1 6.6 
 
 6.6 
 
 6.6 
 
 6.3 
 
 
 18 Music 
 
 4.8 
 
 4.7| 4.6 
 
 4.6| 3.3 
 
 3.3 
 
 3.3 
 
 3.2 
 
 
 Morals & Manners 
 
 1.6 
 
 1.6 
 
 1.5 
 
 1.5| 1.5 
 
 1.5 
 
 1.5 
 
 1.4 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 33 
 
 TABLE IX. Minutes of Recitation Time per week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Columbus, 
 Georgia. 
 
 Grade. I. 
 
 II. III. 
 
 IV. 
 
 V. 
 
 VI. 
 
 VII. VIII. Pet. 
 
 1 Opening Exercises | 75 
 
 75j 75| 75 
 
 75) 75) 75| 75 
 
 5.18 
 
 2 Reading 
 
 500 
 
 300 
 
 300 1 240 1 240 1 200 1 90 1 60 
 
 16.7 
 
 3 Writing 
 
 75| 75 
 
 100J 100J 60| 60J 40 
 
 30| 4.11 
 
 4 Spelling 
 
 100 1 150 
 
 140| 120 
 
 120 
 
 100 | 60 
 
 30 
 
 6.38 
 
 6 Language 
 
 200 
 
 220 
 
 220 1 250 
 
 300 1 300 1 300 1 300 
 
 18.1 
 
 8 Arithmetic 
 
 225 
 
 225| 275) 300| 300) 325| 300| 205 
 
 18.6 
 
 Algebra 
 
 
 1 i 1 
 
 
 
 220 
 
 1.9 
 
 9 Geography 
 
 
 80 1 200 1 225 1 250 1 285 
 
 200 
 
 |10.7 
 
 10 History 
 
 
 
 1 
 
 
 
 250| 180| 3.71 
 
 17 Drawing 
 
 60 1 60 
 
 00 
 
 60 
 
 75 
 
 75| 65| 40| 4.27 
 
 18 Music 
 
 70 1 70 
 
 70 
 
 70 
 
 70| 70| 60 
 
 60 1 4.34 
 
 19 Manual Training 
 
 45 
 
 45 
 
 60| 0| 60| 60| 90 
 
 90 
 
 4.47 
 
 24 Latin 
 
 
 
 
 
 
 
 230 
 
 2. 
 
 Play 
 
 200| 200| 20<)| 200| 150| 150| 150| 150| 
 
 Total Assignments 
 
 1850) 1350| 1500| 1500 
 
 1550 
 
 1550| 1530| 1520| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 5.6 
 
 5.6 
 
 5. 
 
 5. 
 
 4.9 
 
 4.9 
 
 5. 
 
 5. 
 
 2 Reading 
 
 37.1 |22.2 |20. 
 
 16.1 |15.3 |13. 
 
 5.9 
 
 4. 
 
 3 Writing 
 
 5.6 
 
 5.6 
 
 676^ 
 
 6.67 1 3.9 
 
 3.9 
 
 2.6 
 
 2.1 
 
 4 Spelling 
 
 7.4 |11.1 
 
 9.3 
 
 8.1 
 
 7.8 
 
 6.5 
 
 3.9 
 
 2.1 
 
 6 Language 
 
 14.8 |16.3 |14.6 |17.1 |19.4 |19.4 |19.6 
 
 20. 
 
 8 Arithmetic |16.7 |20.4 |18.2 |20. |19.4 
 
 21. 
 
 19.6 
 
 13.5 
 
 Algebra 
 
 
 
 
 1 
 
 
 
 4.5 
 
 9 Geography 
 
 
 5.9 
 
 13.3 
 
 15.7 
 
 16.1 
 
 18.4 (13.1 
 
 
 
 10 History 
 
 
 
 |16.4 |12. 
 
 
 
 17 Drawing 
 
 4.5 
 
 4.5 
 
 4. 
 
 4. 
 
 4.9 
 
 4.9 | 4.3 
 
 2.8 
 
 
 18 Music 
 
 5.2 
 
 5.2 
 
 4.7 
 
 4.7 
 
 4.5 
 
 4.5 
 
 3.9 
 
 4. 
 
 
 19 Manual Training 
 
 3.4 
 
 3.4 
 
 4. 
 
 4. 
 
 3.9 
 
 3.9 
 
 3.9 
 
 6. 
 
 
 24 Latin 
 
 
 
 
 
 15. 
 
 
 Play 
 
 12.9 |12.9 |11. 7 
 
 11.8 
 
 7.83 
 
 8.82 1 8.84 1 9. 

 
 34 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE X. Minutes of Recitation Time per week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Louisville, Ky. 
 
 Grade. 
 
 II. III. IV. V. VI. VII. VIII. Pet. 
 
 1 Opening Exercises 
 
 25| 25| 25] 25 
 
 25 
 
 25 1 25 
 
 25 1 1.93 
 
 2 Heading and Lit- 
 erature 
 
 500 
 
 500 
 
 425) 335 
 
 230 
 
 155 
 
 150 
 
 150 
 
 23.5 
 
 3 Writing 
 
 50 
 
 100 
 
 100 
 
 90 
 
 70 
 
 70 
 
 i 
 
 4.62 
 
 4 Spelling 
 
 
 100 
 
 100 
 
 100 
 
 75 
 
 75 
 
 751 75 1 5.77 
 
 5 Grammar 
 
 
 
 
 
 
 
 150J 150J 2.89 
 
 6 Language 
 
 100 
 
 220 
 
 250 
 
 150 
 
 1 
 
 1 
 
 6.93 
 
 7 Composition 
 
 
 
 1 
 
 150| 150| 135| 135j 5.4!> 
 
 8 Arithmetic 
 
 100| 205 
 
 250| 250| 250| 250| 240| 240 
 
 17.2 
 9.86 
 
 9 Geography 
 
 1 
 
 
 200 1 220] 220 1 200 1 185 
 
 10 History 
 
 1 
 
 
 
 | 125| 150| 150| 4. 
 
 14 Nature Study 
 
 
 
 
 
 75 
 
 75 1 60 
 
 75 1 2.75 
 
 15 Physiology 
 
 
 1 
 
 | 40| 40 
 
 
 
 .77 
 
 16 Physical Training 
 
 50| 50| 50| 50 1 50 1 
 
 
 
 2.41 
 
 17 Drawing 
 
 75| 75| 75| 75 
 
 90 1 90 
 
 90 
 
 90 1 6.35 
 
 18 Music 
 
 50| 75| 75| 75 
 
 75| 75 
 
 75 
 
 75| 5.53 
 
 Play 
 
 100| 150| 150J 150 
 
 150J 150 
 
 150| 150| 
 
 Total Assignments 
 
 950| 1350 
 
 1350| 1350| 1350 
 
 1350J 13. r ,o| 1350| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 2.7 
 
 1.9 
 
 1.9 
 
 1.9 
 
 1.9 
 
 1.9 
 
 1.9 
 
 1.9 
 
 
 2 Reading and Lit- 
 erature 
 
 52.7 
 
 37.1 
 
 31.5 
 
 24.8 
 
 17.1 
 
 11.1 
 
 11.1 
 
 11.1 
 
 
 3 Writing 
 
 3.3 
 
 7.4 
 
 7.4 
 
 6.7 
 
 5.2 
 
 5.2 
 
 
 
 
 4 Spelling 
 
 
 7.4 
 
 7.4 
 
 7.4 
 
 5.6 
 
 5.6 
 
 5.6 
 
 5.6 
 
 
 5 Grammar 
 
 
 
 
 
 
 
 11.1 
 
 11.1 
 
 
 6 Language 
 
 10.6 
 
 16.3 
 
 18.5 
 
 11.1 
 
 
 
 
 
 
 7 Composition 
 
 
 
 
 
 11.1 
 
 "'I 
 
 10. 
 
 10. 
 
 
 8 Arithmetic 
 
 10.6 
 
 15.2 
 
 18.5 
 
 18.5 
 
 18.5 
 
 18.5 
 
 IT.s 
 
 17.8 
 
 
 9 Geography 
 
 
 
 
 14.8 
 
 16.3 
 
 16.3 
 
 14.8 
 
 13.7 
 
 
 10 History 
 
 
 
 
 
 
 9.3 
 
 11.1 
 
 11.1 
 
 
 14 Nature Study 
 
 
 
 
 
 5.6 
 
 5.6 
 
 4.5 
 
 s.e 
 
 " 
 
 
 16 Physical Training 
 
 5.3 
 
 3.7 
 
 3.7 
 
 3.7 
 
 
 
 
 
 
 17 Drawing 
 
 7.9 
 
 5.6 
 
 5.6 
 
 5.6 
 
 6.7 
 
 
 6.7 
 
 ?- 7 , 
 
 6.7 
 
 
 IS Music 
 
 5.3 
 
 5.6 
 
 5.6 
 
 5.6 
 
 5.6 
 
 5.6 
 
 5.6 
 
 r>.<; 
 
 
 Play 
 
 10. 
 
 10. 
 
 10. 
 
 10. 
 
 10. ' 
 
 10. 
 
 10. 
 
 10. 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 35 
 
 TABLE XI. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and Percentage of Total Time given to 
 Each Subject in the Public Elementary Schools of Cleveland, O. 
 
 Grade. 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. Pet. 
 
 1 Opening Exercises 
 
 25] 25] 25] 25| 25[ 25 
 
 25 1 25 
 
 1.76 
 
 2 Reading and Lit- 
 erature 
 
 550 
 
 530 
 
 525 
 
 335 
 
 195 
 
 195 
 
 210 
 
 210 
 
 25. 
 
 3 Writing 
 
 75| 105| 125 
 
 90 
 
 70| 70| 701 
 
 5.43 
 
 4 Spelling 
 
 
 125 1 100 
 
 125 
 
 75| 75| 75| 45| 5.6 
 
 6 Language 
 
 125 
 
 155| 135 
 
 125 
 
 290J 290| 250| 270J14.7 
 
 8 Arithmetic 
 
 150| 155| 225| 250| 270| 270| 300| 300|17.2 
 
 9 Geography 
 
 
 
 | 200 1 245 1 245 1 
 
 | 6.22 
 
 10 History 
 
 
 1 1 
 
 
 160 
 
 175 1 3. 
 
 13 Elementary Science 
 
 
 
 
 
 
 | 80 
 
 80 1 1.45 
 
 15 Physiology 
 
 20| 25| 25| 25) 40| 40| 40| 40| 2.3 
 
 lt> Physical Training 
 
 50 1 50 
 
 50| 50| 50| 50 
 
 50| 40| 3.52 
 
 17 Drawing 
 
 60| 80| G0| 65| 70| 70 
 
 70) 85 1 5. 
 
 18 Music 
 
 60| 75| 60| 65| 70| 70 
 
 70 
 
 75 
 
 4.91 
 
 19 Manual Training 
 
 60| 80| 70| 45| 
 
 
 
 
 2.3 
 
 21 Bookkeeping 
 
 
 1 1 
 
 
 
 50 
 
 .45 
 
 Play 
 
 25| 100| 100| 100| lOT) 
 
 100 1 100 1 100 1 
 
 Total Assignments 
 
 1175| 1400| 1400| 1400] 1400 1 1400 1 1400 1 1400 1 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Opening Exercises 
 
 2.2 
 
 1.81 
 
 1.81 
 
 1.43 
 
 1.7 
 
 1.7 
 
 1.43 
 
 1.7 
 
 
 2 Heading and Lit- 
 erature 
 
 47.3 
 
 38.1 
 
 37.4 
 
 23.9 
 
 13.4 
 
 13.4 
 
 14.6 
 
 14.6 
 
 
 3 Writing 
 
 6.4 
 
 7.5 
 
 8.9 
 
 6.4 
 
 4.8 
 
 4.8 
 
 5. 
 
 
 
 4 Spelling 
 
 
 8.9 
 
 7.1 
 
 8.9 
 
 5.2 
 
 5.2 
 
 5.3 
 
 3.1 
 
 
 6 Language 
 
 10.7 
 
 11.1 
 
 9.6 
 
 8.9 
 
 20 
 
 20 
 
 18 
 
 19.4 
 
 
 8 Arithmetic 
 
 12.9 
 
 11.1 
 
 16 
 
 18 
 
 18.5 
 
 18.5 
 
 21.5 
 
 21.5 
 
 
 9 Geography 
 
 
 
 
 14.5 
 
 16.8 
 
 16.8 
 
 
 
 
 10 History 
 
 
 
 
 
 
 
 12.1 
 
 12.6 
 
 
 13 Elementary Science 
 
 
 
 
 
 
 
 5.3 
 
 5.3 
 
 
 15 Physiology 
 
 1.7 
 
 1.8 
 
 1.8 
 
 1.8 
 
 2.8 
 
 2.8 
 
 2.8 
 
 2.8 
 
 
 16 Physical Training 
 
 4.3 
 
 3.5 
 
 3.6 
 
 3.6 
 
 3.4 
 
 3.4 
 
 3.6 
 
 2.8 
 
 
 17 Drawing 
 
 5.2 
 
 5.7 
 
 4.2 
 
 4.7 
 
 4.8 
 
 4.8 
 
 5 
 
 6.1 
 
 
 18 Music 
 
 5.2 
 
 5.3 
 
 4.2 
 
 4.7 
 
 4.8 
 
 4.8 
 
 5 
 
 5.4 
 
 
 19 Manual Training 
 
 5.2 
 
 5.7 
 
 5 
 
 3.2 
 
 
 
 
 
 
 21 Bookkeeping 
 
 
 
 
 
 
 
 
 3.5 
 
 
 Play 
 
 2 
 
 6.6 
 
 6.6 
 
 6.4 
 
 6.4 
 
 6.4 
 
 6.6 
 
 6.5 

 
 36 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 In the tables II.-XI. (pages 26-36), the minutes per week de- 
 voted to each subject in each grade are given first. The last 
 column to the right in each table shows the percentage of total 
 time allotted to each subject in the whole of the eight year ele- 
 mentary course. In other words, it shows the relative impor- 
 tance which a subject holds in the curriculum by virtue of the 
 time allotted to it, in comparison with that assigned to other 
 subjects. Just beneath this first table on each page is a second 
 one showing the percentage of time devoted to each subject in 
 each grade. In the former case the total recitation time in the 
 entire elementary school is used as a basis of calculation; in 
 the latter the total recitation time of the respective grade is 
 used. For instance, the 12 per cent of total recitation time 
 for arithmetic, appearing in the last column to the right in 
 the upper half of Table II., was calculated by using the sum 
 of the figures in the horizontal column marked "Arithmetic" 
 as a dividend, and the sum of the horizontal column marked 
 " Total Recitation" as a divisor. The 9.1 per cent of recita- 
 tion time devoted to arithmetic in the first grade, as it appears 
 in the lower half of Table II., was calculated by using the one 
 hundred and twenty minutes of first grade recitation time as- 
 signed to arithmetic in the upper half of the table as a divi- 
 dend and 1315 minutes of total first grade weekly recitation 
 time as a divisor. 
 
 Some of the questions which one naturally asks of such 
 tables, displaying the time allotted to the various subjects of 
 instruction in the elementary school curriculum, are : 
 
 Should provision be made for teaching every subject in 
 every grade, such as is commonly made for teaching arithme- 
 tic and language in all grades from the first to the eighth ? 
 
 Should there be a uniform increase or decrease of time 
 from the first grade onward? 
 
 Should there be fewer minutes per week of recitation time 
 in the earlier grades, or should the time be somewhat equally
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 37 
 
 distributed to all grades, and the quantity of intellectual work 
 and handwork vary instead ? 
 
 Should the average number of minutes per week of recita- 
 tion time approximate one thousand or one thousand and five 
 hundred ? 
 
 Is there good reason why arithmetic and grammar should 
 be taught in tne earlier grades, while history, literature, geog- 
 raphy, etc., should not be taught? 
 
 Does the curriculum provide for the aesthetic, the volitional, 
 the emotional, the physical, the moral, as well as the intellec- 
 tual aspects of the child's mind and experience? 
 
 Are there subjects which are not needed in the life of the 
 average citizen, or do such subjects monopolize the recitation 
 time to the exclusion of others that do clearly fit certain social 
 needs of people in general? 
 
 Is there provision for the interests of the child? 
 
 What is the relative proportion of desk work to physically 
 active work required by the curriculum? 
 
 The answers that are being given to these questions in per- 
 haps the majority of American schools are illustrated in the 
 ten preceding tables. The answers that other progressive 
 cities in other parts of the world are giving will be found in 
 later chapters. The development of these answers will con- 
 stitute the task of this entire study.* 
 
 3. Average Time Allotments and What They Show. 
 
 The two following tables, XII. and XIII., afford a basis 
 for comparing the previous ten tables. This comparison pre- 
 sents certain representative suggestions as to the attempts of 
 
 They are only stated In the outset that the reader may not miss the 
 purpose of the rather exhaustive tabulations which are pursued In the 
 course of this Investigation. If any question does not appear to be answered 
 as fully as the reader may desire In the discussion, a casual reference to 
 the tables will doubtless offer the more complete Information sought. Fre- 
 quently facts have not been repeated In the body of the discussion which 
 are more graphically shown in the tabular form.
 
 38 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 American educators to solve some of the problems which have 
 so far been pointed out in these pages. 
 
 TABLE XII. Showing the Average Time in Minutes per Week given 
 to Each Subject in Each Grade in Ten American Cities. 
 
 Grade I. II. III. IV. V. VI. VII. VIII. 
 
 1 Opening Exercises | 43 1 | 43 1 40 
 
 40 1 40 
 
 40 
 
 40 
 
 2 Reading and Literature 
 
 443 
 
 404 
 
 367 1 373 
 
 232 1 160 
 
 142 
 
 129 
 
 3 Writing 
 
 80 
 
 78 
 
 91 
 
 79 
 
 62 
 
 62 
 
 28 
 
 22 
 
 4 Spelling 
 
 47 1 90 
 
 81 
 
 73 
 
 67 
 
 62 
 
 44 
 
 33 
 
 5 Grammar 
 6 Language and 
 7 Composition 
 
 130 
 
 146 
 
 144 
 
 158 
 
 176 
 
 224 
 
 254 
 
 256 
 
 8 Arithmetic 
 
 161 1 195 
 
 232 
 
 239 | 241 
 
 249 
 
 242 
 
 231 
 
 9 Geography 
 
 ill 20 
 
 53 
 
 156| 164 
 
 150 
 
 127 
 
 61 
 
 10 History and 
 11 Civil Government 
 
 5 
 
 5 
 
 5 
 
 17 
 
 41 
 
 171 
 
 152 
 
 160 
 
 13 Elementary Science and 
 14 Nature Study 
 
 35 
 
 35 
 
 34 
 
 46 
 
 51 
 
 44 
 
 M 
 
 49 
 
 15 Physiology 
 
 7| 7 
 
 8| 8 
 
 13 
 
 13 
 
 8 
 
 8 
 
 16 Physical Training 
 
 52 
 
 49 
 
 50 1 49 
 
 42 
 
 37 
 
 37 
 
 37 
 
 17 Drawing 
 
 75 
 
 85| 88| 82 
 
 86 
 
 92 
 
 78 
 
 77 
 
 18 Music 
 
 07| 71) 081 68 
 
 67 
 
 67 
 
 64 
 
 64 
 
 19 Manual Training 
 
 10| 18| 19| 33| 30| 30 
 
 n 
 
 50 
 
 Total Assignments 
 
 1174| 1250| 1285| 1401| 1313| 1404 
 
 1327| I'-' 4.) 
 
 Showing the Average Percentage of Recitation Time given to Each 
 Subject in Each Grade in Ten American Cities. 
 
 1 Opening Exercises 
 
 3.6| 3.4 1 3.4 
 
 3.5| 2.9 
 
 2.9| 2.9| 2.9 
 
 2 Reading and Literature 
 
 ;5O 
 
 31.8| 28.7 
 
 lio.ti 
 
 17 
 
 12.2 
 
 T0.4 
 
 9.5 
 
 3 Writing 
 
 6.7 
 
 6.1 
 
 771 
 
 5.9 
 
 4.5 
 
 4.5 
 
 2 
 
 1.6 
 
 4 Spelling 
 
 3.9 
 
 7.1 
 
 6.3 
 
 5.5 
 
 4.9 
 
 4.6 
 
 3.2 
 
 2.4 
 
 5 Grammar 
 6 Language and 
 7 Composition 
 
 10.9 
 
 10.1 
 
 10.1 
 
 10.1 
 
 10.2 
 
 16.5 
 
 18.6 
 
 18.8 
 
 8 Arithmetic 
 
 13.6 1 15.4 
 
 18.2 
 
 18 | 17.6 
 
 18.3 
 
 17.7 
 
 17 
 
 9 Geography 
 
 .9| 1.5| 4.1| 11.8| 12 
 
 11.1 
 
 9.3 
 
 5.9 
 
 10 History, etc. 
 
 .4| .4| .4| 1.2 1 3 
 
 5.2 
 
 11.1 
 
 12 
 
 13 Elementary Science, etc. 
 
 2.! 
 
 2.8| 2.6| 3.4| 3.7 
 
 3.2 
 
 4.2 
 
 3.6 
 
 15 Physiology 
 
 .5 
 
 .6 
 
 .6) .6| .9 
 
 .9 
 
 .6 
 
 .6 
 
 16 Physical Training 
 
 4.3 
 
 3.9 
 
 3.9| 3.7| 3 
 
 2.7 
 
 2.7 
 
 2.7 
 
 17 Drawing 
 
 6.3 
 
 6.9 
 
 6.8| 6.1 1 6.2 
 
 6.7 
 
 5.7 
 
 Ti.ti 
 
 18 Music 
 
 r,.<; 
 
 5.6| 5.31 5.1| 4.9 
 
 4.9 
 
 4.6 
 
 4.7 
 
 19 Manual Training 
 
 1.3 
 
 1.4| 1.4| 2.5| 2.1 
 
 2.2 
 
 3.6 
 
 8.6
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 39 
 
 TABLE XIII. Showing the Percentage of Total Time given to Bach 
 Study in the Public Elementary Schools of Ten American Cities. 
 
 
 Boston. 
 
 Chicago. 
 
 oco 
 
 IS 
 
 O~ 
 
 as 
 
 
 
 3* 
 
 8?* 
 
 50 ii 
 So 
 
 t-9 
 
 OB 
 
 08 . 
 
 01 >> 
 
 O *' 
 
 &z 
 
 2.2 
 
 3:2 
 
 3* 
 
 t< . 
 
 a 
 f a 
 Z <u 
 fc~ 
 
 M 
 
 fcS 
 gH 
 
 a 
 
 1 
 
 M 
 
 az 
 $ v 
 
 a; 
 | 
 
 1 Opening Exercises 
 
 2.9| 1.6| 1.7| 5.1| 3.7| 1 
 
 1.9| 1.5| 5.7 
 
 4.4 
 
 3.1 
 
 2 Reading and Liter- 
 ature 
 
 23.3 
 
 18.8 
 
 23.6 
 
 16.9 
 
 30 
 
 14.5 
 
 23.9 
 
 13.4 
 
 l 
 
 20.2 
 
 20.7 
 
 3 Writing 
 
 1 
 
 4.8| 5.4| 4.1| 6.8 
 
 9.6| 4.6 
 
 4.1 
 
 5.5 
 
 5.1| 4.7 
 
 4 Spelling 
 
 2.4| 3.3| 5.6| 6.3| * 
 
 10.7 1 5.7 
 
 5.1| 2.9| 7.2 
 
 4.7 
 
 5 Grammar 
 6 Language 
 7 Composition 
 
 17.7 
 
 11.9 
 
 16.1 
 
 18.1 
 
 10.3 
 
 11.1 
 
 12.5 
 
 17.6 
 
 30.9 
 
 13.7 
 
 14.4 
 
 8 Arithmetic 
 
 16.2| 18.6| 17. 3| 18.6| 19.5| 15.1 117.2| 18.6|12 
 
 15.3 17.3 
 
 9 Geography 
 
 5.5| 6.1| tt.2|10.7| b.7| 7.5| 9.8| 8.9| 4.3 6.9( 7.2 
 
 10 History 
 11 Civil Government 
 
 3.6 
 
 4.7 
 
 3 
 
 3.7 
 
 3.6 
 
 6.6 
 
 4 
 
 5.7 
 
 4.3 
 
 6.6 
 
 4.8 
 
 13 Elementary Science 
 14 Nature Study 
 
 4.5 
 
 6.2 
 
 1.4 
 
 
 3 
 
 3.1 
 
 2.7 
 
 4.5 
 
 5.6 
 
 3.9 
 
 3.4 
 
 15 Physiology 
 
 
 
 2.3| 
 
 2 
 
 
 .7 
 
 1.7| 2 
 
 8 
 
 .7 
 
 16 Physical Training 
 
 6 
 
 3.3| 3.5| 
 
 
 
 2.4 
 
 3.6| 8 
 
 4.1 
 
 4.7 
 
 17 Drawing 
 
 7.1| 4.8] 5 | 4.2| 6.4|11.5| 6.4| 4.1| 9.6 1 5 
 
 6.4 
 
 18 Music 
 
 4.8 1 4.9| 4.9| 173] 3.9J10.6J 5.5 1 4.3) 4.6J 5.3 
 
 5.1 
 
 19 Manual Training 4 
 
 5.8| 1.5| 2.3| 4.4| | 
 
 
 
 5.4 \4 
 
 2.4 
 
 'Included with language, 
 included with reading. 
 Included with nature study. 
 ^Includes cooking and sewing. 
 
 In many of the subjects of instruction there is a wide range of 
 variation as to the recitation time assigned. Yet in the ten city 
 schools, as a whole, reading, writing and arithmetic show their 
 traditional supremacy in the school curriculum by monopoliz- 
 ing 43 per cent of the entire time. For if we include in the 
 definition of formal studies, reading, writing, arithmetic, spell- 
 ing and language, it can be said for these ten elementary schools 
 that the formal studies receive 62 per cent of the assigned time, 
 while the numerous studies known as content studies receive 
 but little more than 30 per cent. All of which suggests that 
 getting a subject introduced into a curriculum, and getting it 
 taught after it has been introduced, are entirely different mat- 
 ters. Evidently the advocates of such studies as nature study, 
 manual training, drawing, music, etc., still have a battle to
 
 40 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 wage in order to secure a fair apportionment of time for their 
 favorites. It is noticed elsewhere that New York City is a 
 remarkable exception in this respect, since it allows about 42 
 per cent of time to these new studies. Whether this dispropor- 
 tion in the other cities is due to opposition from society and the 
 environment, or to indifference upon the part of the superin- 
 tendents, it is difficult to say. But it is fair to remark that the 
 content studies are receiving more attention today than ever 
 before in the public elementary schools of America. For, if 
 it be remembered that literature is included in the topic lan- 
 guage, and that reading, as it is taught in these latter years, 
 is to a very large degree good literature, then the 62 per cent 
 just mentioned should be diminished to nearly 50 per cent, 
 which would mean that there is about an equal allotment of 
 time to formal and content studies, provided literature may 
 be counted with content studies. This conclusion is corrobo- 
 rated in a study made for the Massachusetts Board of Educa- 
 tion under the title, "Course of Study in Elementary 
 Schools" (pp. 31 and 32), by Mr. John T. Prince in 1896, 
 although I think his study rather exaggerated the time devoted 
 to content studies at that time, because of the fallacy of selec- 
 tion in the group of cities which he used. His selections 
 were confined too exclusively to cities of Massachusetts. 
 
 Of the new studies introduced in recent years, drawing and 
 music are the most popular. Tables I., XII., and XIII. show 
 this. Table I. shows that they are taught in every grade in 
 75 per cent of the fifty schools; in Tables II.-XIII. they 
 appear to follow a steady time assignment, freed from the 
 irregularity of recitation time common to many other newly 
 introduced subjects as they progress from lower to higher 
 grades. At first it appears a little remarkable that these two, 
 of all the subjects which have struggled for introduction to 
 the elementary course of study in recent years, should receive 
 the larger and more systematic attention. But the tendency
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 41 
 
 is in perfect harmony with the historical development of all 
 science in general, and of the elementary curriculum in par- 
 ticular. It is an historical fact that we teach those subjects for 
 many years which are less useful, before introducing those 
 that are fundamentally essential. We make scientific study 
 of those activities which are to be classed among the luxuries, 
 before we begin to investigate those which are of every day 
 service. We seem to consider the study which is more intrin- 
 sically serviceable to be uneducative and beneath the dignity 
 of the scientist. Men studied music long before they did 
 farming, alchemy before chemistry, and the theory of peda- 
 gogy centuries before real school teaching. Even during the 
 last six months, the Board of Education of the New York 
 City schools has been incessantly disciplined by the public 
 press for giving too much time in those schools to what are 
 popularly called "the fads and frills," a term which embraces 
 such subjects as manual training, cooking, sewing, etc. So, 
 while at present true to the process of historical development 
 in the elementary curriculum, let us hope that this particular 
 stage shall not enthrall us so long that those subjects really 
 needed by the child in society shall be postponed unnecessarily 
 long by the introduction of those which might well be delayed. 
 
 It is noticeable that while physiology and hygiene receive 
 the least time allotment of all subjects, they are taught in 
 every grade in three-fourths of the fifty schools from which 
 Table I. was made. While physical training, as shown on that 
 table, was taught by slightly fewer cities, yet it receives in 
 these ten courses of study seven times the allotment that 
 physiology and hygiene do, and twice as much as manual 
 training. 
 
 In reference to manual training, by comparing this and 
 the preceding tables, it will be seen that manual training can 
 hardly yet be said to have entered the elementary school at 
 all. It is taught in but few of the fifty schools mentioned,
 
 42 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 and receives relatively little time in these ten typical school 
 courses, and that mostly in the two upper grades. 
 
 Again, the absence of correlation between history and 
 geography in the lower grades is noticeable. History receives 
 scarcely any recitation time before the sixth grade, while 
 geography in the fourth and fifth grades receives nearly as 
 much time as language, composition and grammar combined. 
 In the sixth, seventh and eighth grades, where history receives 
 its largest proportion of time, geography receives its least, 
 the time assignment for geography decreasing until the eighth 
 grade, where it has barely eighty-one minutes a week. 
 
 4. Analysis of the Various Subjects of Instruction 
 into Topics. 
 
 From a study of the following tables (XIV.-XVIIL), it is 
 evident that in most elementary schools there is a congestion 
 of subject matter in the curriculum. Such an enormous num- 
 ber of unrelated topics is presented to the child that organiza- 
 tion into a unified whole is almost impossible by any mind, 
 much less by the untrained mind of the child. It has already 
 been shown that new subjects have been added while old ones 
 have been omitted. Whether we wish it or not, the public 
 has decided that all the subjects of instruction now being 
 taught in the elementary curriculum shall remain. That is 
 not a pedagogical question at present, but a social demand. 
 It is true, the educational innovator introduced the new 
 subjects for what seemed to him sound pedagogical reasons. 
 Now, however, the plain citizen has gone a step farther, and 
 has decided not only to keep the new but to retain all the old 
 studies also. In introducing new subjects the enthusiastic 
 educator said that they were more practical than the old 
 formal studies. To this the citizen assented, for the citizen 
 is nothing if not practical. But the citizen added that since 
 other subjects had done good service for a long time, all
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 43 
 
 should be retained, in order that the practical and the formally 
 theoretic might each receive attention. Thus the pedagogue 
 has lost on his own proposition, because of the absence of any 
 principle of selection and omission in making up the course of 
 study prescribed by the "new education." 
 
 There is, therefore, no hope of relieving the overcrowded 
 curriculum by omitting subjects. Whatever relief is to be 
 had must come from such an organization of topics under 
 these large subjects as will omit the irrelevant. But what is 
 to be the standard of the measurement of relative importance ? 
 Upon certain details of this question there will inevitably be 
 disagreement. Because of the existence of different standards 
 and different environmental influences, some will decide for 
 one topic and some for another. But if it is generally agreed 
 that omission of topics is necessary, and that one method 
 of selection and omission is by the organic grouping of many 
 of these detailed topics under a few large ones, relief of the 
 present overcrowding can be accomplished, notwithstanding 
 such difference of opinion. 
 
 Yet it does seem that the standard for the selection of sub- 
 ject matter for the curriculum, which has been so vigorously 
 advocated during the past few years, might well be applied 
 to the topics within those subjects. That standard has been 
 based upon our social needs. It has been held that whatever 
 society really needs, as determined by its economic, ethical, 
 literary and spiritual activities, should be taught to the young 
 citizen in the schools, so far as the nature of the child will 
 allow. Why should not this same severe test be applied to the 
 topics in both the old and the newly introduced subjects of the 
 curriculum? A glance at an analysis into the topics of the 
 curriculum of any American city school will show that topics 
 which cannot be said to fulfil the conditions of the foregoing 
 standard are to be found in both the old and the new studies. 
 Better organization of the topics in the various subjects of
 
 44 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 recent introduction is needed; many of them ought to be 
 omitted outright and many others combined. The old studies, 
 such as arithmetic, language, history, geography and spell- 
 ing, may not so much need the grouping of smaller topics 
 under larger ones, as they need out-and-out omissions, when 
 tested by the standard of social value suggested above. And 
 yet, such is the difference of topics in the schools represented 
 in the ten city schools from which this study was made, 
 especially in reference to history and geography, that but 
 casual study will reveal that some of the old studies need 
 organization quite as much as the new ones. It might be 
 more nearly correct, therefore, to say that all the subjects in 
 the curriculum at present are woefully in need of a more 
 careful selection of the material within them, and a co-ordi- 
 nation of various related topics which at present stand isolated 
 in the syllabi and text-books. 
 
 The argument for this re-organization is readily found by 
 analyzing the subjects arithmetic, language, history, geog- 
 raphy and nature study, in the following tables of topics. 
 These topics were copied just as given in the various courses 
 of study printed by the superintendents of schools in the ten 
 American cities from which the time allotment tables in the 
 former part of the chapter are taken. Some of the topics over- 
 lap, but none are mentioned separately which do not include 
 ideas not expressed in any other one topic in the tables. It is 
 not the function or the purpose of this present treatment to 
 unite or to show a possible grouping of several kindred topics 
 under one large one, but to describe the topics just as they 
 were printed by the superintendents and supervisors for the 
 teacher's guidance, in order to show the need of organization 
 and uniformity, both within individual courses of study and 
 among the systems in general. 
 
 These tables (XIV.-XVIII.) also furnish an opportunity 
 for observing the grade distribution of the different topics,
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 45 
 
 or at least the tendency among the ten cities to teach certain 
 topics in a certain grade. There is, for instance, a practical 
 agreement among them that fractions in arithmetic shall be 
 taught in or near the fifth grade, while percentage ought to 
 receive its closest study near the seventh grade. The frequent 
 repetition of the same topic in several grades is accounted for 
 by the very elementary character of the introductory work 
 in the grades of its first appearance, and by the review work 
 in upper grades where it is scored. The time allotted any 
 topic may be approximated by reference to Table XII., which 
 contains the average time allotted to each subject in each grade 
 of the ten cities from which these topics were taken. These 
 tables, combined with the percentages in Table XII., will also 
 show in a general way the relative importance attached by 
 these ten cities to the topics within the same subject. This 
 is done by correlating the frequency of the occurrence of a 
 topic in a grade (Tables XIV.-XVIII.) and the time allotted 
 the subject in that grade in which most of the cities teach it, 
 as shown by Table XII. For instance, the largest average 
 time allotment to geography occurs in grades IV. and V., as 
 will be seen by reference to Table XII. The topics most 
 taught in those grades are North America and the United 
 States. This ought to give some approximate idea as to the 
 relative importance attached in the study of geography to 
 these two topics. 
 
 Again, it might suggest the value attached to a topic by 
 the cities to add the number of total scores which a topic 
 received in all grades. This, of course, would not apply in 
 case a topic were of marked difficulty of comprehension. For 
 instance, upon this standard of values it might be assumed, 
 with a large degree of probability, that in arithmetic (see 
 Table XIV.) the first nine topics are regarded as of more 
 importance to the student than the other twenty. 
 
 The figures in the following tables (XIV.-XVIII.) represent
 
 46 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 the number of cities in which the given topic is taught in the 
 given grade. As there are but ten cities included in the 
 scoring, if any one topic receives ten scores in any one grade, 
 it indicates a unanimous agreement as to the proper grade 
 in which that topic should be taught. 
 
 ARITHMETIC. The following explanations and implications 
 with reference to Tables XIV.-XVIII. may assist in their 
 interpretation. It is well known to all who have been 
 acquainted with the teaching of arithmetic that certain topics 
 formerly never omitted from arithmetic, are dropped from 
 the schools today without hesitation. 
 
 It is very evident that the theory of education which stands 
 for teaching a small portion of a subject one year, and 
 adding little by little to it during each succeeding year, has 
 some adherents who make out courses of study for certain 
 large American cities. With due regard to what has already 
 been said in reference to the frequent repetition of topics in 
 different grades, it nevertheless appears that poor teaching or 
 lack of capacity in the child must be brought forward to 
 explain why such simple topics as notation, numeration and 
 addition should be taught for five successive years. 
 
 LANGUAGE. When difficult topics, such as inflection, occur 
 in both upper and lower grades in Table XV., it is understood 
 that the work in lower grades is very elementary, in upper 
 grades more technical. 
 
 The presence in this outline of numerous topics in a grade, 
 especially above the fourth grade, indicates lack of progress, 
 inasmuch as the topics added in the upper grades are almost 
 entirely taken from grammar. This subject, by common 
 acceptance, should not monopolize as a formal study the time 
 devoted to language, in a progressive elementary school, but 
 should be used only incidentally in connection with composi- 
 tion and literature. 
 
 In several schools there seems to be an attempt to employ
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 47 
 
 TABLE XIV. Showing the Topics in Arithmetic and their Distribu- 
 tion by Grades in the Public Elementary Schools of Ten Ameri- 
 can Cities. 
 
 Grade I. II. III. 
 
 IV. V. VI. VII. VIII. 
 
 Numeration 
 
 10 
 
 10 
 
 10 
 
 853 
 
 1 
 
 Notation 
 
 10 
 
 10 
 
 10 
 
 853 
 
 1 
 
 Relation of Numbers 
 
 7 
 
 4 
 
 3 
 
 1 
 
 1 
 
 
 Addition 
 
 8 
 
 B 
 
 10 
 
 8 
 
 3 1 
 
 
 Subtraction 
 
 5 
 
 9 
 
 10 
 
 8 
 
 3 1 
 
 
 Multiplication 
 
 2 
 
 7 
 
 7 
 
 841 
 
 
 Division 
 
 2 
 
 5 
 
 6 
 
 863 
 
 
 Fractions 
 
 3 
 
 4 
 
 6 
 
 8 10 9 3 
 
 4 
 
 Denominate Numbers 
 
 6 | 5 
 
 4 
 
 9 7 10 6 
 
 6 
 
 Involution and Evolution 
 
 
 
 
 1322 
 
 9 
 
 Decimal Fractions 
 
 
 
 487 
 
 3 
 
 Mensuration 
 
 
 
 1 
 
 223 
 
 t 
 
 Multiplication Tables 
 
 
 4 
 
 5 
 
 411 
 
 
 Commission and Brokerage 
 
 
 
 
 5 
 
 
 Insurance 
 
 
 
 
 5 
 
 1 
 
 Percentage 
 
 
 
 
 1 2 
 
 5 7 
 
 5 
 
 Ratio and Proportion 
 
 
 
 
 
 1 3 
 
 5 
 
 Partnership 
 
 
 
 
 
 
 2 
 
 4 
 
 Partial Payments 
 
 
 
 
 
 
 2 
 
 4 
 
 Greatest Common Multiple and 
 Least Common Multiple 
 
 
 
 2 
 
 5 
 
 
 
 
 Longitude and Time 
 
 
 
 
 
 
 2 
 
 2 
 
 Profit and Loss 
 
 
 
 1 
 
 
 4 
 
 1 
 
 Taxes 
 
 
 
 
 
 
 5 
 
 
 Duties 
 
 
 
 
 
 
 
 1 
 
 
 Banking 
 
 
 
 
 
 
 
 7 
 
 1 
 
 Exchange 
 
 
 
 
 
 
 
 2 
 
 2 
 
 Simple Interest 
 
 
 
 1 
 
 
 3 
 
 7 
 
 5 
 
 Stocks and Bonds 
 
 
 
 
 
 
 3 
 
 1 
 
 Business Forms 
 
 
 
 
 
 1 
 
 3 
 
 1 
 
 1 
 
 correlation by the use of the content of other studies as 
 subject matter for the classes in English. Wherever this is 
 done there is a noticeable absence of good literature in the 
 English course. 
 
 GEOGRAPHY. Each large topic like North America in 
 Table XVI. contains an average of twenty sub-topics in the 
 syllabi examined. 
 
 The recurrence of the same topic in different grades is 
 accounted for by the fact that the pupils study the topic from 
 the two points of view: (1) of physical geography, (2) of 
 political geography. 
 
 "Globes and maps" includes map-drawing.
 
 48 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XV. Showing the Topics in Language and their Distribu- 
 tion by Grades in the Public Elementary Schools of Ten Cities 
 of the United States. 
 
 Grade 
 
 I. II. III. IV. V. VI. VII. VIII. 
 
 COMPOSITION 
 
 Conversatiou and Oral Reproduc- 
 tion 
 
 9 
 
 8 
 
 6 
 
 6 
 
 6 
 
 6 
 
 3 
 
 2 
 
 The Paragraph 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 5 
 
 I 
 
 The Sentence 
 
 1 
 
 
 3 
 
 4 
 
 3 
 
 2 
 
 3 
 
 1 
 
 Written Reproduction 
 
 5 
 
 6 
 
 
 
 9 
 
 7 
 
 7 
 
 3 
 
 5 
 
 Model Composition 
 
 1 
 
 1 
 
 4 
 
 5 
 
 3 
 
 B 
 
 8 
 
 6 
 
 Invention 
 
 
 
 
 
 1 
 
 i 
 
 
 
 Topical Outline 
 
 
 
 
 
 1 
 
 2 
 
 4 
 
 2 
 
 Description 
 
 '2 
 
 4 
 
 4 
 
 3 
 
 3 
 
 5 
 
 5 
 
 2 
 
 Narration 
 
 1 
 
 
 2 
 
 1 
 
 1 
 
 2 
 
 4 
 
 3 
 
 Exposition 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Letter Writing 
 
 
 
 
 
 4 
 
 2 
 
 8 
 
 3 
 
 2 
 
 Dictation 
 
 I 
 
 4 
 
 5 
 
 3 
 
 4 
 
 4 
 
 * 
 
 3 
 
 Copying 
 
 
 2 
 
 1 
 
 
 
 
 
 
 Summaries 
 
 
 
 
 
 1 
 
 1 
 
 
 3 
 
 Rhetoric from Literature 
 
 
 
 
 
 
 
 
 
 Rhetoric from Texts 
 
 
 
 
 
 
 
 2 
 
 
 GRAMMAR 
 
 
 
 
 
 
 
 
 
 Simple Sentence 
 
 
 
 
 
 1 
 
 
 6 
 
 
 Compound Sentence 
 
 
 
 
 
 
 
 6 
 
 
 Complex Sentence 
 
 
 
 
 
 
 
 6 
 
 
 Capital Letters, Punctuation 
 
 | 
 
 7 
 
 7 
 
 6 
 
 4 
 
 2 
 
 2 
 
 2 
 
 Classification of Sentences 
 
 
 
 1 
 
 3 
 
 2 
 
 4 
 
 4 
 
 
 Inflection and Use Part Speech 
 
 
 1 
 
 1 
 
 5 
 
 7 
 
 9 
 
 10 
 
 e 
 
 Phrases 
 
 
 
 
 
 2 
 
 3 
 
 4 
 
 3 
 
 Clauses 
 
 
 
 
 
 2 
 
 2 
 
 3 
 
 3 
 
 Words 
 
 
 
 
 
 3 
 
 2 
 
 5 
 
 3 
 
 Analysis 
 
 
 
 
 
 4 
 
 6 
 
 7 
 
 8 
 
 Synthesis 
 
 
 
 
 
 
 
 2 
 
 4 
 
 Correct Expression 
 
 1 
 
 1 
 
 2 
 
 3 
 
 1 
 
 1 
 
 2 
 
 2 
 
 LITERATURE 
 
 Literature 
 
 7 | 7 
 
 7 
 
 7 
 
 6 | 6 
 
 6 | U 
 
 Memorizing Gems 
 
 3 | 5 
 
 5 
 
 5 
 
 3 
 
 3 
 
 2 
 
 3 
 
 Stories 
 
 8 | 6 
 
 4 
 
 1 
 
 2 
 
 1 
 
 2 
 
 
 In only one of these syllabi is the memorizing of State capi- 
 tals noticed. 
 
 Most of the programs follow the topics as they occur in the 
 text-books on geography. 
 
 HISTORY. The number of assignments made to different 
 wars in contrast to the number made to topics dealing with 
 movements of social and economic interest, is one of the pecul- 
 iarities shown by Table XVII. 
 
 It is suggestive that the avenue through which history seems
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 49 
 
 TABLE XVI. Showing the Topics in Geography and their Distribu- 
 tion by Grades in the Public Elementary Schools of Ten Ameri- 
 can Cities. 
 
 Grade 
 
 I. II. III. IV. V. VI. VII. VIII. 
 
 Home Geography 
 
 1 
 
 2 
 
 3 
 
 5 
 
 
 
 
 
 Directions 
 
 3 
 
 4 
 
 1 
 
 4 
 
 2 
 
 
 
 
 Distance 
 
 
 1 
 
 
 '6 
 
 
 
 
 
 The Earth 
 
 
 1 
 
 
 3 
 
 1 
 
 2 
 
 
 
 Surface 
 
 
 1 
 
 1 
 
 5 
 
 
 2 
 
 
 
 Land 
 
 
 
 1 
 
 5 
 
 1 
 
 4 
 
 
 
 Water 
 
 
 
 1 
 
 5 
 
 1 
 
 4 
 
 
 
 Revolution of Earth 
 
 
 
 
 5 
 
 3 
 
 3 
 
 
 1 
 
 Rotation of Earth 
 
 
 
 
 
 
 3 
 
 3 
 
 
 1 
 
 Zones 
 
 
 
 
 4 
 
 4 
 
 3 
 
 
 
 Plants 
 
 
 1 
 
 
 2 
 
 1 
 
 3 
 
 1 
 
 1 
 
 Animals 
 
 
 1 
 
 
 3 
 
 1 
 
 4 
 
 1 
 
 1 
 
 Products 
 
 
 
 1 
 
 9 
 
 1 
 
 
 1 
 
 
 Minerals 
 
 
 
 1 
 
 2 
 
 1 
 
 
 
 
 Occupations 
 
 
 
 
 2 
 
 5 
 
 3 
 
 
 
 Governments and Religions 
 
 
 
 
 1 
 
 1 
 
 
 
 
 Races of Men 
 
 
 1 
 
 1 
 
 6 
 
 1 
 
 5 
 
 1 
 
 1 
 
 Hemispheres 
 
 
 
 
 4 
 
 
 2 
 
 
 1 
 
 Continents 
 
 
 
 
 5 
 
 2 
 
 2 
 
 
 
 Oceans 
 
 
 
 
 5 
 
 2 
 
 2 
 
 
 
 North America 
 
 
 
 
 5 
 
 7 
 
 6 
 
 2 
 
 
 United States 
 
 
 
 
 5 
 
 4 
 
 5 
 
 1 
 
 
 New England States 
 
 
 
 
 4 
 
 2 
 
 4 
 
 
 
 Middle Atlantic States 
 
 
 
 
 3 
 
 2 
 
 4 
 
 
 
 Southern States 
 
 
 
 
 4 
 
 2 
 
 4 
 
 
 
 Central States 
 
 
 
 
 3 
 
 2 
 
 4 
 
 
 
 Rocky Mountain & Pacific States 
 
 
 
 
 4 
 
 2 
 
 4 
 
 
 
 Review of United States 
 
 
 
 
 1 
 
 
 
 
 
 Canada 
 
 
 
 
 9 
 
 3 
 
 1 
 
 3 
 
 
 Mexico 
 
 
 
 
 2 
 
 3 
 
 1 
 
 3 
 
 
 Review of North America 
 
 
 
 
 1 
 
 1 
 
 
 
 
 South America 
 
 
 
 1 
 
 3 
 
 6 
 
 5 
 
 5 
 
 1 
 
 Europe 
 
 
 
 1 
 
 1 
 
 B 
 
 B 
 
 1 
 
 
 Asia 
 
 
 
 1 
 
 1 
 
 5 
 
 6 
 
 6 
 
 1 
 
 Africa 
 
 
 
 1 
 
 1 
 
 4 
 
 5 
 
 7 
 
 1 
 
 Australasia 
 
 
 
 1 
 
 1 
 
 3 
 
 5 
 
 7 
 
 1 
 
 Latitude & Longitude 
 
 
 
 
 
 4 
 
 3 
 
 2 
 
 
 to be finding its way into the grades below the sixth is the his- 
 torical and biographical narrative. This, we think, is psycho- 
 logically sound, for the child is interested primarily in people. 
 The performances of heroes and the activities of his own ac- 
 quaintances are the two aspects of child experience which lend 
 themselves most directly to the beginning of the study of his- 
 tory. Therefore the first two topics in Table XVII. commend 
 themselves as a departure in the right direction.
 
 50 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XVII. Showing the Topics in History and their Distribu- 
 tion by Grades in the Public Elementary Schools of Ten Cities 
 of the United States. 
 
 Grade I. II. III. IV. V. VI. VII. VIII. 
 
 American Historical & Bio- 
 graphical Narratives 
 
 2 
 
 3 
 
 4 
 
 7 
 
 7 
 
 5 
 
 1 
 
 2 
 
 Local History 
 
 2 
 
 1 
 
 1 
 
 3 
 
 2 
 
 2 
 
 
 
 Discoveries 
 
 
 
 1 
 
 4 
 
 I 
 
 3 
 
 4 
 
 1 
 
 Explorations 
 
 
 
 1 
 
 '2 
 
 '2 
 
 3 
 
 '2 
 
 
 Settlements 
 
 
 
 1 
 
 I 
 
 3 
 
 4 
 
 3 
 
 
 Colonies 
 
 
 
 
 1 
 
 '2 
 
 3 
 
 4 
 
 1 
 
 Colonial Government 
 
 
 
 1 
 
 
 
 1 
 
 2 
 
 1 
 
 Revolution 
 
 
 
 1 
 
 3 
 
 '2 
 
 4 
 
 5 
 
 1 
 
 Articles of Confederation 
 
 
 
 
 
 
 "2 
 
 4 
 
 2 
 
 Constitution 
 
 
 
 
 
 1 
 
 1 
 
 4 
 
 5 
 
 Amendments to Constitution 
 
 
 
 
 
 
 
 2 
 
 5 
 
 French & Indian War 
 
 
 
 
 
 '2 
 
 3 
 
 
 
 2 
 
 War of 1812 
 
 
 
 
 1 
 
 
 '2 
 
 2 
 
 
 
 Mexican War 
 
 
 
 
 
 
 '2 
 
 2 
 
 5 
 
 Civil War 
 
 
 
 1 
 
 
 4 
 
 '2 
 
 7 
 
 
 Spanish-American War 
 
 
 
 
 
 
 3 
 
 1 
 
 7 
 
 Territorial Expansion 
 
 
 
 
 
 
 3 
 
 1 
 
 5 
 
 Inventions & Discoveries 
 
 1 
 
 
 1 
 
 
 4 
 
 2 
 
 5 
 
 Riseof Republican Government 
 
 1 
 
 
 
 1 
 
 
 4 
 
 4 
 
 T~ 
 
 Economic Progress 
 
 
 
 
 
 
 1 
 
 r 
 
 Slavery 
 
 
 
 
 
 
 4 
 
 2 
 
 1 
 
 Presidential Administration 
 
 
 
 
 
 
 3 
 
 
 2 
 
 Review of United States 
 History 
 
 
 
 
 
 
 
 1 
 
 4 
 
 War of Tripoli 
 
 
 
 
 
 
 1 
 
 1 
 
 1 
 
 Era of Good Feeling 
 
 
 
 
 
 
 1 
 
 1 
 
 3 
 
 Monroe Doctrine 
 
 
 
 
 
 
 1 
 
 1 
 
 2 
 
 Missouri Compromise 
 
 
 
 
 
 
 1 
 
 1 
 
 3 
 
 Nullification 
 
 
 
 
 
 
 1 
 
 1 
 
 3 
 
 Panic of 1837 
 
 
 
 
 
 
 1 
 
 1 
 
 3 
 
 Analysis of National Gov- 
 ernment 
 
 
 
 
 
 
 1 
 
 2 
 
 1 
 
 Political Parties 
 
 
 
 
 
 
 
 
 1 
 
 Analysis of State Government 
 
 
 
 
 
 
 
 1 
 
 2 
 
 City Government 
 
 
 
 
 1 
 
 
 2 
 
 
 3 
 
 State History 
 
 
 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Ethical Lessons 
 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 English History 
 
 
 
 
 
 
 
 2 
 
 2 
 
 Next to nature study, perhaps no study in the syllabi ex- 
 amined shows greater lack of organization than does elemen- 
 tary history. 
 
 NATURE STUDY. One of the most eminent teachers of 
 nature study, in a recent address on the subject, said that 
 nature study is not a science. An examination of the syllabi 
 on that subject calls forth a ready concurrence with that
 
 TABLE XVIII. Showing the Topics in Nature Study and their Distri- 
 bution by Grades in the Public Elementary Schools in Ten Cities 
 of the United States. 
 
 Grade 
 
 I. 
 
 II. III. IV. V. VI. VII. Vlll. 
 
 Seeds 
 
 2 
 
 2 
 
 2 
 
 4 
 
 1 
 
 1 
 
 2 
 
 1 
 
 Germination of Seeds 
 
 2 
 
 2 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 1 
 
 Plants 
 
 4 
 
 4 
 
 
 
 8 
 
 5 
 
 5 
 
 3 
 
 3 
 
 Plant Awakening 
 
 1 
 
 1 
 
 1 
 
 2 
 
 2 
 
 1 
 
 1 
 
 2 
 
 Buds 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 
 
 
 Boots 
 
 1 
 
 2 
 
 
 
 
 1 
 
 
 
 Leaves 
 
 3 
 
 4 
 
 4 
 
 1 
 
 3 
 
 3 
 
 1 
 
 2 
 
 flowers 
 
 2 
 
 3 
 
 3 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Trees 
 
 4 
 
 3 
 
 3 
 
 B 
 
 5 
 
 4 
 
 3 
 
 3 
 
 Sap 
 
 
 
 
 
 
 
 1 
 
 
 Nuts 
 
 1 
 
 1 
 
 
 2 
 
 
 
 
 1 
 
 Fruits 
 
 5 
 
 2 
 
 3 
 
 5 
 
 3 
 
 5 
 
 2 
 
 1 
 
 Grain 
 
 
 1 
 
 
 2 
 
 
 
 
 
 Steins 
 
 1 
 
 
 
 
 
 
 
 
 Effects of Freezing on Plants 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 1 
 
 Foods 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Caterpillars 
 
 1 
 
 1 
 
 
 
 
 
 
 
 Cocoons 
 
 1 
 
 1 
 
 
 
 
 
 
 
 Worms 
 
 
 1 
 
 
 
 
 
 
 
 Spiders 
 
 
 1 
 
 
 1 
 
 
 
 
 
 Snails 
 
 
 
 
 1 
 
 
 
 
 
 Fish 
 
 
 
 1 
 
 1 
 
 
 
 
 
 Tadpole 
 
 
 1 
 
 
 
 
 
 
 
 Birds 
 
 4 
 
 3 
 
 3 
 
 3 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Homes and Coverings 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 Animals 
 
 4 
 
 6 
 
 5 
 
 3 
 
 2 
 
 5 
 
 2 
 
 2 
 
 Skeletons 
 
 
 
 
 
 
 1 
 
 
 
 Forms of Water 
 
 
 2 
 
 
 
 1 
 
 1 
 
 
 
 Wells and Springs 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 
 Streams 
 
 
 
 
 1 
 
 2 
 
 1 
 
 
 
 Soil 
 
 
 
 1 
 
 2 
 
 1 
 
 i 
 
 
 
 Erosion 
 
 
 
 
 1 
 
 2 
 
 i 
 
 
 
 Effect of Freezing on Soil 
 
 
 
 
 ' 2 
 
 i 
 
 i 
 
 
 
 Hills & Valleys 
 
 
 
 
 
 2 
 
 
 
 
 Rocks 
 
 
 1 
 
 
 1 
 
 1 
 
 2 
 
 
 
 Rock Formations 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 
 Corals 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 
 Fossils 
 
 
 
 
 2 
 
 1 
 
 
 
 
 Minerals 
 
 
 1 
 
 3 
 
 1 
 
 2 
 
 1 
 
 1 
 
 
 Metals 
 
 
 
 1 
 
 
 
 
 
 
 Earth Study 
 
 
 
 1 
 
 1 
 
 
 
 
 
 Phenomena of Nature 
 
 2 
 
 1 
 
 2 
 
 
 1 
 
 2 
 
 2 
 
 
 Weather 
 
 A 
 
 2 
 
 a 
 
 4 
 
 4 
 
 3 
 
 2 
 
 4 
 
 Wind 
 
 
 1 
 
 
 
 
 
 
 1 
 
 Heat 
 
 
 1 
 
 
 
 1 
 
 
 t 
 
 1 
 
 Frictional Electricity 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Light 
 
 
 1 
 
 
 
 
 
 1 
 
 1 
 
 Lenses 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Air & Liquids 
 
 
 
 
 1 
 
 
 
 1 
 
 2 
 
 Lever 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Property of Matter 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Common Facts in Physics 
 
 
 
 
 
 
 2 
 
 3 
 
 3
 
 52 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 opinion, if organization is one of the characteristics of a 
 science. Table XVIII. is corroborative evidence of such an 
 opinion. There is no subject taught in the American schools 
 which so greatly needs unification. As it is now taught, the 
 subject may include any topic in the entire natural universe. 
 We shall have to remember soon that when Comenius once 
 attempted universal knowledge as an aim of education he 
 failed for want of a capable student. 
 
 After studying Table XVIII. carefully, one would guess 
 that when the basis for systematizing this most incoherent 
 study is found it will lie more in the vicinity of a simplified 
 observational botany and zoology than in the geological, 
 physical and chemical aspects of the study as it is now 
 taught. 
 
 5. The Historical Development of the Course of Study of 
 Five Cities, Showing the Direction- of Growth since 1868. 
 
 In order to corroborate or refute certain conclusions reached 
 in the study of previous tables regarding the relative impor- 
 tance of subjects, and to discover the direction in which the 
 enrichment of the elementary curriculum has tended in recent 
 years, a brief historical study has been made of five American 
 city schools. This has been done in the hope of taking one 
 step more toward a discovery of the ideal American course of 
 study. While merely a type study, it ought to possess some 
 value in proportion as the cities are representative American 
 cities. 
 
 Tables XIX.-XXIII. show the elementary school curriculum 
 in New York, Boston, Chicago, Louisville and St. Louis for the 
 years 1868, 1888 and 1904. The subjects taught and the 
 grades in which they are taught in the three respective years 
 are given. In 1888 and 1904 the tables show the minutes per 
 week in each subject and in each grade, and also the percent- 
 age of total time occupied by each branch of instruction.
 
 i'S 
 
 a 
 
 m OO 
 
 Ss 
 
 l 
 
 Oft 
 
 
 
 C8 O 
 
 -M > 
 
 a <D 
 
 O) T3 
 
 t>0 ffl 
 
 o.s 
 
 <D r* 
 f\ o 
 >r=l 
 
 O o 
 13 
 
 d 
 
 t s 
 
 
 o 
 o 
 
 
 
 3i 
 
 M 
 
 
 M 
 
 -i< 
 
 -f 
 
 
 
 IS 
 
 M 
 
 -t< 
 
 O 
 
 
 -r 
 ~. 
 
 r 
 i< 
 
 05 
 
 
 
 -t< 
 
 IH 
 
 
 The presence of any letter in the above columns signifies that the subject was taught in that particular grade and year, 
 (a) Language In 1888 includes reading, spelling, and grammar, (b) Language in 1904 includes reading, spelling, memoriz- 
 ing, composition, and grammar, (c) In 1888 and 1904, history includes civics. 
 Table for the year 1868 compiled from Barnard's American Journal of Education, pp. 469-576 ; for 1888 from U. S. Commis- 
 sioner's Report, 1888-89, vol. I., pp. 369-411. Tables XX., XXL, XXII., XXIII. for years 1868 and 1888 are made from same 
 sources. 
 
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 ro 
 
 30 
 
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 cs 
 cd 
 
 
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 CS 
 
 
 
 ^ 
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 rH 
 
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 Total 1 1 1 1 
 
 M H 
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 X 
 x" 
 
 X 
 X 
 
 X 
 X 
 
 - 
 
 - 
 
 ~ 
 
 - 
 
 - 
 
 
 
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 X 
 X 
 
 - 
 
 
 
 
 
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 r-1 X 
 
 X 
 
 X 
 
 X 
 
 
 
 
 
 
 
 
 
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 Ib Fnysiology & 
 Hygiene, Physical 
 Training 
 
 M 
 
 a 
 s 
 
 3 
 
 5 
 
 \i 
 
 
 
 s 
 
 
 X 
 
 Ml 
 
 a 
 
 be'g 
 a 
 
 3 
 14 
 
 H U) 
 
 a 
 
 ciS 
 
 2 c 
 
 3S 
 
 OJ^ 
 
 ^ 
 
 35 
 
 21 Punctuation |x 
 
 23 Foreign Language 
 or Stenography 
 
 Grade 
 1 Opening Kxercises 
 Morals & Manners 
 
 St 
 
 a 
 5 
 s 
 * 
 i 
 
 it 
 
 s 
 
 - 
 
 M 
 
 iJ 
 
 a 
 
 Sj 
 
 -r 
 
 o Grammar 
 
 (> Language 
 
 i Composition 
 
 8 Arithmetic 
 
 r-. 
 
 a 
 d 
 
 tc 
 
 9 
 
 -. 
 
 o 
 n 
 
 4 
 rH 
 
 11 Civics 
 
 12 Object Lessons 
 
 0) 
 
 o 
 LJ 
 
 /2 
 >, 
 S 
 
 I 
 S 
 
 S 
 
 o 
 
 >,, 
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 2 
 
 a/ 
 
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 00 
 
 ^S 
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 r-l 
 
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 (-. ^ 
 
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 A w 
 
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 2< 
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 M 
 <-> 
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 m <u 
 HA 
 
 n "= 
 W 
 
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 ri 
 
 
 
 
 t- 
 
 i- 
 
 
 
 
 
 
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 L-: 
 
 1-5 
 
 t> 
 w 
 
 
 ia 
 ^ 
 
 
 
 CO 
 
 n 
 
 r- 
 
 ^ 
 
 -r 
 
 00 
 (O 
 
 
 
 (a) Grammar In 1888 includes writing, spelling and language In all grades; and reading in the first three grades, 
 (b) Language In 1904 Includes grammar, spelling, writing and composition, 
 (c) The percentage of total time for elementary science in 1888 includes physiology and hygiene, 
 (d) Elementary science and nature study in 1904 Include physiology and hygiene. 
 
 f~ 
 
 O 
 
 so 
 
 
 7 
 
 .c 
 
 JS 
 
 jr 
 
 ^ 
 -i 
 
 
 
 a 
 
 = 
 - 
 
 M 
 
 l"t 
 
 fi 
 
 -n 
 
 
 
 
 s 
 
 O 
 
 o 
 
 00 
 
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 5 
 
 
 
 rH 
 
 
 ^r 
 
 i-i 
 
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 r 
 n 
 
 a 
 
 ^ 
 
 ^ 
 
 - 
 
 n 
 
 
 
 .= 
 
 r 
 
 rH 
 
 ri 
 
 it 
 
 fi 
 
 
 
 
 
 
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 o 
 w 
 
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 T. 
 
 5 
 
 
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 rH 
 
 
 H> 
 
 rH 
 
 o 
 
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 w 
 
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 ^ 
 
 J5 
 
 ^5 
 
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 M 
 
 
 
 ^ 
 
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 n 
 
 rt 
 
 TH 
 
 
 
 
 
 
 
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 s 
 
 
 
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 r 
 
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 CO 
 
 
 c 
 
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 M 
 
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 1-1 
 
 
 
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 ao 
 
 ~. 
 
 5 
 
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 w 
 
 
 
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 rH 
 
 
 
 
 H< 
 
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 rH 
 
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 g 
 
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 5 
 
 ^ 
 ^ 
 
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 n 
 
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 1-1 
 n 
 
 
 
 
 
 
 
 
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 05 
 
 i"t 
 
 
 
 
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 :-. 
 
 it 
 
 - 
 
 o 
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 "t 
 
 
 
 
 
 
 o 
 
 (O 
 
 C 
 
 5 
 
 
 
 TABLE XX. Showing the Curriculum of the Public Elementary Schools 
 1904; also showing Percentage of Total Time devoted to Each 
 
 1868 1888 
 
 V 
 
 i. 
 
 
 
 
 
 
 -f 
 
 
 
 
 
 - 
 c 
 
 X 
 
 -' 
 
 ?: 
 
 
 
 
 30 
 
 
 
 9 
 * 
 
 y. 
 
 c 
 
 c 
 t 
 
 
 
 7^ 
 
 X 
 
 
 
 
 z. 
 
 i 1 
 
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 s 
 
 X 
 
 
 
 
 
 
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 "^ 
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 1-1 
 
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 3 
 
 
 
 f^ 
 
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 n 
 
 si 
 
 s 
 
 5 
 
 s 
 
 x 
 
 5" 
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 r. 
 
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 05 
 
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 10 
 
 
 
 5 
 
 
 
 It 
 H 
 
 c" 
 
 :-; 
 
 
 
 ^ 
 
 s 
 
 
 c 
 n 
 
 X 
 
 1-1 
 
 
 
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 i-l 
 
 
 
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 5 
 
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 -5 
 
 
 
 X 
 
 si 
 
 S 
 
 
 
 X 
 
 CJ 
 
 
 
 
 D 
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 M 
 
 ri 
 
 rH 
 
 
 
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 rH 
 
 
 
 
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 5 
 
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 ^7 
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 5 
 
 
 
 
 
 i-l 
 
 
 
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 si 
 
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 I 
 
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 fi 
 
 1-1 
 
 
 
 
 
 
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 5 
 
 5 
 
 
 
 ft 
 
 ri 
 
 TH 
 
 x 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 X 
 
 
 
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 X 
 
 X 
 
 X 
 
 X 
 
 
 
 X 
 
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 X 
 
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 X 
 
 
 
 
 
 
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 * 
 
 x 
 
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 X 
 
 
 
 
 
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 X 
 
 
 
 
 
 
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 x 
 
 M 
 
 X 
 
 
 
 
 
 
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 X 
 
 
 
 
 
 
 
 X 
 
 
 
 - 
 
 
 t- 
 
 
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 X 
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 X 
 
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 - 
 
 M 
 M 
 
 
 
 
 
 H 
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 X 
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 X 
 
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 H 
 
 
 
 
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 X 
 
 X 
 
 X 
 
 
 
 
 
 
 X 
 
 
 
 
 
 
 
 M 
 
 
 
 
 
 
 (Jrade 
 
 09 
 
 
 
 a o 
 f-i 
 a * 
 
 !<S 
 
 9 
 
 H 
 
 Morals 
 & Manners 
 
 M 
 
 S 
 
 it 
 
 3 
 
 tJ. 
 
 :. 
 
 a 
 
 a 
 
 t 
 M 
 
 S! 
 
 s 
 
 _c 
 
 C3 
 
 c 
 
 _0 
 ci 
 
 5 
 
 31 
 
 u 
 
 ^ 
 I 
 
 c 
 c 
 
 "/I 
 
 S 
 c 
 ^ 
 
 8 Arithmetic 
 
 :*. 
 
 ^: 
 a 
 ~. 
 
 if 
 c 
 u 
 
 r. 
 
 10 History 
 
 m 
 
 *, 
 
 SS 
 
 S J 
 
 N 
 
 13 Elementary 
 Science 
 
 14 Nature Study 
 
 O> 
 
 >,a 
 
 b0< 
 
 ti 
 
 2i? 
 7 _ 
 >> 
 
 f= 
 
 . 
 
 
 
 1-4 
 
 16 Physical 
 Training 
 
 u 
 
 
 
 
 IM 
 
 M 
 
 C 
 
 tt. 
 
 s 
 
 7 
 
 X 
 
 r-t 
 
 ID Manual 
 Training 
 
 t 
 
 S 
 
 C. 
 i 
 
 X 
 
 ^ 
 _i 
 
 ^ 
 
 ~r 
 -i 
 
 X 
 
 73 
 a/ 
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 tl 
 
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 c. 
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 3 
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 ci 
 
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 O
 
 t) 
 
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 00 
 
 oo 
 
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 01 
 
 s 
 
 
 
 50 
 iH 
 
 
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 30 
 
 n 
 
 
 
 l-H 
 
 r> 
 
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 t~ 
 
 
 
 
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 M 
 
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 35 
 
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 t 
 
 
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 rH 
 
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 3 
 
 rH 
 
 
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 30 
 
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 5" 
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 N 
 
 X 
 
 
 
 5 
 
 X 
 
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 5? 
 
 LO 
 
 
 
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 35 
 
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 4 
 
 
 
 
 
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 30 
 
 
 
 35 
 
 6 
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 t-, -a 
 
 03 0) 
 
 H-> -M 
 
 fl 
 
 
 
 
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 rH 
 
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 rH 
 
 O 
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 rH 
 
 
 
 i 
 
 
 
 o 
 
 60 
 
 O 
 
 IO 
 
 
 
 
 3 
 
 TABLE XXI. Showing the Curriculum of the Public Eleme 
 1904; also showing Percentage of Total Time deA 
 
 1868 1888 
 
 O 
 
 
 
 s 
 
 -o 
 
 35 
 
 35 
 
 O 
 
 (-H 
 
 3 
 
 
 
 ^ 
 
 O 
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 10 
 
 
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 2 
 
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 35 
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 5 
 
 5 
 
 
 
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 rH 
 
 3 
 
 
 10 
 
 rH 
 
 
 rH 
 
 
 
 
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 M 
 
 
 
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 50 
 
 LO 
 
 o 
 
 
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 35 
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 35 
 
 
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 rH 
 
 
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 rH 
 
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 10 
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 Tf 
 
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 rH 
 
 35 
 
 
 
 rH 
 
 
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 30 
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 35 
 
 
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 rj 
 
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 X 
 
 
 
 X 
 
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 M 
 
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 X 
 
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 X 
 
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 M 
 
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 X 
 
 
 
 
 X 
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 X 
 
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 X 
 
 
 
 X 
 
 
 
 
 
 
 
 M 
 
 M 
 
 x 
 
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 rH 
 
 
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 O) 
 T3 
 S3 
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 <v 
 te.2 
 
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 0> M 
 
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 H 
 
 Morals 
 & Manners 
 
 be 
 a 
 5 
 
 B 
 
 ai 
 rj 
 
 3 Writing 
 
 br 
 
 a 
 
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 5 Grammar 
 
 Language 
 
 7 Composition 
 
 o 
 
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 t- 
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 w 
 
 l) Geography 
 
 >, 
 
 c 
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 ro 
 
 
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 ^ 
 
 3 
 
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 rl 
 
 13 Elementary 
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 > 
 
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 10 
 
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 17 Drawing 
 
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 c 
 
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 19 Manual 
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 U3 German 
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 35 
 
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 n 
 
 
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 35 
 
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 5 
 
 30 
 
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 8 
 
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 5 
 
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 rH 
 
 
 
 
 
 
 
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 rH 
 
 
 
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 2 
 
 rH 
 
 a 
 
 n 
 
 5 
 
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 35 
 
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 I 
 
 
 
 
 
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 CM 
 
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 2 
 
 - 
 
 rH 
 
 
 I 
 
 
 8 
 
 rH 
 t 
 
 o 
 
 rH 
 
 * 
 
 
 
 35 
 rH 
 
 35 
 
 30 
 
 i- 
 
 
 05 
 
 
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 is' 
 
 
 X 
 
 
 X) 
 
 H 
 
 35 
 
 2 
 
 rH 
 
 o 
 -r< 
 
 
 
 O 
 
 X 
 rH 
 
 ro 
 
 
 8 
 
 
 O 
 
 ia 
 
 S3 
 
 
 
 M l 
 
 f 
 
 
 56 
 
 rH 
 
 35 
 
 S 
 H 
 
 r> 
 
 
 
 O 
 
 ro 
 
 30 
 
 rH 
 
 M 
 
 
 O 
 CO 
 
 
 
 
 
 
 P 
 
 X P 
 
 B 
 
 
 CO 
 
 rc 
 
 M 
 
 rH 
 
 
 
 rH 
 
 
 i 
 
 
 1 
 
 X) 
 rH 
 
 ^ 
 
 
 S 
 
 
 g 
 
 i 
 
 - 
 
 O 
 
 rH 
 
 a 
 
 o 
 
 CO 
 
 O 
 
 P 
 rH 
 
 2 
 
 rH 
 
 
 05 
 
 
 1 
 
 X 
 
 rH 
 
 C 
 
 
 
 
 
 o 
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 35 
 
 - 
 
 X * 
 
 ; 
 
 o 
 co 
 
 =1 
 
 P 
 
 
 
 rH 
 
 
 si 
 
 
 2 
 5 
 
 X 
 
 rH 
 
 C 
 
 
 
 
 
 ia 
 
 
 
 7; 
 
 O 
 
 v> 
 
 CO 
 
 o 
 
 N 
 
 n 
 
 Is 
 
 
 .-5 
 
 
 1 
 
 o 
 
 rH 
 
 2 
 
 - 
 
 
 
 
 
 g 
 
 o 
 
 IO 
 
 rH 
 
 
 rH 
 
 5 
 it 
 
 1 
 
 L-5 
 rH 
 
 Ifl 
 
 rH 
 
 
 i 
 
 a 
 
 M 
 
 2 
 
 
 
 
 lH 
 
 
 /5 
 
 2 
 
 rH 
 
 P 
 
 
 5 
 
 
 1 
 
 
 
 
 o 
 :i 
 
 
 o 
 
 
 
 rH 
 
 - 
 
 8 
 
 rH 
 
 > 
 
 
 X 
 
 X 
 
 
 X 
 
 
 H 
 
 H 
 
 
 M 
 
 
 
 
 H 
 
 
 H 
 
 
 D 
 
 
 X 
 
 X 
 
 
 
 
 H 
 
 X 
 
 M 
 
 
 
 
 
 M 
 
 
 H 
 
 
 5 
 
 
 X 
 
 X 
 
 X 
 
 
 
 H 
 
 X 
 
 X 
 
 
 
 
 
 M 
 
 
 X 
 
 
 * 
 
 
 X 
 
 X 
 
 X 
 
 
 
 H 
 
 X 
 
 M 
 
 
 
 
 
 M 
 
 
 X 
 
 
 CO 
 
 
 X 
 
 X 
 
 X 
 
 
 
 
 X 
 
 X 
 
 
 
 
 
 M 
 
 
 X 
 
 
 N 
 
 
 X 
 
 X 
 
 
 
 
 
 X 
 
 
 
 
 
 
 M 
 
 
 X 
 
 
 rH 
 
 
 X 
 
 
 
 
 
 Declama- 
 tion 
 
 X 
 
 
 
 
 
 
 H 
 
 
 X 
 
 
 Grade 
 1 Opening 
 Exercises 
 
 Morals & 
 Manners 
 
 U Reading 
 
 3 Writing 
 
 4 Spelling 
 
 5 Grammar 
 
 Language 
 
 8 Arithmetic 
 
 it Geography 
 
 10 History 
 
 C 
 
 rH 
 rH 
 
 13 Elementary 
 Science 
 
 0) X 
 
 P 
 
 rH 
 
 10 Physical 
 Training 
 
 17 Drawing 
 
 18 Singing 
 
 2.'< German 
 Total
 
 ^ 05 
 
 [10 
 
 p 
 
 1- 
 
 X 
 
 n 
 
 in 
 
 M 
 
 * 
 
 Si 
 
 t 
 
 
 t- 
 
 t-; 
 
 
 S 
 
 
 
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 PM 
 
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 M 
 
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 M 
 
 r 
 
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 rH 
 
 
 10 
 
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 rH 
 
 
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 00 
 
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 t- 
 
 
 
 5 
 
 
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 rH 
 
 
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 rH 
 
 O 
 
 o 
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 io 
 
 
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 10 
 
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 rH 
 
 IO 
 
 so M 
 
 10 
 
 ro 
 
 M 
 
 
 
 10 
 
 
 
 
 
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 IA 
 
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 10 
 
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 10 
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 10 
 
 
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 00 
 
 55 
 
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 rH 
 
 
 
 5 
 
 i 
 
 lH 
 
 rH 
 
 LO 
 
 K 
 rH 
 
 ? 
 rH 
 
 
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 M 
 
 
 
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 C5 
 rH 
 
 
 
 
 
 
 
 
 IO 
 
 3D 
 
 > 
 
 
 
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 rH 
 
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 M 
 
 
 
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 rH 
 
 
 
 
 10 
 
 t- 
 
 fi 
 
 rH 
 
 
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 rH 
 
 B 
 
 o 
 
 rH 
 
 
 
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 rH 
 
 ~\ 
 
 J-t 
 
 fi 
 
 1-H 
 
 
 
 rH 
 
 
 
 
 
 
 
 
 
 fi 
 
 
 3 
 
 IO 
 
 30 
 rH 
 
 
 rH 
 
 O 
 
 rH 
 
 ~l 
 
 rH 
 
 o" 
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 t- 
 
 r 
 
 
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 ; 
 
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 <* 
 
 M 
 
 
 rH 
 
 
 
 rH 
 
 io 
 
 rH 
 
 5" 
 
 
 rH 
 
 X 
 
 rH 
 
 JC 
 
 
 
 o 
 
 00 
 rH 
 
 "o 
 
 30 
 IH 
 
 30 
 rH 
 
 O 
 rH 
 
 X~ 
 
 
 
 ^ 
 
 
 
 
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 l- 
 
 fi 
 
 - 
 
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 ~ 5" 
 
 R 
 
 
 
 
 
 ^0 
 
 
 
 
 
 
 
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 t- 
 
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 t- 
 
 c 
 
 G5 
 
 
 
 rH 
 
 M 
 
 06" 
 
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 c 
 
 
 
 p 
 
 rH 
 
 ^ 
 rH 
 
 
 
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 rH 
 
 X 
 
 O 
 
 o" 
 ro 
 
 i-t 
 
 o 
 o 
 
 "x" 
 
 O 
 
 
 X 
 
 X 
 
 
 X 
 
 
 X 
 
 
 t~ 
 
 X 
 
 
 
 X 
 
 
 
 X 
 
 X 
 
 X 
 
 X 
 
 
 
 X 
 
 
 X 
 
 
 CO 
 
 X 
 
 
 
 X 
 
 
 
 X 
 
 X 
 
 
 X 
 
 
 
 X 
 
 
 X 
 
 
 10 
 
 X 
 
 
 - 
 
 
 
 
 X 
 
 X 
 
 
 X 
 
 
 
 
 X 
 
 - 
 
 X 
 
 x" 
 
 
 
 * 
 
 X 
 
 
 
 
 
 X 
 
 
 X 
 
 
 X 
 
 n 
 
 X 
 
 tt. 
 
 s 
 
 
 5 Grammar | 
 
 ii, 
 
 ti 
 
 a 
 
 03 
 
 
 
 ll 
 O*' 
 
 X 
 
 x~ 
 
 I 
 
 X3 
 00 
 
 MQ. 
 
 1= 
 
 35 
 
 
 X 
 
 14 Nature 
 Study 
 
 
 X 
 
 X 
 
 X 
 
 Grade |1|2 
 1 Opening 
 Exercises 
 
 bt 
 
 5 
 
 rt 
 
 1, 
 
 s~' 
 
 C 
 
 
 ^H 
 
 x~ 
 
 01 
 
 a 
 
 -M O 
 0) W 
 
 ^tJ 
 
 M 
 
 
 X 
 
 X 
 X 
 
 g-- 
 
 4 Spelling |x 
 
 15 Physiol- 
 ogy & 
 
 Hygiene \ 
 
 X 
 
 It) Physical 
 Training 
 
 17 Drawing 
 
 
 
 X 
 rH 
 
 Punctua- 
 tion 
 Total
 
 58 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 In presenting the points of interest in Tables XIX.-XXIIL, 
 it has been thought well to restrict the discussion to those 
 branches of instruction which best show the direction of the 
 enrichment of the curriculum in the last thirty years. 
 
 By comparing the foregoing tables this trend of develop- 
 ment may be quite clearly seen. It is observable in two ways : 
 first, by study of the subjects and topics which are introduced 
 from time to time; and second, by study of the decrease and 
 increase of time allotted to those subjects which have been in 
 the course of study from the beginning. 
 
 ENGLISH. Grammar is the only subject in any of the pro- 
 grams in 1868 to cover the various topics which we now in- 
 clude under the term English. Language lessons were added 
 to this topic by 1888. Just what the term meant is not clear, 
 but it evidently meant something other than formal grammar. 
 The evidence shows that it included composition, but not 
 nearly so much literature as is included under the concept 
 language lessons, in 1904 There was absolutely nothing in 
 the curricula of 1868 to resemble the subject literature. Liter- 
 ature in the elementary grades is comparatively recent, cer- 
 tainly it does not occur much earlier than 1888. 
 
 DRAWING. Drawing is one of the subjects added in 1888 
 by four of the five cities. It appeared on the program of the 
 schools of Boston in 1868 in the four upper grades and was 
 added in the lower grades in 1888. Of the five cities, 
 therefore, Boston alone had drawing in 1866, and that only 
 in four grades. 
 
 ELEMENTARY SCIENCE AND NATURE STUDY. All of these 
 cities except St. Louis had on their programs in 1868 a subject 
 called object lessons, which was the forerunner of elementary 
 science and nature study, but certainly was not exactly 
 either at that time. It was displaced by the topic elementary 
 science in 1888, except in New York, where it was dropped and 
 no science substituted.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 59 
 
 The term nature study is more modern but includes prac- 
 tically the same subject matter as elementary science. It is 
 not in any of the 1888 programs, but appears, connected 
 usually with elementary science, upon all the five in 1904. 
 The subject physiology and hygiene was added in 1904 in three 
 of the cities. Boston had already added it in 1888. St. Louis 
 seems not to have added it yet. 
 
 MANUAL TRAINING. Manual training is found on no pro- 
 gram in 1888. It is the one distinctively modern subject. All 
 of the five cities except Louisville teach it in 1904. New York 
 has gone farther perhaps than any other American city in 
 this line of work. When drawing and constructive work are 
 included in the subject, about 15 per cent of that city 's recita- 
 tion time is at present devoted to manual training. 
 
 Civics. There is a clearly marked tendency either to make 
 a separate subject of civics, or to add extra time to history and 
 teach it as part of that subject, which amounts to the same 
 thing. 
 
 The above five topics represent the newly introduced sub- 
 jects and show the direction in which the curriculum is 
 growing. 
 
 It is interesting to observe that while these additions were 
 made, there have been practically no omissions during the past 
 thirty-six years. Those topics occurring in 1868 were in- 
 cluded in the larger subjects introduced in later years. Even 
 "morals and manners" is provided for and specifically men- 
 tioned in 1904 under the new topic "opening exercises." 
 
 6. Time Allotment. 
 
 The direction of growth in the curriculum during the last 
 thirty-six years may be seen not only in the addition of sub- 
 jects but by a eomparison of the time allotted to the several 
 subjects in each grade upon the basis of a week's work. 
 
 Except St. Louis (whose decrease of total recitation time
 
 60 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 in the eight grades per week from 11,680 in 1888 to 7,370 in 
 1904 is unaccountable) all the cities show a total increase of 
 time spent in recitations per week in all the grades together, 
 which ranges from two thousand to four thousand minutes. 
 That is, the increase of recitation time is about thirty or sixty 
 minutes a day in each grade. 
 
 But the interesting comparison is that of the increase or 
 decrease of percentages of time assigned to different subjects. 
 Manifestly, the subjects regarded as most important receive 
 a greater percentage of increase of the total recitation time per 
 week. The tendency toward emphasis on specific subjects may 
 not be noticed so readily from the increase or decrease of 
 minutes of weekly recitation time as it will be discovered 
 from the study of the relative percentage of increase or de- 
 crease of recitation time. This is illustrated forcibly in the 
 case of the subjects studied in detail below. The total weekly 
 recitation time per grade from 1888 to 1904 was increased, 
 which means that the recitation time of each subject was 
 increased, and yet the subjects below usually lost in per- 
 centage of recitation time. That is, they received less than 
 their proportion of the general increase of recitation time. 
 For the purpose of showing the increase or decrease of im- 
 portance attached to subjects during recent years, the relative 
 percentages have been tabulated in the last column to the 
 right in the tables for 1888 and 1904. These are derived by 
 dividing the total time spent in all the grades in teaching a 
 given subject by the total time spent in all the grades in 
 teaching all the subjects. 
 
 ARITHMETIC has lost time in three of the curricula and 
 gained in two. In Louisville it gained only one per cent in the 
 thirty-six years, while in New York it lost nearly sixteen per 
 cent, i. e., its relative per cent in 1888 was 26.2, and in 1904 
 10.2 per cent. But even in 1904 in all the curricula it received 
 a proportion of time second only to reading. The extremes
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 61 
 
 in the change of time assigned arithmetic are in New York 
 and Chicago, the former decreasing its relative time 16 per 
 per cent, and the latter increasing it 9 per cent. 
 
 SPELLING, READING AND ENGLISH. These subjects have 
 lost in the sixteen years from 1888 to 1904 in probably every 
 case, with the exception of reading in Louisville. If one 
 includes under the one branch of instruction English, all the 
 subjects, reading, writing, grammar, language lessons, com- 
 position and spelling, there is no exception to the loss of time, 
 notwithstanding the fact that there has been an admitted in- 
 crease of time in literature and language lessons. The loss 
 is mainly in spelling, reading and formal grammar. 
 
 GEOGRAPHY AND HISTORY. Both these subjects, though 
 occupying a minor amount of time in comparison with the 
 subjects just discussed, have yet gained in time. The gain 
 averages approximately 3 per cent for the two subjects taken 
 together. Geography gains more than history. The latter 
 subject is still taught in the upper grammar grades, its advo- 
 cates seeming to fear to allow it to stray very far from the 
 high school. 
 
 So much for the curriculum of the public elementary schools 
 at the present time in five of the larger American cities. 
 Prophecy is beyond the bounds of this paper, but it would be 
 interesting to know whether other cities will follow the radical 
 departure just entered upon by New York City. In this city 
 as in no other city of the United States, subjects other than 
 the "three R's" have received much attention in the curricu- 
 lum. Reading, writing, spelling, grammar, language lessons, 
 composition, arithmetic, geography and history receive barely 
 60 per cent of the allotted time. In other words, those sub- 
 jects which were given practically all the time only a few 
 years ago, and which even in New York were given 90 per 
 cent of the time, have suddenly been cut down to a little 
 over half of the time. The superintendents of several of the
 
 62 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 larger cities are reorganizing their courses of study at present. 
 Among others, Boston, San Francisco and Chicago are making 
 changes. Will the New York curriculum in its extreme move- 
 ment towards what are known as the content studies be fol- 
 lowed by these superintendents, or will New York under force 
 of popular conservative opinion be forced to retreat from its 
 present curriculum ? Whatever is agreed upon for the larger 
 cities of the United States will be followed by the rest of the 
 progressive city school systems, many of which will advance 
 just a step farther in the development than the point around 
 which the large cities settle down. For after all, the large 
 cities set the ideals, but the smaller towns suburban to these 
 cities more nearly attain the ideal, owing to the absence of 
 the complex system by which the larger cities are hampered. 
 The smaller cities of America are greatly influenced in the 
 matter of admission of subjects into the curriculum by the 
 practice in the larger cities. For this reason, considerable 
 importance ought to be attached to the tendencies in the 
 development of the curricula of such cities as the five reviewed, 
 as well as to the curricula of the ten whose time allotments 
 have been discussed in previous pages.
 
 CHAPTER II. 
 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS IN CITIES 
 
 OF ENGLAND. 
 
 1. Administration Relating to the Elementary Curriculum. 
 
 According to the English Education Act of December, 
 1902,* which went into effect March, 1903, the Councils of 
 every county and of every county borough became the au- 
 thorities for the public elementary schools of England. In 
 boroughs of ten thousand people, and in municipalities of over 
 twenty thousand, their respective Councils became the local 
 education authority for elementary schools. These several 
 sets of Councils manage the schools through a Board of Mana- 
 gers appointed for each school. In the case of Council schools 
 (entirely public schools), they appoint four of the six Mana- 
 gers. In the case of Voluntary schools (partly Church and 
 partly public schools), the Councils appoint only one of the 
 six Managers, the Church appointing four and the vicinity 
 one. 
 
 These special Managers under the new law exercise the 
 larger control over the public elementary schools of England. 
 They either choose the course of study or delegate this choice 
 to the head master. In a town with many schools the Board of 
 Managers of each school has power to decide all matters rela- 
 tive to the curriculum of that school. Consequently, every 
 school in a city system may have a different course of study. 
 In fact this is largely true with respect to the time assignments 
 *Code of 1903, National Union of Teachers' edition, pp. 207-231. 
 
 63
 
 64 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 made to the different subjects, although with reference to the 
 subjects taught there is a close uniformity throughout all 
 England, for reasons soon to be explained. 
 
 Let it not be forgotten, however, in the study of the Eng- 
 lish elementary school curriculum, that the school is the unit. 
 In no school system of the four modern progressive types 
 included in this study, are there such extremely individualistic 
 tendencies to be found. In the English schools the individual 
 is everything, whereas in Germany and Prance he is nothing 
 in contrast with the needs of the State. The individual is 
 reached through the agency of the school under the present 
 English law. The individual environment has quite as large a 
 place in the school as the individual child. The gentlemen 
 who furnished the seventy-eight syllabi of the different schools 
 for this study, analyzed the environments from which the 
 children came, and endeavored to show the influence these 
 environments have upon the content and emphasis in the cur- 
 riculum. The following study will reveal the fact that the 
 adaptation to environment is far better provided for in the 
 English elementary schools than in the schools of the other 
 countries under discussion. 
 
 Individualism of some kind has been the ideal since the 
 establishment of the English elementary system in 1870. 
 In 1873, I. Todhunter in his "Conflict of Studies" (p. 3), 
 after discussing the different possible aims of education in 
 his country, said : "Possibly, however, the end which is usually 
 sought is the good of the individual rather than the State." 
 The prevalence of this conception has seriously militated 
 against the perfection, even against the possibility, of a system 
 of elementary schools. There is a tendency in recent years 
 towards uniformity and away from individualism, but it has 
 not yet revolutionized the curriculum. This, then, is a veri- 
 table antithesis to the French bureaucratic system. A recent 
 English writer has expressed it very well in saying: "France
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 65 
 
 protests against the tyranny of the State, while England asks 
 for more help from the State. ' ' 
 
 Let us next examine the aid given by the central authority, 
 and see how it secures its control in virtue of said aid. The 
 Board of Education in England has charge of the State's 
 interests in education. It purchases this control by subsidiz- 
 ing the schools from the State exchequer. It does not assume 
 in a high-handed way, without consent of the people, the 
 authority to interfere in public education. But it subsidizes 
 those schools which agree to teach what it considers certain 
 essential subjects in certain essential ways, and it refuses to 
 grant aid to those which do not acquiesce in its requests. The 
 individual Board of Managers may still teach what it pleases, 
 but it forfeits the grant from the State treasury by so doing, 
 unless its pleasure coincides with that of the Board of Edu- 
 cation. 
 
 So the Board of Education exercises an inhibitive authority 
 over the elementary curriculum. This it does, just as is done 
 in France, by naming a minimum curriculum with certain 
 elective studies which must be taught in a manner satisfactory 
 to His Majesty's Inspector, sent out by the Board of Educa- 
 tion to examine and report upon every school. The public 
 Infant School (containing pupils from three to seven years 
 of age) which satisfies H. M. Inspector passably well will 
 receive from the State treasury sixteen shillings per pupil. 
 The Infant School which pleases him very well will receive 
 seventeen shillings. The public Elementary School will re- 
 ceive twenty-one shillings when it is fairly satisfactory and 
 twenty-two shillings when it is very satisfactory to the Inspec- 
 tor. This grant in 1900 paid 38.4 per cent of all money spent 
 on elementary education.* 
 
 In order to satisfy the Inspector, there must be four hundred 
 
 "The Making of Citizens, a Study In Comparative Education," B. W. 
 Hughes, p. 130.
 
 66 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 school sessions a year, i. e., (counting morning and afternoon 
 each a session) two hundred school days. In the Infant 
 Schools these sessions must not continue for a shorter time 
 than one and one-half hours each, and in the Elementary 
 School not less than two hours in the afternoon and two in the 
 morning. Later we shall see that the average is never less 
 than five hours per day, frequently six. 
 
 One other condition which the Inspector exacts of the local 
 authorities is that they shall see to it that every child between 
 the ages of five and fourteen shall attend the public or some 
 other good elementary school, unless excused at the age of 
 twelve by passing an examination of proficiency, or at the 
 age of thirteen by virtue of having been present for five 
 successive years at three hundred and fifty annual sessions. 
 
 Furthermore, the time-table of studies must be posted in 
 each school room, and approved and signed by the Inspector 
 on behalf of the Board. Before the Inspector is allowed to 
 sign this time-table it must provide for the teaching, by an 
 approved teacher, of the following subjects: 
 
 In Infant Schools (age three to seven) : 
 
 1. The elements of reading, 
 
 2. The elements of writing, 
 
 3. The elements of arithmetic, 
 
 4. Needlework (for girls), 
 
 5. Drawing (for boys), 
 
 6. Appropriate and varied occupations, 
 
 7. Simple lessons in common things (akin to nature 
 
 study), 
 
 8. Singing, 
 
 9. Simple physical exercises. 
 
 In schools for older children (age seven to fourteen), the 
 subjects as a rule required of all children are :
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 67 
 
 1. English, by which is understood 
 
 (a) Reading, 
 
 (b) Recitation, i. e. memorizing gems of litera- 
 
 ture, 
 
 (c) Writing, 
 
 (d) Composition, 
 
 (e) Grammar (so far as it bears upon the cor- 
 
 rect use of language), 
 
 2. Arithmetic, 
 
 3. Geography, 
 
 4. History, 
 
 5. Common things (akin to nature study and elemen- 
 
 tary science), 
 
 7. Physical training, 
 
 8. Drawing (for boys), 
 
 9. Needlework (for girls).* 
 
 Besides the foregoing list of studies, which are required 
 only in the sense that the parliamentary grant to the amount 
 of five or six dollars per pupil is given for teaching them, 
 there is a second list of electives prescribed by the central 
 authority "one or more of which is to be taken when the 
 circumstances of the school in the opinion of the Inspector, 
 make it desirable. ' ' These are : algebra, Euclid, mensuration, 
 mechanics, chemistry, physics, elementary physics and chem- 
 istry, animal physiology, hygiene, botany, principles of agri- 
 culture, horticulture, navigation, Latin, French, Welsh (for 
 scholars in schools of Wales), German, book-keeping, short- 
 hand, domestic economy or domestic science, drawing (for 
 girls), and needlework (for boys). Of course there is no 
 extra subsidizing from the treasury for the one study selected 
 from this list. 
 
 A list of motor active studies is furnished, however, for the 
 
 *In future discussions this list of nine subjects Is referred to as the 
 "required" studies, with the idea that It is required for the State grant.
 
 68 PUBLIC ELEMENTAKY SCHOOL CURRICULA. 
 
 teaching of each of which an extra grant is allowed. The 
 studies of this nature offered to girls are: cookery, laundry 
 work, household management; those offered to boys, cottage 
 gardening, and manual instruction, also cookery for boys in 
 seaport towns.* 
 
 Before further inquiry respecting the English elementary 
 curriculum is possible, the question must be answered whether 
 the course of study from an administrative point of view is 
 compulsory and fixed for all England, or whether it is largely 
 optional and adaptable to the needs of various environ- 
 ments. At first glance, it would seem to be just as binding 
 upon the different school Managers to adopt the Board's pre- 
 scribed course, with emphasis upon such divisions as the Board 
 indicates, as is the requirement of the local authority in 
 France or Germany, where a somewhat despotic control seems 
 to operate. The power of the Inspector through the Board of 
 Education over the national exchequer is so great that for 
 all practical purposes the course of study prescribed to him 
 by the Board, and through him prescribed for the school, is 
 compulsory. For every one knows that rarely will a Board 
 of Managers throw away the State grant by refusing to teach 
 the course of study prescribed by the State. 
 
 It is true the terminology has been so changed during 
 recent years that the law does not specifically say that the 
 first division of studies shall be taught in every school. And 
 this seems to be very gratifying to the English people. A 
 recent writer upon the subject has gone so far as to say: 
 ' ' The control of the people over the schools is complete, that 
 is so far as the State is concerned. The curriculum of the 
 schools is no longer prescribed by the State ; all that the State 
 retains is the power of veto in cases where the efficiency of 
 the school is liable to be impaired.f 
 
 National Union of Teachers' edition of Code, p. 11. 
 t "The Making of Citizen*," Hughes, p. 33.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 69 
 
 And yet, notwithstanding this rather emphatic statement by 
 an Englishman, it is a fact that the Code does require that 
 each principal teacher at the beginning of the year shall pre- 
 pare a course of study and a syllabus covering the entire 
 year, both of which must be passed upon by His Majesty's 
 Inspector before the annual per capita grant of five or six 
 dollars will be paid to the school. It will also be observed 
 upon later pages of this study, that those subjects of instruc- 
 tion for which the State bounty is given, appear to very many 
 and different environments to possess qualities very superior 
 to those that do not draw the State grant. The question is, 
 does not the legal suggestion of the Board as expressed in the 
 Code amount to the same thing as, and open the opportunity 
 for, a system strictly bureaucratic in reference to the curricu- 
 lum of the elementary schools? 
 
 If the further response is made that this cannot be true, 
 inasmuch as no time allotment is required by the State, one 
 could reply by quoting from the Code of 1903 (Act 79), 
 which shows one of the general conditions of the grant to be 
 that "the time table must be approved for the school by the 
 Inspector on behalf of the Board. ' ' In one corner of the time 
 table is a space in which the number of minutes per week 
 assigned to each subject is to be posted. So that the Inspector 
 practically passes upon the time allotments as well as upon 
 the distribution of subject matter throughout the grades, 
 which is about all the German and French Inspectors are 
 allowed to do. 
 
 The possibilities, then, are present for a bureaucratic 
 system. The fact that the government of the curriculum of 
 England is not strictly bureaucratic is due to the liberality 
 of interpretation upon the part of the Inspector and the 
 Board, and to a vigorous democratic sentiment among the 
 masses. 
 
 In the presence of these last mentioned factors, it cannot
 
 70 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 be correctly said that the curriculum is compulsory for all the 
 country. The question is largely left to the Head Master, the 
 Local Managers, and the Inspector, the last of whom is easily 
 satisfied. So delicate is the balancing of powers between the 
 Local Managers and the Board at London that no conflict 
 arises. The Board in the Revised Instructions for 1903 
 specifically says: "The greatest freedom possible is allowed 
 to Managers and teachers in planning and carrying out the 
 courses of instruction comprising these subjects. It is not 
 required that all of them should be taught in every class of 
 the school, and one or more of them may be omitted in any 
 school which can satisfy the Inspector and the Board that 
 there is good reason for such omission."* This refers to the 
 subjects included in the first ten numbers in Table XXIV. 
 The Board claims the right of veto in case of inefficient expen- 
 diture of the State's funds. It is possible, although I cannot 
 admit that it appears in the least probable from all the cases 
 here studied, that the majority of local Managers would prefer 
 these same subjects taught their children if there were no sug- 
 gestion upon the part of the State. 
 
 We really have presented to us for the first time a course of 
 study which is both compulsory and optional; both required 
 by the central authority of a bureaucratic government, and 
 yet elective to suit the needs of the individual environment 
 of a democratic people. Truly it seems a paradox, yet who 
 knows but that the remedy for the static condition of the 
 curriculum on the one hand, and of the loose, unrelated and 
 ununified curriculum on the other hand may not be found in 
 the British ideal ? The French and Germans complain of too 
 much organization, too much uniformity, and too little pro- 
 vision for the individualistic, while in America we complain 
 of too large a provision for the purely individualistic and a 
 total absence of that necessary relation between the course of 
 
 Revised Instructions for 1903, p. 70.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 71 
 
 study in one town and another. Have not the English, upon 
 the administrative side, a suggestion for the three other 
 nations ? 
 
 2. The Adoption ~by Schools of the Curriculum Prescribed 
 
 by State. 
 
 The English system of prescribing the elementary curricu- 
 lum is peculiarly interesting to the American, who in recent 
 years has grown most enthusiastic over the perfection of the 
 German bureaucratic system of public education, but is with- 
 held from subscribing to it because of the absence of individual 
 liberty and democratic ideas. England presents to him a 
 system which keeps fairly balanced both phases of education, 
 even if the system is not always efficient. It is true that the 
 immense chasm which intervenes between the school and the 
 central government sometimes alarms the champion of unitary 
 and perfectly adjusted systems of education, but that chasm 
 ought not to appall the American educator who could not dis- 
 cover the first joint of connection in any system of education 
 in his own country. Under the English system, at any rate, 
 the ten subjects required by the central government are taught 
 in the city schools, while there is no guarantee that the same 
 subjects will be taught in any two American cities. 
 
 Since, however, there is left to the individual schools in 
 England, as has been shown, a large privilege of choice in the 
 subjects of instruction other than the ten "prescribed," a 
 further study is necessary before we can arrive at the impor- 
 tance attached to the various subjects by the English people. 
 What this relative importance of subjects is held to be among 
 other progressive nations is an assistance to us in determining 
 their importance for ourselves. For in proportion as two 
 nations have similar elements in that environment to which 
 they must adjust the child, in just such proportion will they 
 both value those subjects of instruction which have proven
 
 72 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 the most effective agents of that adjustment. There are per- 
 haps few elements in the industrial life of England which are 
 not equally important in the industrial life of America, and 
 few elements in the moral, religious and physical environment 
 which are not duplicated in America. And it is to those rela- 
 tively simple elements in his environment, so similar in both 
 countries, that it is the function of the public elementary 
 school to adjust the child. 
 
 Our largest task in this entire study is to determine the 
 theoretical and the actual relative importance attached by a 
 government and by the democratic masses to a specific subject 
 of instruction. We shall, therefore, first present a table 
 (XXIV.) showing the number of departments (schools) in 
 the English elementary school system (age of chidren, seven 
 to fourteen) which receive the grant from the State treasury 
 for teaching any of the thirty-six respective subjects pre- 
 scribed upon the "required," the "elective" and the "extra 
 grant" list of the Board of Education.* In England there 
 may be three departments in the same building, viz., Boys', 
 Girls', and Infants' Departments. In 1903 there were 4,002 
 Boys' Departments, 3,883 Girls', 15,466 Mixed and 8,197 In- 
 fants' Departments. There were then in the year under con- 
 sideration, 23,351 departments in the elementary schools 
 (children seven to fourteen years old). 
 
 The figures in Table XXIV. show the numbers of depart- 
 ments in which a given subject is taught. A score of 23,351 
 to a subject indicates a perfect correlation between the curric- 
 ulum of the individual school and that prescribed by the 
 Board of Education. The figures should show the relative 
 compliance to the will of the Board of Education as expressed 
 in its list of ' ' required, " " elective ' ' and ' ' extra ' ' subjects. The 
 table is divided into these three divisions: subjects numbered 
 
 *The terms "elective" and "extra" are used to describe the second and 
 third lists above, respectively.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 73 
 
 TABLE XXIV. Showing the Number of Departments (Boys, Girls, or 
 Mixed Schools) out of 23,351 under the Control of the English 
 Board of Education, in which the Various Subjects of Instruc- 
 tion are taught.* 
 
 Number of 
 Departments in 
 ^______ which Taught. 
 
 Subjects Required for the Grant from the State Treasury. 
 
 1 Reading, Writing, Arithmetic 
 
 23,351 
 
 2 Composition 
 
 23,347 
 
 3 Grammar 
 
 23,307 
 
 4 Geography 
 
 23,340 
 
 5 History 
 
 23,231 
 
 6 Common Things 
 
 23,340 
 
 7 Drawing 
 
 20,177 
 
 8 Needle-work 
 
 19,369 
 
 9 Physical Training 
 
 23,326 
 
 10 Singing 
 
 23,346 
 
 List from which Schools may elect One or More Subjects. 
 
 11 Algebra 
 
 1,383 
 
 12 Euclid 
 
 198 
 
 13 Mensuration | 349 
 
 14 Mechanics 
 
 263 
 
 15 Science (Elementary or Experimental Physics, Chem- 
 istry, etc.) 
 
 596 
 
 16 Animal Physiology | 252 
 
 17 Hygiene | 51 
 
 18 Botany or Horticulture 
 
 157 
 
 19 Principles of Agriculture 
 
 59 
 
 20 Latin 
 
 26 
 
 21 French 
 
 742 
 
 22 German 
 
 15 
 
 23 Welsh 
 
 131 
 
 24 Hebrew 
 
 2 
 
 25 Bookkeeping 
 
 164 
 
 26 Shorthand 
 
 538 
 
 27 Typewriting or Business Subjects 
 
 21 
 
 28 Domestic Economy or Domestic Science 
 
 974 
 
 29 Kindergarten Subjects 
 
 15 
 
 Subjects for which Extra Grants are paid. 
 
 30 Cookery (for Girls) 
 
 | 3,810 
 
 31 Laundry Work 
 
 
 817 
 
 32 Dairy Work 
 
 
 1 
 
 33 Household Management 
 
 
 210 
 
 34 Cottage Gardening (for 
 
 Boys) 
 
 481 
 
 35 Manual Instruction 
 
 
 1,907 
 
 36 Cookery (for Boys in Seaport Towns) 
 
 8 
 
 This table is taken from Board of Education Statistics ending August 
 31, 1903, page 101.
 
 74 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 1-10 are the required subjects; 11-29 are the subjects from 
 which one or more subjects may be elected "when the cir- 
 cumstances of the School make it desirable in the opinion of 
 the Inspector;" while departments teaching 30-36 receive an 
 extra bonus from the State treasury. 
 
 These figures should also show the relative importance 
 attached to a subject when corroborated by Tables XXV. and 
 XXXV. This particular table is not conclusive but only sug- 
 gestive upon the subject of relative importance of subject 
 matter, first, for the reason that it is most likely much biased 
 in the preference shown for those subjects which have a mon- 
 etary value because of their ability to draw the parliamentary 
 grant; and, second, for the reason that no idea of the time 
 devoted to a subject is presented. But so far as it may be 
 accepted, it shows that the "three RV occupy positions of 
 first importance. Next stands composition, then singing, 
 geography and nature study, physical training, history, gram- 
 mar, drawing and needlework, in the order named. This 
 completes the list of required subjects. 
 
 By subtracting the sum of the differences between the scores 
 attained by the nine subjects, which were below the perfect 
 correlation, from the highest possible number (23,351) 
 attained by one subject, there would remain 6,266 schools not 
 scored in the required list. Just about this number of schools 
 are scored in the second list from which the one or two 
 electives are to be chosen. This may be readily seen by add- 
 ing the scores of the subjects of instruction numbered 11 to 
 29, inclusive. From this it would appear that a subject is 
 dropped from the required list when one from the elective list 
 is chosen. As to the question of the compliance made by the 
 local School Managers and Headmasters to the more strictly 
 mandatory curriculum including the first twelve subjects in 
 Table XXIV., it can be said that if the Board had said em- 
 phatically, "Each school receiving the grant shall teach each
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 75 
 
 of these twelve subjects," only 6,266 exceptions would have 
 occurred in a possibility of 233,510. This indicates a very 
 close correlation between the subjects on the list prescribed by 
 the central authority and that prescribed by the local school 
 authorities. 
 
 Of the "extra grant" subjects not more than one for every 
 three schools is the average chosen. The eight subjects out 
 of twenty-six possible electives which receive a score as high 
 as five hundred in the two latter sections of this table are 
 algebra, science, French, shorthand, domestic economy, cook- 
 ery, laundry and manual training. The last six emphasize 
 the utilitarian, the first two the formal. 
 
 Here then, we begin to get a glimpse of the emphasis placed 
 upon subjects by the English people in real practice. These 
 data suggest that the purely scientific and the purely practical 
 are uppermost in the English mind in the elementary schools. 
 The public has decided that the formal and the useful shall 
 predominate in the education of the masses in England. What 
 we please to call the art side of the curriculum, i.e., good 
 literature, art in its various forms, are the subjects that 
 suffer if there be omissions. In the required list, literature is 
 not provided for, and the subjects drawing and needlework, 
 which are omitted from the largest number of schools, are the 
 only two in the list which might be said to offer art training. 
 In the other two lists, the different forms of handwork which 
 might be enumerated as subsidiary to the art studies, are 
 provided for in only five or six per cent of the schools. The 
 formal, the scientific, the ultilitarian, the practical, are re- 
 garded as important, while that which responds to the emo- 
 tional and the artistic needs of the child and of the race are 
 not emphasized in these elementary schools as a whole. 
 
 Many American teachers may observe with delight that the 
 incubus of their existence, spelling, is omitted from the lists 
 entirely. This means that no theoretic importance is attached
 
 76 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 to it. However, an examination of Table XXV., or any of 
 the following tables, will show that it does possess an actual 
 importance among the schoolmasters, and sometimes among 
 the Inspectors. The high score of spelling in Table XXV. 
 is correlated from reading lessons, dictation, etc. In this 
 sense it appears quite as important as does the subject recita- 
 tion which is on the Board's grant list. Actually, there are 
 thirteen out of thirty-eight schools in Table XXV. which 
 provide for the subject of spelling as a recitation apart. It is 
 interesting that teachers of the English language, when an 
 opportunity is given to omit spelling, do not accept the offer. 
 One wonders if many of the tirades against spelling are really 
 sincere. 
 
 So far this section of the discussion has been devoted to the 
 enumeration of the subjects required and suggested by the 
 central authority and the number of individual schools adopt- 
 ing them. We find that the English curriculum contains the 
 same subjects as those prescribed for the German Volksschule, 
 but that, unlike that system, the time and grade in which the 
 subject is taught is not prescribed. A knowledge of these two 
 facts is necessary for a successful comparative study. Our 
 only approach to a correct estimate of the relative values of 
 our own system and that of England, then, is through a com- 
 parison of the length of time spent in school by the children 
 of the two countries. 
 
 3. Comparison of the English Standard and the American 
 
 Grade. 
 
 The English standards and our grades are usually spoken 
 of as equivalent. Let us see if this be true. In England 
 children enter the Infant School (Department, or Class, ac- 
 cording to the several terms) between the ages of three and 
 seven years. Thus, before entering the first standard (grade) 
 the child may have had four years' training and must have
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 77 
 
 had at least two, in compliance with the law compelling 
 attendance between the ages of five and fourteen years. He 
 has spent approximately four hours and a half per day in 
 the school room during these years. The English child enters 
 the first standard at the age of seven with at least two years 
 of training; the American child enters the first grade at the 
 age of six, but has rarely received any training before that 
 time. 
 
 In England, the school year is never less than two hundred 
 days ; in America, its average length is one hundred forty- 
 three and two-tenths days, possibly one hundred and seventy- 
 five days for cities. The school day in England is apportioned 
 about as follows : two hours at noon, fifteen minutes morning 
 and ten minutes afternoon recess, the session opening at 9 A. 
 M. and closing at 4 :30 P. M., which gives five hours per day, 
 about thirty minutes more than the American child has in 
 the school room or in recitation. (Compare American time 
 allotment Tables II.-XI. with the school periods for the sev- 
 enty-eight English schools herein studied.) However, we 
 should not forget that in England the seventh and eighth 
 standards are not well attended, owing to the exemptions (p. 
 66) already mentioned.* 
 
 Of the real knowledge of the child at the completion of his 
 fourteenth year, it is difficult to speak, as that must depend 
 in a large degree upon the efficiency and methods of the 
 teacher. 
 
 A summary of the content of the Infant School cur- 
 riculum is given below, and for a comparison of the re- 
 mainder of the school course examine Tables XIV.-XVIII. 
 and Tables XXXIX.-XLIII. The summary is taken from 
 the Infant Department of the Addison Garden School, 
 London. 
 
 Statistics of Board of Education for 1904, p. 6.
 
 78 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Average Number of Average Number of 
 
 Subject. Minutes per Week. Subject. Minutes per Week. 
 
 Scripture 125 Physical Exercise 56 
 
 Reading 207 Singing 56 
 
 Writing 120 Stories 26 
 
 Arithmetic 150 Recreation 125 
 
 Drawing 52 Memory Gems 52 
 
 Needlework 90 Object Lessons 60 
 
 Kindergarten Occupations .... 109 Kindergarten Games 22 
 
 Mental Arithmetic 45 Optional Lessons 22 
 
 The pupil, upon leaving the Infant Section at the age of 
 seven for the first grade of the Elementary School, is supposed 
 to have read through three readers ; is able to write both small 
 and capital letters and copy words and sentences; can do 
 simple sums involving notation up to fifty in addition, subtrac- 
 tion, multiplication and division, and knows the multiplication 
 table up to six times six ; has had some work in clay modeling, 
 sewing and paper folding, and has learned many songs and 
 something of the elements of singing. 
 
 From Tables XIV.-XVIII. and XXXIX.-XLIII. it will be 
 seen that in arithmetic, science and formal grammar the 
 English sixth grade pupil has covered considerably more 
 ground than the American; but in nature study, literature, 
 geography and history he is not at all in advance. 
 
 It is not true then, that in all respects, the standard of Eng- 
 lish schools and the grade of American schools are similar. 
 The pupil in an English standard is somewhat farther ad- 
 vanced, is one year older, has had at least two years more 
 training, and recites a longer period of time during the year 
 than the pupil of the American grade of the same rank. 
 
 4. General Treatment of Subjects by Standards. 
 
 We may advance the discussion of the relative values of the 
 subject matter of the curriculum by a study of Table XXV. 
 This table was made up from a study of thirty-eight curric- 
 ula ot English schools, thirty of which contained first stand-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 79 
 
 ards; thirty-seven, second standards; thirty-eight, third, 
 fourth, fifth and sixth standards; thirty, seventh standards, 
 and four, eighth standards. The figures in the table represent 
 the number of schools teaching the respective subjects in the 
 grade in which the score is written. 
 
 This table should answer three questions: First, do the 
 individual schools conform to the prescribed curriculum of 
 the Board of Education? Second, in what grades do the 
 several subjects of instruction occur? Third, how important 
 are the different subjects as measured by the number of 
 grades in which they are taught and by the number of schools 
 which prescribe them? 
 
 TABLE XXV. Showing the Number of English Schools (of the thirty- 
 eight Schools selected) and the Grades (Standards) in which the 
 Various Subjects are taught. 
 
 Grade 
 
 I. II. III. IV. V. VI. VII. VIII. 
 
 1 Scripture 
 
 2 Reading 
 
 26 
 
 30 
 
 33 
 
 34 
 
 26 
 
 I 28 | 34 I 36 | 37 | 38 | 38 I 30 I 3 
 
 3 Writing 
 
 28 
 
 33 
 
 35 
 
 36 
 
 36 
 
 37 
 
 27 
 
 3 
 
 4 Spelling 
 
 21 
 
 24 
 
 26 
 
 26 
 
 20 
 
 18 
 
 10 
 
 1 
 
 5 Grammar 
 
 20 
 
 27 
 
 31 
 
 32 
 
 33 
 
 34 
 
 29 
 
 2 
 
 6 Recitation 
 Literature 
 
 19 
 5 
 
 22 
 5 
 
 23 
 6 
 
 24 
 6 
 
 24 
 6 
 
 23 
 6 
 
 19 
 5 
 
 3 
 
 7 Composition 
 
 19 
 
 26 
 
 27 
 
 58 
 
 31 
 
 31 
 
 21 
 
 3 
 
 8 Arithmetic 
 Albegra 
 Mensuration 
 
 27 
 
 34 
 
 34 
 
 36 
 2 
 2 
 
 38 
 9 
 2 
 
 38 
 13 
 3 
 
 30 
 11 
 1 
 
 3 
 
 1 
 
 9 Geography 
 
 24 
 
 30 
 
 33 
 
 34 
 
 35 | 34 
 
 27 
 
 3 
 
 10 History 
 
 7 
 
 12 | 15 
 
 21 
 
 25 I 23 
 
 17 
 
 2 
 
 13 Elementary Science or 
 Common Things 
 
 27 
 
 31 
 
 33 
 
 32 
 
 32 
 
 35 
 
 27 
 
 1 
 
 16 Physical Training 
 Swimming 
 
 23 
 3 
 
 30 
 3 
 
 32 
 3 
 
 33 
 3 
 
 35 
 5 
 
 35 
 4 
 
 29 
 4 
 
 1 
 
 17 Drawing 
 
 32 | 34 | 36 | 36 
 
 38 
 
 28 
 
 18 Singing | 23 
 
 30 
 
 32 
 
 37 
 
 38 
 
 34 
 
 27 1 3 
 
 19 Manual Training | 1 
 
 1 
 
 2 
 
 2 
 
 12 
 
 15 
 
 15 
 
 2 
 
 20 Needle-work 
 Cookery 
 Laundry 
 
 13 
 3 
 
 19 
 2 
 
 19 
 3 
 
 20 
 5 
 
 21 
 10 
 2 
 
 23 
 12 
 2 
 
 19 
 8 
 2 
 
 1 
 
 21 Stenography 
 
 
 
 
 
 3 
 
 6 
 
 5 
 
 
 22 French 
 
 
 
 
 1 
 
 3 
 
 9 
 
 9 
 
 
 Mechanics 
 
 
 
 
 
 2 
 
 2 
 
 2 
 
 
 Recreation 
 
 17 
 
 21 
 
 21 
 
 22 
 
 22 
 
 22 
 
 16 
 
 2 
 
 Review or Revision of 
 Home Work 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 4 
 
 4 
 
 
 General Information 
 
 4 
 
 4 
 
 4 
 
 6 
 
 7 
 
 8 
 
 6 
 
 
 School Garden 
 
 
 
 
 
 
 1 1 3 
 
 1 
 
 Euclid 
 
 
 
 
 
 
 i 
 
 1
 
 80 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 In answer to the first question, this table shows that the 
 subjects receiving a high score are on the "required list," 
 or, in other words, those having a money value. No better 
 example of this can be taken than that of manual training. 
 The Code specifies that the Board shall not give the grant 
 except for children twelve years old and over. Consequently, 
 manual training is found below the fifth grade in only two 
 schools out of the thirty-eight. America and France have 
 demonstrated that the teaching of this subject has just as val- 
 uable results in the primary grades. The English have aban- 
 doned recently the system of issuing the grants according to 
 the examinations passed by the pupils, but they still have con- 
 siderable reform to work before the curriculum, which theoret- 
 ically offers such splendid opportunities for electives, can 
 possess in this respect more than a hypothetical worth. 
 
 As to the grades in which the subjects are taught, the tend- 
 ency seems to be to follow among the required studies the Ger- 
 man plan which requires that a subject once introduced shall 
 continue with no decrease of time allotment to the end of the 
 course. However, the scores indicate that there is one grade 
 which could be called the center towards which the subjects 
 seem to gravitate. Subjects regarded as of preeminent impor- 
 tance, such as religion and the "three R's," of course, appear 
 equally popular in each grade. 
 
 READING possesses the peculiarity in England of being 
 more popular as it advances towards the higher grades. This 
 is due to the fact that much history, geography, science and 
 literature is taught in the special readers. 
 
 The tendency towards an emphasis on formal studies and 
 also the practice of grafting high school subjects on to the 
 elementary curriculum without adequate preparation are illus- 
 trated in the case of GRAMMAR and ALGEBRA. Instruc- 
 tion in grammar begins in the second grade, a practice found 
 nowhere else in this investigation.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 81 
 
 The high scores of GEOGRAPHY in the earlier grades 
 indicate prominent attention to home geography. The grades 
 round which it tends to center are the fourth, fifth and sixth. 
 
 The scores occurring in the columns for HISTORY and for 
 LITERATURE are indicative of the comparatively slight im- 
 portance attached to these subjects. To one educated in Amer- 
 ican schools neither of them seems to receive its just due. His- 
 tory does not come to its greatest prominence until the fourth 
 grade is reached; while literature, when taught, is about as 
 prominent in one grade as another, a practice novel to the 
 American school teacher. 
 
 The subject most frequently taught in the English schools 
 to children from the age of three to fourteen is SINGING. 
 It does not exceed the "three R's" in quantity of time, but it 
 excels all others in distribution. In the Statistics of the Board 
 of Education for 1904, p. 10, it is stated that the number of 
 departments both for older and for infant children amounts 
 to 31,548 for all England. In only five of these is singing not 
 taught. Has the American educational public as great an ap- 
 preciation of this subject? Certainly in America the subject 
 fails to be taught in twenty schools out of every hundred. 
 
 Thus far the attempt has been to show from Table XXV. 
 that there is complete adherence to the prescribed course of 
 study in England so far as the required list is concerned. The 
 "elective" list and the "extra grant" lists are not receiving 
 prominent attention in England. We have tried to show the 
 probable grade toward which subjects tend. "We have also 
 tried to show the relative importance attached to certain sub- 
 jects, so far as Table XXV. would indicate. The conclusions 
 were fairly definite as to singing, algebra, literature, history, 
 manual training and grammar. In order to substantiate these 
 conclusions, and to arrive at definite results with reference to 
 the other subjects of instruction, it will be necessary to study
 
 82 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 the time allotments in the elementary schools. This shall be 
 our next task. 
 
 5. Time Allotments of the Various Subjects, with Special At- 
 tention to Instruction in Religion, Handwork 
 and Physical Culture. 
 
 Tables XXVI.-XXXV., inclusive, were made from twenty- 
 two curricula representing ten cities whose aggregate popula- 
 tion is over six millions. For three of the cities, London, Man- 
 chester and Bolton, it seemed advisable to average five time- 
 tables each, making a composite which more nearly represented 
 the city than would any individual school curriculum. Each 
 school, and not each city system, is the unit in England. For 
 this reason, the schools of a large city show as great a variation 
 in time allotment as two different cities, and sometimes greater. 
 The English excel all other nations in adjusting the curricu- 
 lum to the needs of the individual environment, within cer- 
 tain prescribed limits. 
 
 A low time allotment to a subject in a table made up of sev- 
 eral different schools would indicate possibly the absence of 
 that subject upon one of the programs, or it might mean an 
 insignificant amount of time spent upon it in several of the 
 schools. In either case the relative unimportance is probably 
 suggested by the environment. 
 
 The ten cities furnishing the material for this study were 
 London, Manchester, West Ham, Norwich, Carlisle, West 
 Hartlepool, Wellingborough, Bolton, Castleford and New- 
 castle. Two of them possess over a million people, three over 
 one hundred thousand, two approximately fifty thousand and 
 three range between fifteen and twenty thousand. The dis- 
 tribution includes approximately all sections of England, rep- 
 resenting eight counties. In each case the curriculum has 
 been passed upon by H. M. Inspector. In many cases the In- 
 spector himself collected the syllabi. In nearly every case
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 83 
 
 the environment was analyzed to show the economic, industrial 
 and social life from which the pupils came. The attendance 
 and the staff of the school were also given. An adequate basis 
 for the selection of representative curricula was thus fur- 
 nished. The attempt was to include all the representative ele- 
 ments of English life found in the public elementary schools. 
 Factory districts, crowded city tenement districts, residential 
 suburbs, coastal towns, mining sections, and wealthy neigh- 
 borhoods are all represented. 
 
 Each table is supposed to show five facts about the element- 
 ary curriculum of that city : first, the subjects taught ; second, 
 the grades in which they are taught ; third, the number of min- 
 utes per week given to each subject in each grade ; fourth, the 
 percentage of total weekly recitation time devoted to the re- 
 spective subjects in each grade ; fifth, the percentage of total 
 time devoted to each subject in the entire school life of the 
 child.
 
 84 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XXVI. Minutes of Recitation Time per week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 London, England. 
 
 Grade I. II. III. IV. 
 
 V. VI. VII. VIII. 
 
 Pet 
 
 1 Scripture 
 
 155| 158| 100| 153 
 
 100| 1551 KJ2 
 
 102 11.8 
 
 2 Heading 
 
 180| 191) 188| 175 
 
 10tt| 125 
 
 121 
 
 B3 
 
 11.4 
 
 X Writing 
 
 78 1 89 
 
 88 
 
 08 1 02 1 94 
 
 101 
 
 70 
 
 
 
 4 Spelling 
 
 
 29) 20 
 
 20 1 23 
 
 19 
 
 20 
 
 10 
 
 1.38 
 
 5 Grammar 
 
 55 
 
 02 1 01 
 
 531 50 
 
 70 
 
 105 
 
 130| 5.54 
 
 6 Literature 
 
 34 
 
 40 
 
 43 
 
 40 
 
 41 
 
 25 
 
 44 
 
 90J 3.34 
 
 7 Composition 02 
 
 50 
 
 87 
 
 08| 41 
 
 38 
 
 34 
 
 5ti| 4 
 
 8 Arithmetic 248 
 
 234 
 
 237 
 
 242 
 
 207 
 
 101 
 
 204 
 
 102 
 
 15.N 
 
 Algebra 
 
 
 
 0| 32 
 
 48 
 
 82 
 
 173| 3.19 
 
 9 Geography 38 1 04 1 90 1 94 1 70 1 05 
 
 72| 85 1 0.34 
 
 10 History 83| 41| 00| 50| 50| 54| 55| 70| 4.4 
 
 12 Object Lessons 
 
 73 
 
 75| 50| 51| 39 
 
 41 1 45 
 
 80 1 4.3 
 
 10 Physical Training 
 
 50 
 
 49| 50| 48| 50 
 
 52| 65J 00| 4 
 
 Swimming 
 
 
 
 
 
 8| 8| 10| 
 
 (0) 
 
 17 Drawing 
 
 132 
 
 105| 100 
 
 100| 111| 130| 140| 202 
 
 9.05 
 
 18 Singing 
 
 50 
 
 57 
 
 51| 00| 47| 47| 50| 70| 4 
 
 19 Wood-work 
 
 
 40 
 
 40 j 47| 70| 07| 
 
 
 2.47 
 
 20 Needle-work* 
 
 (52)| (52)| (72)| (72)| (84) 
 
 (78)| (97) 
 
 (75)|(5.44) 
 
 23 French 
 
 25| 24| 12| 13| 12 
 
 45 1 50 
 
 72 j 5J.37 
 
 Exam, of Home-work| 
 
 
 
 
 10) 10 
 
 IS 
 
 
 Total 
 
 1203| 1314 1 1301 1 1294 
 
 1248 1 1254 
 
 1385| 1508 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture | 12.3 
 
 12.1 
 
 12 
 
 11.9 
 
 12.8| 12.4 
 
 n.8| IO.HI 
 
 2 Reading 
 
 14.3 
 
 14.0 
 
 13.8| 13.0 
 
 12.8| 10 
 
 8.8 
 
 5.2 
 
 
 3 Writing 
 
 0.2 
 
 0.8 
 
 0.5 | 5.3| 5 
 
 7.5 
 
 7.5 
 
 4.5 
 
 
 4 Spelling 
 
 
 2.2 
 
 2 
 
 1.0| !.'. 1.5| 1.5 
 
 .7 
 
 
 5 Grammar 
 
 4.4 
 
 4.8 
 
 4.5| 4.1| 4.5 
 
 5.0| 7.0| 8.3 
 
 
 Literature 
 
 2.7 
 
 3.1 
 
 3.2| 3.1| 3.3 
 
 2 
 
 3.2 1 5.7 
 
 
 7 Composition | 5 
 
 4.3 
 
 0.4| 5.3| 3.3| 3.31| 2.5| 3.2 
 
 
 8 Arithmetic | 19.7^18 
 
 17.4J 18.8| 10.0| 12.9| 14.8 
 
 10.3 
 
 
 Algebra 
 
 1 
 
 
 .5| 2.0 1 3.9| 
 
 11 
 
 
 9 Geography 
 
 3 
 
 4.9| 0.0| 7.3| 5.0| 5.2| 5.3 
 
 5.41 
 
 10 History 
 
 0.0 
 
 3.2| 4.9| 3.9| 4 
 
 4.3 
 
 4 
 
 4.5| 
 
 i'2 Object Lessons 
 
 5.8| 5.8| 4.1 1 3.9 
 
 3.1 
 
 3.3 
 
 3.3 
 
 5.1| 
 
 16 Physical Training 
 
 4 | 3.8 
 
 4.1 
 
 3.9 1 4.7 
 
 4.9 
 
 5.5 
 
 :'..* 
 
 
 17 Drawing 
 
 10.5 1 8 
 
 7.4 8.2| 8.9 
 
 io.:{ 
 
 10.0 
 
 i-.;t 
 
 
 18 Singing 
 
 4 | 4.4 1 3.8 1 4.7 1 3.8 
 
 3.8 
 
 4.1 
 
 4.5 
 
 
 Figures enclosed within parenthesis in any table In this book Indicate 
 that the figures are to apply to recitation time for girls only. A cipher in- 
 cluded within parenthesis is to Indicate that the assignment does not apply 
 to recitation for girls. Manifestly the figures in parentheses should not be 
 counted In averaging the percentages of total time, as these figures are 
 already counted In duplicate time assignments of recitations for boys.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 85 
 
 TABLE XXVII. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Manchester, England. 
 
 Grade I. 
 
 II. 
 
 III. 
 
 IV. 
 
 V. 
 
 VI. VII. Pet. 
 
 1 Scripture 
 
 260 | 260 | 260 | 260 | 260 | 260 | 260 | 18.9 
 
 2 Reading 
 
 192| 178| 177| 148| 153| 111] 103|11 
 
 3 Writing 
 
 120) liyj 111| 91 
 
 46 1 45| 38 1 5.9 
 
 4 Spelling 
 
 44 1 65 
 
 54 1 57| 82 1 20 1 35| 3.1 
 
 5 Grammar 
 
 65 
 
 73| 77| 77 
 
 87 1 96| 99| 5.9 
 
 6 Literature 
 
 42| 41| 28 1 28 
 
 32 1 39| 32| 2.5 
 
 7 Composition 
 
 
 
 10| 33| 68 | 70| 68 
 
 2.6 
 
 8 Arithmetic 
 
 259| 242 1 235 1 239 
 
 205 | 223 
 
 205 
 ~80 
 
 16.6 
 
 Algebra 
 
 
 
 42| 70| 68 
 
 2.7 
 
 9 Geography 
 
 50| 54| 99| 109| 110| 110 
 
 110| 6.6 
 
 10 History 7| 7| 7| 7 
 
 7| 7 
 
 9 
 
 
 12 Object Lessons 70 1 72 
 
 26 1 26 
 
 26| 26 1 26 
 
 2.8 
 
 13 Mensuration (b) 
 
 12| 12| 
 
 
 16 Physical Training 62 1 61 1 62 
 
 62 
 
 62 
 
 63 1 64 
 
 4.5 
 
 Swimming Once 
 
 a week in some schools. 
 
 17 Drawing 96| 98 1 104| 110| 108| 120| 124| 7.9 
 
 18 Singing 66 1 64 1 64 
 
 60| 60| 62 1 58) 4.5 
 
 19 Wood-work 
 
 
 100 | 96 
 
 96 
 
 3 
 
 20 Needle-work (120) | (120) | (120) | (120) 
 
 (120)|(120) 
 
 (120) 
 
 (8.7) 
 
 23 French 
 
 
 
 
 13| 22 
 
 22 1 
 
 Total 1333 | 1334 
 
 1314] 1349] 1439) 1450] 1441 1 
 
 Percentage of Recitation Time devoted to 
 Grade per Week. 
 
 Each 
 
 Subject in Each 
 
 1 Scripture 
 
 19.6| 19.6| 19.9| 19.3| 18.1| 18 | 18.1| 
 
 2 Reading 
 
 14.5| 13.4| 13.5| 11 
 
 I0.6f 7.7] 7.2 
 
 
 3 Writing 
 
 9 
 
 9 
 
 8.5| 6.8| 3.2| 3.1| 2.7 
 
 
 4 Spelling 
 
 3.3 4.9| 4.1| 4.2| 2.2| 1.4| 2.4 
 
 
 5 Grammar 
 
 4.9 1 5.5| 5.9| 5.7 
 
 6.1| 6.6 1 6.9 
 
 
 6 Literature 
 
 3.2] 3.2| 2.2| 2.1| 2.2| 2.7 1 2.2 
 
 
 7 Composition 
 
 
 
 
 2.5| 4.7| 4.8| 4.7| 
 
 8 Arithmetic 
 
 19.5 18.2) 18 
 
 17.7 
 
 14.31 15.4| 14.3| 
 
 Algebra 
 
 3.11 4.9| 4.7 
 
 5.6| 
 
 9 Geography 
 
 3.8 1 3.9J 7.6| 8.1J 7.7 1 7.6 
 
 7.7| 
 
 10 History 
 
 .6 
 
 
 
 
 
 
 
 
 12 Object Lessons 
 
 5.3) 5.4 1 2 
 
 1.9| 1.8) 1.8 
 
 1.8 
 
 
 16 Physical Training 
 
 4.7| 4.7 \ 4.8 1 4.6| 4.2| 4.4 
 
 4.5 
 
 
 17 Drawing 
 
 7.2| T.8| 8 
 
 8.2 
 
 7.5 
 
 ZH 
 
 8.3| 8.6 
 
 
 18 Singing 
 
 5 
 
 5 
 
 4.9 1 4.5 
 
 4.3 
 
 4 
 
 
 19 Wood-work 
 
 
 
 
 
 7 | 6.5 
 
 6.7 
 
 
 20 Needle-work 
 
 9 
 
 9 
 
 9.2 1 8.9 
 
 8.4 1 8.3 
 
 8.4 
 
 
 23 French 
 
 
 
 
 
 1 
 
 1.5 
 
 1.5 

 
 86 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XXVIII. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 West Ham, England. 
 
 Grade 
 
 II. III. IV. 
 
 V. 
 
 VI. VII. Pet. 
 
 1 Scripture | 175| 175 
 
 175| 175| 175| 175| 175|12.1 
 
 2 Reading 
 
 210| 270 
 
 175J 175J 175J 140J 105J12.4 
 
 3 Writing 
 
 70 
 
 70 
 
 35 
 
 35| 35| 35] 35| 3.12 
 
 4 Spelling 
 
 175 
 
 175 
 
 175 
 
 175 
 
 175| 175| 175|12.1 
 
 5 Grammar 
 
 
 35 
 
 35 
 
 35 
 
 35 
 
 45[ 45 
 
 U.5S 
 
 G Literature 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 1 40 
 
 2.78 
 
 7 Composition 
 
 
 
 
 
 100 | 100 | 100 | 2 
 
 8 Arithmetic 
 
 325 
 
 325 | 360 
 
 360 
 
 360 
 
 325 | 300 | 24 
 
 Algebra 
 
 1 
 
 
 
 
 35 1 35 
 
 .7 
 
 9 Geography 
 
 35| 70| 70| 70| 70) 70 
 
 70| 4.51 
 
 10 History 
 
 | 35| 35| 35 
 
 35 1 35 
 
 35 1 2.8 
 
 13 Elementary Science I 35| 35| 35| 35 
 
 35 
 
 35 
 
 35 1 2.4;{ 
 
 16 Physical Training 
 
 35 
 
 35| 35| 35| 35 
 
 35 
 
 35 1 2.43 
 
 17 Drawing 
 
 105 
 
 105 1 75 1 105 1 105 
 
 105 
 
 105| 7 
 
 18 Singing 
 
 70 
 
 70| 70| 70 
 
 70 
 
 70 
 
 70 
 
 4.Hti 
 
 19 Wood-work 
 
 
 
 
 
 120 
 
 120 
 
 120 
 
 .'{.57 
 
 20 Needle-work | (165) | (105) | (105) 
 
 (166) 
 
 (1 i.,) 
 
 (165) ! (165) 
 
 (11.4) 
 
 Occupations 
 
 1 40| 40 
 
 40| 40 
 
 40 
 
 40 
 
 2.38 
 
 Domestic Economy 
 
 60| 60| 60| 4()| 40 
 
 40 
 
 40 
 
 3.37 
 
 Total 
 
 12i'fil 14.SO 
 
 i:i5r> 
 
 1385| 1505| 1580 
 
 1580| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 
 
 1:1.8 
 
 11.8 
 
 13 
 
 12.7 
 
 11.6 
 
 11.1 
 
 11.1 
 
 
 2 Reading 
 
 ifi.ti 
 
 18.3 
 
 13 
 
 12.7 
 
 11.6 
 
 8.9 
 
 <;." 
 
 
 8 Writing 
 
 5.5 
 
 4.7 
 
 2.6 
 
 2.6 
 
 2.3 
 
 2.2 
 
 2.2 
 
 
 4 Spelling 
 
 13.8 
 
 11.8 
 
 13 
 
 12.V 
 
 11.6 
 
 " 11.1 
 
 11.1 
 
 
 5 Grammar 
 
 3.2 
 
 2.3 
 
 2.6 
 
 2.6 
 
 24.1 
 
 20.6 
 
 22.8 
 
 
 6 Literature 
 
 
 2.7 
 
 3 
 
 2.8 
 
 2.6 
 
 2.5 
 
 2.5 
 
 
 7 Composition 
 
 
 
 
 
 
 6.3 
 
 !..'{ 
 
 
 8 Arithmetic 
 
 L'O.fi 
 
 22 
 
 26.7 
 
 26 
 
 24.1 
 
 20.6 
 
 22.8 
 
 
 9 Geography 
 
 2.8 
 
 4.7 
 
 5.2 
 
 5 
 
 4.6 
 
 4.4 
 
 4.4 
 
 
 10 History 
 
 
 2.3 
 
 2.6 
 
 2.6 
 
 2.3 
 
 2.2 
 
 2.2 
 
 
 13 Elementary Sci- 
 ence 
 
 2.8 
 
 2.3 
 
 2.6 
 
 2.6 
 
 2.3 
 
 2.2 
 
 2.2 
 
 
 16 Physical Train- 
 ing 
 
 2.8 
 
 2.3 
 
 2.6 
 
 2.6 
 
 2.3 
 
 2.2 
 
 2.2 
 
 
 17 Drawing 
 
 K.:-t 
 
 7 
 
 5.6 
 
 7.6 
 
 7 
 
 6.7 
 
 6.7 
 
 
 18 Singing 
 
 5.5 
 
 4.7 
 
 5.2 
 
 5 
 
 4.6 
 
 4.4 
 
 4.4 
 
 
 20 Needle-work 
 
 (13) 
 
 (11.2) 
 
 (12.2) 
 
 
 (11. Hi 
 
 (To.fo 
 
 (TTi.ro 
 
 
 Occupations 
 
 
 2.7 
 
 3 
 
 2.8 
 
 2.6 
 
 2.5 
 
 2.5 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 87 
 
 TABLE XXIX. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Bolton, England. 
 
 Grade 
 
 I. 
 
 II. III. IV. V. 
 
 VI. VII. Pet. 
 
 1 Scripture 196 1 197 
 
 207 1 207 1 207 
 
 207 1 207 1 13.2 
 
 2 Reading 210| 210 
 
 218 j 190 | 206 
 
 202 j 167 j 12.9 
 
 3 Writing 162 1 119 
 
 168 
 
 148| 170| 170| 157|10.1 
 
 5 Grammar 57 j 59 
 
 95 
 
 92 1 92 | 85 | 92 
 
 5.25 
 
 6 Literature 56 
 
 52 
 
 39 
 
 45 1 45 
 
 45 
 
 45 
 
 3 
 
 7 Composition 26 
 
 26 
 
 26 26 | 30 
 
 30 
 
 30 1 1.78 
 
 8 Arithmetic 213 
 
 235 
 
 227 
 
 286 
 
 282 
 
 299 1 291 116.8 
 
 Algebra 
 
 
 
 
 24 
 
 30 1 66 
 
 1.11 
 
 9 Geography 74 
 
 n 
 
 86 
 
 98 86| 88| 88 
 
 5.49 
 
 10 History 
 
 6 
 
 12 
 
 35| 28| 28| 28| 1.26 
 
 11 Object Lessons 
 
 
 12 Elementary Science 71 1 63 
 
 77 
 
 50 
 
 47| 47| 47 
 
 3.64 
 
 13 Nature Study 
 
 
 
 
 
 
 
 16 Physical Training 
 
 61 1 62 
 
 62 
 
 63 
 
 62) 62| 62| 4 
 
 17 Drawing 
 
 133 
 
 144 
 
 136 
 
 118 
 
 113| 113J 113| 8 
 
 18 Singing 
 
 57 
 
 54 
 
 54 
 
 50 1 54 
 
 54| 55| 3.47 
 
 Paper Folding, etc. 
 
 35 
 
 35 
 
 8 
 
 6 
 
 6 
 
 20| 20| 1.2 
 
 20 Needle-work |(131) 
 
 (131) | (138) 
 
 (138) 
 
 (138)|(138)|(138)|(8.74) 
 
 Total 1482 | 1467 
 
 1533| 1552| 1590| 1618] 1606| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture | 13.3 
 
 13.5 
 
 13.4 
 
 13.4 | 13 
 
 12.8 
 
 12.8 
 
 
 2 Reading 
 
 14.2 
 
 14.4 
 
 14.1 
 
 12.3 | 13 
 
 12.5 
 
 10.3 
 
 
 3 Writing 
 
 11 
 
 8.2 
 
 10.9 
 
 9.6 
 
 10.7 
 
 10.5 
 
 9.7 
 
 . 
 
 5 Grammar 
 
 3.8 
 
 4.1 
 
 6.1 
 
 6 
 
 5.8 | 5.3 
 
 5.7 
 
 
 6 Literature 
 
 3.8 
 
 3.6 
 
 2.5 
 
 3 
 
 2.8 
 
 2.8 
 
 2.8 
 
 
 7 Composition 
 
 1.8 
 
 1.8 
 
 1.7 
 
 1.7 
 
 1.9 
 
 1.9 
 
 1.9 
 
 
 8 Arithmetic 
 
 14.4 
 
 16.1 
 
 14.7 
 
 18.5 
 
 17.7 
 
 18.5 18 
 
 
 Algebra 
 
 
 1.5 
 
 1.9 4.1 
 
 
 9 Geography 
 
 5 
 
 5.1 
 
 5.6 
 
 6.3 5.4 
 
 5.4 5.4 
 
 
 10 History 
 
 .8 
 
 .8 
 
 2.3 | 1.8 
 
 1.7 1.7 
 
 
 12 Object Lessons 
 
 
 
 
 | 
 
 
 
 13 Elementary Science 
 
 4.8 
 
 4.3 
 
 5 
 
 3.3 
 
 2.9 | 3 
 
 3 
 
 
 14 Nature Study 
 
 
 
 1 I 
 
 
 
 16 Physical Training 
 
 4.1 
 
 4.2 
 
 4 
 
 4 3.9 3.8 
 
 3.8 
 
 
 li Drawing 
 
 ;> 
 
 9.9 
 
 8.8 
 
 7.6 7.1 
 
 7 
 
 7 
 
 
 18 Singing 
 
 3.9 
 
 3.7 
 
 3.5 
 
 3.3 3.4 
 
 3.3 
 
 3.4 
 
 
 19 Wood-work 
 
 2.4 
 
 2.4 
 
 .5 
 
 | .5| .5 
 
 1.2 
 
 1.2 
 
 
 20 Needle-work 
 
 
 1 (9) 
 
 (9) 
 
 (9) 
 
 (8.7)| (8.5)| (8.5) 

 
 88 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XXX. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Norwich, England. 
 
 Grade I. 
 
 II. III. 
 
 IV. V. VI. 
 
 VII. Pet. 
 
 1 Scripture 
 
 175 
 
 175| 17") | 175| 17")| 145| 14.JJ10.5 
 
 2 Heading 
 
 240| 240 
 
 160| 160| 80 1 40) 80| 9.5 
 
 3 Writing 
 
 160 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 1 3.64 
 
 4 Spelling 
 
 30 1 90 
 
 120 
 
 115 
 
 120 
 
 105 
 
 100| 6.21 
 
 5 Grammar 
 
 90 1 60 
 
 00 
 
 60 
 
 60 
 
 60| 60] 4.15 
 
 6 Literature 
 
 40 
 
 40 
 
 40| 40 
 
 40 1 40 1 40 1 2.58 
 
 7 Composition 
 
 m 
 
 265 
 
 265 1 230 
 
 200 1 235) 200 1 14.3 
 
 8 Arithmetic 
 
 240 
 
 240 1 200 1 240 
 
 240| 240| 200| 15. 
 
 9 Geography 
 
 80 80 1 so | m 
 
 80 
 
 SO 
 
 80| 5.11 
 
 10 History 
 
 40| 40| 40| 40 
 
 " 40 
 
 40 
 
 8o| 2.92 
 
 12 Object Lessons 
 
 40 
 
 40| 40| 40 
 
 40 
 
 40 40] 2.6 
 
 13 Elementary Science 
 
 
 
 
 1 1 
 
 
 16 Physical Training 
 
 60 
 
 60 1 60| 60 
 
 60 1 60 
 
 60| 3.3 
 
 17 Drawing 
 
 120 
 
 120 
 
 160| 160 
 
 160 
 
 160 1 120 9 
 
 18 Singing 
 
 40 40 
 
 401 40 
 
 80 
 
 80| 30 4 
 
 19 Manual Training 
 
 40 1 40 
 
 40 
 
 40 
 
 40 
 
 150| 150 4.6 
 
 Exam, of Home-work 
 
 50| 50| 50 
 
 50 
 
 50 
 
 50| 50| 3.25 
 
 Total 
 
 1615] 1620 
 
 1570| 1570| 1545| 1555| 1525| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 
 
 10.8| 10.8 
 
 11.2| 11. 2| 11.3) 9.4 
 
 9.4 
 
 
 2 Reading 
 
 14.8| 14.8 
 
 10.2| 10.2| 5.2| 2.6 
 
 5.2 1 
 
 
 3 Writing 
 
 9.9 
 
 2.5| 2.6| 2.6 
 
 2.6 
 
 2.6 
 
 2.6 
 
 
 4 Spelling 
 
 1.9 
 
 5.6| 7.7 
 
 7.3 
 
 7.8 
 
 6.8 
 
 6.6 
 
 
 5 Grammar 
 
 5.6| 3.7| 3.8 
 
 3.8 
 
 3.9 
 
 3.9 
 
 3.2 
 
 
 6 Literature 
 
 2.5 1 2.5) 2.6 
 
 2.6 2.6 
 
 2.6 
 
 2.6 
 
 
 7 Composition 
 
 10.5| 16.4| 16.9 
 
 14.7| 13 
 
 15.2 
 
 13.1 
 
 
 8 Arithmetic 
 
 14.8| 14.8) 12.8 
 
 15.3| 15.5 
 
 15.5 
 
 13.1 
 
 
 9 Geography 
 
 5 
 
 5 
 
 5.1 1 5.1| 5.2 
 
 5.11 
 
 5.2 
 
 
 10 History 
 
 2.5 2.5| 2.| 2.6 
 
 2.6 
 
 2.6 
 
 5.2 
 
 
 12 Object Lessons 
 
 2.5| 2.5| 2.6| 2.6 
 
 2.6 
 
 2.6 
 
 2.6 
 
 
 13 Elementary Science 
 
 
 
 1 
 
 
 
 
 
 16 Physical Training 
 
 3.7 1 3.7 
 
 3.6 
 
 3.6| 3.9 
 
 3.9 
 
 4 
 
 
 17 Drawing 
 
 7.4 1 7.4 
 
 10.2 
 
 10.2 
 
 10. if 
 
 10.2 
 
 7.9 
 
 
 18 Singing 
 
 2.5 
 
 2.5 
 
 2.6 
 
 2.6 
 
 5.2 
 
 5.2 
 
 5.2 
 
 
 19 Wood-work 
 
 2.5 
 
 2.5 
 
 2.6 
 
 2.6 
 
 n 
 
 9.7 
 
 0.8 
 
 
 Exam, of iiome-worK 
 
 3.1 
 
 3.1 
 
 3.2 
 
 3.2 
 
 3.2 
 
 3.2 
 
 3.3 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 89 
 
 TABLE XXXI. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Carlisle, England. 
 
 
 Grade I. 
 
 11. 
 
 III. 
 
 IV. V. 
 
 VI. 
 
 Pet. 
 
 1 
 
 Scripture 
 
 35 1 
 
 35 1 35 
 
 35 1 35 
 
 35 2.54 
 
 2 
 
 Reading 
 
 220| 
 
 220| 195 
 
 150| 150 
 
 150 
 
 13.1 
 
 1 
 
 Writing 
 
 100 1 
 
 100 1 100 1 55 
 
 55 1 55 
 
 5.61 
 
 4 
 
 Spelling 
 
 135| 
 
 135 1 135 
 
 135 
 
 
 
 6.51 
 
 5 
 
 Grammar 
 
 55 1 
 
 55 
 
 55 1 BO] 90| 90 
 
 5.31 
 
 6 
 
 Literature 
 
 75| 
 
 75 
 
 75| 75| 75 
 
 T8 
 
 5.43 
 
 7 
 
 Composition 
 
 55 1 
 
 5o| 55 1 50| 190 1 190| 7.17 
 
 8 
 
 Arithmetic 
 
 250 1 
 
 250| 250| 420| 385| 425J23.9 
 
 9 Geography 
 
 80 1 
 
 80 1 80 1 80| 80 1 80 1 5.79 
 
 10 
 
 History 
 
 80 1 
 
 80 1 80 1 55 
 
 55) 55 1 4.88 
 
 16 
 
 Physical Training 
 
 100 1 
 
 100| 120 1 30 
 
 70 1 30 
 
 5.43 
 
 rer- 
 
 17 
 
 Drawing 
 
 125| 
 
 125| 125 1 125 
 
 125 1 125 
 
 18 
 
 Singing 
 
 75 1 75 1 75| 75 
 
 75 1 7' 5.43 
 
 Total 
 
 1385| 
 
 1385) 1380| 1380| 1385| 1385| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 
 
 26 
 
 26 
 
 26 
 
 26 
 
 26 
 
 26 | 
 
 2 Reading I 16 
 
 16 
 
 14.2 
 
 10.9| 10.9| 10.9 
 
 
 3 Writing 
 
 7.3| 7.3| 7.3 
 
 4 
 
 4 
 
 4 
 
 
 ' 4 Spelling 
 
 9.8| 9.8| 9.8| 9.8 
 
 
 
 
 5 Grammar 
 
 4 
 
 4 
 
 4 
 
 6.9 1 6.5 1 6.4 
 
 
 6 Literature 
 
 5.5 5.5 1 5.5| 5.5 1 5.5| 5.5 
 
 
 7 Composition 
 
 4 
 
 4 
 
 4 
 
 3.6 
 
 13.8| 13.8 
 
 
 8 Arithmetic 
 
 18.1 1 18.1 
 
 18.1 
 
 30 
 
 27.9| 30 
 
 
 9 Geography 
 
 5.8| 5.8 
 
 5.8 
 
 5.8 1 5.8| 5.8 
 
 
 10 History 
 
 5.8J 5.8 1 5.8 
 
 4 
 
 4 
 
 4 
 
 
 16 Physical Training 
 
 7.3 1 7.3 1 8.7 1 2.2 1 5.1] 2T2" 
 
 
 17 Drawing 
 
 9.1| 9.1| 9.1J 9.1| 9.1 
 
 9.1 
 
 
 18 Singing 
 
 5.5 
 
 5.5 
 
 5.5| 5.5| 5.5 
 
 5.5 

 
 90 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XXXI I. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 West Hartlepool, England. 
 
 Grade I. II. III. IV. V. VI. VII. 
 
 VIII. Pet. 
 
 1 Scripture | 125 
 
 125 
 
 125 | 125 
 
 125 
 
 125| 125| 125| 11.7 
 
 2 Reading 
 
 175 
 
 175 
 
 170 
 
 90 
 
 00 
 
 70 
 
 70| 70 
 
 10.7 
 
 3 Writing 
 
 70 1 70 
 
 70 
 
 70 
 
 70 
 
 70 
 
 70 1 70 
 
 e.e 
 
 6 Literature 
 
 100 | 100 
 
 100 [ IOO 
 
 100] 100 
 
 100| 100| 9.4 
 
 8 Arithmetic 
 
 240 | 240 
 
 aoo i 3oo 
 
 300 | 300 
 
 280| 280 
 
 26.3 
 
 Algebra 
 
 
 
 
 
 
 100| 100 
 
 100 
 
 3.5 
 
 10 History 
 
 45 45) 45| 45 
 
 45 451 45 
 
 45 
 
 4.2 
 
 13 Elementary 
 Science 
 
 100 
 
 100 
 
 100 
 
 100 
 
 105 
 
 105 
 
 105 
 
 105 
 
 9.6 
 
 17 Drawing 
 
 120 | 120 
 
 120 
 
 120 120 
 
 120 
 
 120 120 
 
 11.3 
 
 18 Singing 
 
 70| 70 70| 70f TO 
 
 70 70| 70 
 
 6.6 
 
 19 Needle-work 
 
 (240) | (240) | (240) | (240) | (240) (240) | (240) | (240) 
 
 (ii2.<5) 
 
 Total 
 
 1045| 1045| 1100| 1030 | 1025 | 1105| 1085 | 1085 | 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 
 
 12.1| 12.1| 11.3| 12.3 
 
 12.3 
 
 11.3 
 
 11.6 
 
 11.6| 
 
 2 Reading 
 
 16.9 
 
 16.9| 15.4| 8.9 
 
 8.9 
 
 6.3 
 
 6.5 
 
 6.5 
 
 
 3 Writing 
 
 6.8 
 
 6.8| 6.3| 6.9 
 
 6.9 1 6.3 
 
 6.5 1 6.5 
 
 
 6 Literature 
 
 9.7 
 
 9.7 
 
 9 
 
 9.9 
 
 9.9 1 9 
 
 9.3 
 
 9.3 
 
 
 8 Arithmetic 
 
 23.1 
 
 23.1 
 
 27.1 
 
 29.3 
 
 29.5| 27.1 
 
 26 
 
 26 
 
 
 Algebra 
 
 1 
 
 
 
 
 9 
 
 9.3 
 
 9.3 
 
 
 10 History 
 
 4.4 
 
 4.4 
 
 4.1 
 
 4.5 
 
 4.5 
 
 4.1 
 
 4.2 
 
 4.2 
 
 
 13 Elementary 
 Science 
 
 M 
 
 9.7 
 
 9 
 
 9.9 
 
 10.3 
 
 9.5 
 
 9.8 
 
 9.8 
 
 
 17 Drawing 
 
 11.6 
 
 11.6 
 
 10.9 11.8| 11.8 
 
 10.9 
 
 11.2 11.2 
 
 
 18 Singing 
 
 tt.8 
 
 6.8 
 
 6.3 1 6.9 
 
 6.9 
 
 6.3 
 
 6.5 1 6.5 
 
 
 19 Needle-work 
 
 23.1 
 
 23.1 
 
 21.7| 23.6 
 
 23.6 
 
 21.7 
 
 22.3| 22.3 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 91 
 
 TABLE XXXIII. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 New Castle-under-Lyme, England. 
 
 Grade 
 
 I. II. III. IV. V. VI. Pet. 
 
 1 
 
 Scripture 
 
 175 
 
 175| 
 
 175 
 
 175| 
 
 175 
 
 175 
 
 12 
 
 2 
 
 Reading 
 
 255 
 
 155| 
 
 150 
 
 150 1 
 
 165 
 
 165 
 
 11.9 
 
 1 
 
 Writing 
 
 235 
 
 110| 
 
 150 
 
 190| 
 
 120 
 
 120 
 
 10.6 
 
 4 
 
 Spelling 
 
 70 
 
 145 1 
 
 io 
 
 1 
 
 
 
 3.3 
 
 5 
 
 Grammar 
 
 30 
 
 80 1 
 
 115 
 
 I4b| 
 
 135 
 
 13b 
 
 7.3 
 
 6 
 
 Literature 
 
 40 
 
 30 1 
 
 30 
 
 4b| 
 
 45 
 
 45 
 
 2.7 
 
 7 
 
 Composition 
 
 
 m 
 
 80 
 
 80 1 
 
 85 
 
 85 
 
 4.6 
 
 8 
 
 Arithmetic 
 
 220 
 
 Mo\ 
 
 225 
 
 315| 
 
 315 
 
 315 
 
 18.3 
 
 5 
 
 Geography 
 
 45 
 
 80 1 
 
 90 
 
 115| 
 
 115 
 
 115 
 
 6.4 
 
 12 
 
 Object Lessons 
 
 90 
 
 80| 
 
 75 
 
 45| 
 
 45 
 
 45 
 
 4.3 
 
 Hi 
 
 Physical Training 
 
 60 
 
 60 1 
 
 60 
 
 60 1 
 
 60 
 
 60 
 
 4.1 
 
 17 
 
 Drawing 
 
 120 
 
 120| 
 
 120 
 
 lJiO| 
 
 1540 
 
 120 
 
 8. si 
 
 1,S 
 
 Singing 
 
 90 
 
 90 1 
 
 90 
 
 90 1 
 
 90 
 
 90 
 
 6.2 
 
 
 Total 
 
 14.'5<) 
 
 14.'{()| 
 
 1430 
 
 1530| 
 
 1470 
 
 1470 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 
 
 Scripture 
 
 12.3| 12.3| 12.3| 11.5| 11.9 
 
 11.9| 
 
 2 
 
 Reading 
 
 17.9 
 
 10.9| 10.5| 9.8| H.JJ 
 
 11.2| 
 
 8 
 
 Writing 
 
 16.5 
 
 "T.7 
 
 10.5| 12.4| 8.2 
 
 8.2 1 
 
 4 
 
 Spelling 
 
 4.9 
 
 10.2 4.9 1 
 
 
 1 
 
 ; 
 
 Grammar 
 
 2.1 
 
 5.6| 8.1 1 9.5 
 
 9.2 
 
 9.2 
 
 
 > 
 
 Literature 
 
 2 
 
 2.1| 2.1 
 
 2.9 
 
 3.1 
 
 3.1 
 
 
 1 
 
 Composition 
 
 
 5.3| 5.6 5.2| 5.81 5.81 
 
 9 
 
 Arithmetic 
 
 ^5.4[ 16.1 1 15 
 
 20.6| 21. 4| 21.41 
 
 
 
 Geography 
 
 3.2| 5.6 
 
 
 7.5| 7.8| 7.8 
 
 
 J-J 
 
 Object Lessons 
 
 6.3| 5.6 
 
 5. IF 
 
 a.9| 8.11 3.1 
 
 
 Hi 
 
 Physical Training 
 
 4.2 
 
 4.2 
 
 4.'I 
 
 3.9 
 
 4.1| 4.1 
 
 
 17 
 
 Drawing 
 
 8.4 1 8.4 1 8.4 
 
 7.9 
 
 8.2 1 8.2| 
 
 IN 
 
 Singing 
 
 6.3 1 6.3 1 6.3 
 
 5.9| 6.2| 62|
 
 92 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XXXIV. Minutes of Recitation Time per Week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Wellingborough, England. 
 
 Grade 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 V. 
 
 VI. Pet. 
 
 1 Scripture 
 
 175 
 
 175 
 
 175 
 
 175 
 
 175 
 
 175 
 
 13.1 
 
 2 Heading 
 
 130 
 
 130 
 
 9O 
 
 90 
 
 90 
 
 90 
 
 7.8 
 
 3 Writing 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 2.3 
 
 4 Spelling 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 30 
 
 2.3 
 
 5 Grammar 
 
 2 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 3.T~ 
 
 6 Literature 
 
 00 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 4.r, 
 
 7 Composition 
 
 40 
 
 40 
 
 40 
 
 40 
 
 150 
 
 150 
 
 n 
 
 8 Arithmetic 
 
 340 
 
 340 
 
 340 
 
 340 
 
 310 
 
 310 
 
 24. 8 
 
 Algebra 
 
 
 
 
 
 
 70 
 
 .8 
 
 9 Geography 
 
 80 
 
 80 
 
 120 
 
 llid 
 
 120 
 
 120 
 
 8. 
 
 10 History 
 
 60 
 
 60 
 
 80 
 
 80 
 
 80 
 
 80 
 
 ',.', 
 
 12 Object Lessons 
 
 80 
 
 80 
 
 80 
 
 30 
 
 
 
 :<.4 
 
 10 Physical Training 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 4.5 
 
 17 Drawing 
 
 160 
 
 160 
 
 160 
 
 160 
 
 160 
 
 160 
 
 11.9 
 
 18 Singing 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 3.8 
 
 19 Wood-work 
 
 
 
 
 
 120 
 
 120 
 
 3.1 
 
 20 Needle-work 
 
 (160) 
 
 (160) 
 
 (160) 
 
 (160) 
 
 (160) 
 
 (160) 
 
 (11.9) 
 
 Total 
 
 1335 
 
 1335 
 
 1355 
 
 1305 
 
 1475 
 
 1645 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 1 13.8 
 
 13.8 
 
 13.6 
 
 14 
 
 12.3 
 
 11 
 
 
 2 Reading j 10.3 | 10.3 
 
 7 
 
 7.2 
 
 6.4 
 
 5.7 
 
 
 3 Writing | 2.4 j 2.4 
 
 2.4 
 
 2.4 
 
 2.1 
 
 1.9 
 
 
 4 Spelling 2.4 j 2.4 
 
 2.4 
 
 2.4 
 
 2.1 
 
 1.9 
 
 
 5 Grammar 3.2 
 
 3.2 
 
 3.1 
 
 3.2 
 
 2.8 
 
 2.5 | 
 
 6 Literature 4.8 | 4.8 
 
 4.7 
 
 4.8 
 
 4.2 
 
 3.8 
 
 
 7 Composition 3.2 
 
 3.2 
 
 3.1 
 
 3.2 
 
 10.6 
 
 9.4 
 
 
 ' 8 Arithmetic 26.8 
 
 26.8 
 
 26.4 
 
 27. '2 
 
 21.0 
 
 liT.T, 
 
 
 Algebra 
 
 
 
 
 4.4 
 
 
 9 Geography 6.3 
 
 6.3 
 
 9.3 
 
 9.6 
 
 8.5 
 
 7.6 
 
 
 10 History 4.8 
 
 4.8 
 
 6.2 
 
 6.4 
 
 5.7 
 
 4.4 
 
 
 13 Elementary Science 6.3 
 
 o 
 
 9.8 
 
 9.8 
 
 8.5 
 
 7.6 
 
 
 16 Physical Training 4.8 
 
 4.8 
 
 4.7 
 
 4.8 
 
 4.2 
 
 3.8 
 
 
 11 I)rawlng 12.6 
 
 12.6 
 
 12.4 
 
 12.8 
 
 11.3 
 
 10.1 
 
 
 18 Singing 4 
 
 4 
 
 3.9 4 
 
 3.5 
 
 3.2 
 
 
 19 Wood- work 
 
 
 
 
 8.5 
 
 7.6 
 
 
 20 Needle-work |U2.H (12.6) 
 
 (12.4)1(12.8) 
 
 (11.3) 
 
 (10.1) 

 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 93 
 
 TABLE XXXV. Minutes of Recitation Time per week devoted to 
 Each Subject in Each Grade, and Percentage of Total Time 
 given to Each Subject in the Public Elementary Schools of 
 Castleford, England. 
 
 Grade 
 
 I. 
 
 II. 
 
 III. 
 
 IV. V. 
 
 VI. Pet. 
 
 1 Scripture 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75 | 4.9 
 
 2 Reading 
 
 290 
 
 290 
 
 290 
 
 210 
 
 240 
 
 240 1 17.4 
 
 3 Writing 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 | 4 
 
 4 Spelling 
 
 180 
 
 180 
 
 120 
 
 45 
 
 45 
 
 45 | 6.9 
 
 5 Grammar 
 
 30 
 
 30 
 
 75 
 
 75 
 
 75 
 
 75 j 4 
 
 6 Literature 
 
 30 
 
 30 
 
 30 
 
 60 
 
 60 
 
 60 j 3 
 
 7. Composition 
 
 120 
 
 45 
 
 45 
 
 45 
 
 90 
 
 90 | 4.8 
 
 8 Arithmetic (Boys) 
 
 335 
 
 335 
 
 335 
 
 335 
 
 335 
 
 335 j 22.5 
 
 Arithmetic ( Girls > 
 
 2T5 
 
 275 
 
 275 
 
 275 
 
 275 
 
 275 |(18.5) 
 
 9 Geography 
 
 60 
 
 60 
 
 90 
 
 140 
 
 140 
 
 140 j 7 
 
 10 History 
 
 
 
 
 60 
 
 60 
 
 60 | 2 
 
 12 Object Lessons 
 
 
 
 
 
 
 1 
 
 13 Elementary Science 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 | 4 
 
 16 Physical Training 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 | 4 
 
 17 Drawing 
 
 150 
 
 150 
 
 150 
 
 150 
 
 150 
 
 150 |10 
 
 18 Singing 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75 
 
 75 | 4.9 
 
 20 Needle-work 
 
 160 
 
 160 
 
 160 
 
 160 
 
 160 
 
 160 |10.7 
 
 Drawing (Girls) 
 
 (50) 
 
 (50) 
 
 (50) 
 
 (50) 
 
 (50) 
 
 (50)|(3.4) 
 
 Cooking 
 
 (80)| (80)| (8())| (80)| (80)| (80) | (5.4) 
 
 Total 
 
 1525 | 1450 | 1465 | 1450 | 1525 | 1525 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Scripture 
 
 5 
 
 5.2 
 
 5.2 
 
 5.2 
 
 5 
 
 5 
 
 
 2 Reading 
 
 19 
 
 20 
 
 19.9 
 
 14.5 
 
 15.8 
 
 15.8 
 
 
 3 Writing 
 
 4 
 
 4.2 
 
 4.1 
 
 4.2 
 
 4 
 
 4 
 
 
 4 Spelling 
 
 11.9 
 
 12.4 
 
 8.2 
 
 3 
 
 3 
 
 3 
 
 
 5 Grammar 
 
 2 
 
 2.1 
 
 5.2 
 
 5.2 
 
 5 
 
 5 
 
 
 6 Literature 
 
 2 
 
 2.1 
 
 2 
 
 4.2 
 
 4 
 
 4 
 
 
 7 Composition 
 
 7.9 
 
 3 
 
 3 
 
 3 
 
 6 
 
 6 
 
 
 8 Arithmetic (Boys) 
 
 22.1 
 
 23.2 
 
 23 
 
 23.2 
 
 22.1 
 
 22.1 
 
 
 Arithmetic (Girls) 
 
 (18 ) 
 
 (19 ) 
 
 (18.9) 
 
 (19. ) 
 
 (18 ) 
 
 (18 ) 
 
 
 9 Geography 
 
 4 
 
 4.2 
 
 6.2 
 
 9.7 
 
 9.2 
 
 9.2 
 
 
 10 History 
 
 
 
 
 4.2 
 
 4 
 
 4 
 
 
 12 Object Lessons 
 
 
 
 
 
 
 
 
 lo Elementary Science 
 
 4 
 
 4.2 
 
 4.1 
 
 4.2 
 
 4 
 
 4 
 
 
 16 Physical Training 
 
 4 
 
 4.2 
 
 4.1 
 
 4.2 
 
 4 
 
 4 
 
 
 17 Drawing 
 
 10 
 
 10.4 
 
 10.4 
 
 10.4 
 
 10 
 
 10 
 
 
 Drawing (Girls) 
 
 (3.3) 
 
 (3.5)| (3.5) 
 
 (3.5)| (3.3) 
 
 (3.3) 
 
 
 18 Singing | 5 
 
 5.2 | 5.1 
 
 5.2 
 
 5 
 
 5 
 
 
 20 Needle-work 
 
 10.5 
 
 11.1 
 
 11 
 
 11.1 
 
 10.5 
 
 10.5 
 
 
 Cooking 
 
 5.2 
 
 5.2 
 
 5.4 
 
 5.5 
 
 5.2 
 
 5.2 

 
 94 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 These tables should offer evidence corroborative of the facts 
 already brought out in the previous tables. With reference 
 to the distribution of subjects by departments, the evidence 
 offered is at once conclusive. The facts tabulated here, while 
 complementary to the former tables, are yet more definite and 
 more conclusive. For the amount of time spent in teaching 
 a subject is the most prominent factor in the measurement of 
 the importance of that subject. The presence of a subject in 
 several grades, together with a large amount of time devoted 
 to its recitation, especially when found in the more progressive 
 systems, would indicate the ideal towards which the schools 
 on the whole are struggling. We have attempted to secure 
 the more progressive of the curricula of the city schools, know- 
 ing that the trend of thought embodied in them probably in- 
 fluences the curricula of other towns. 
 
 The reader must be cautioned that the figures given in these 
 columns must of necessity offer only a relative and not an 
 absolute measurement of the national practice. There will be 
 exceptions to all the cases enumerated. However, we think 
 that the evidence points toward a close adherence to what is 
 found in these tables so far as England is in question. 
 
 Before entering into the discussion of the content of the sub- 
 ject matter of Tables XXVI.-XXXV., it is necessary to intro- 
 duce Tables XXXVI. and XXXVII.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 95 
 
 TABLE XXXVI. Showing the Average Recitation Time in Minutes 
 per Week devoted to Each Subject in Each Grade (or Standard) 
 in Ten Cities of England. 
 
 Grade I. 
 
 II. 
 
 III. IV. V. 
 
 VI. VII. VIII. Pet. 
 
 1 Scripture 
 
 155| 155| 156| 156| 156| 156 
 
 156| 156 
 
 11.4 
 
 2 Heading 
 
 210| 206| 181| 154| 140J 127 
 
 108 | 76 
 
 11.1 
 
 3 Writing 
 
 123| 91| 85| 78| 69| 62 
 
 731 701 6 
 
 4 Spelling 
 
 66| 85| 60| 58| 43| 39| 33 
 
 5| 3.57 
 
 5 Grammar 
 
 42| 49| 66| 67 
 
 67 | 70| 67 
 
 65| 4.5 
 
 6 Recitation or 
 Literature 
 
 52 
 
 57 
 
 56 
 
 53 
 
 54 
 
 53 
 
 50 
 
 95 
 
 4.2 
 
 7 Composition 
 
 43 
 
 52| 61| 54 85| 99| 72| 25| 4.5 
 
 8 Arithmetic 
 
 267 
 
 266| 276| 308| 294| 293| 257| 231|20.1 
 
 Algebra 
 
 3| 3| 3| 5| 13| 35| 61| 136| 2.38 
 
 9 Geography 
 
 53| 64| 80| 9l| 87| 88| 70| 97| 5.7 
 
 10 History 
 
 32| 38| 37| 42 
 
 40 
 
 40 
 
 34 
 
 58 1 2.9 
 
 12 Object Lessons 
 13 Elementary 
 Science 
 14 Nature Study 
 
 62 
 
 61 
 
 55 
 
 44 
 
 40 
 
 41 
 
 46 
 
 92 
 
 4 
 
 16 Physical 
 Training 
 
 48 
 
 49 
 
 52 
 
 42 
 
 46 
 
 43 
 
 29 
 
 30 
 
 3.1 
 
 17 Drawing 115| 125 
 
 125J 127| 127 
 
 130| 121 
 
 95 
 
 8.8 
 
 18 Singing 64 1 64 
 
 64 | 64 | 67 
 
 67 1 65 
 
 70 
 
 4.8 
 
 19 Wood- work 8 
 
 16 
 
 19 
 
 18| 50 
 
 61| 71 
 
 
 2.1 
 
 20 Needle-work (103) | (103) | (106) | (106) | (107) | (106) | (126) | (157) 
 
 (8.3) 
 
 21 Cooking (14) 
 
 (14) 
 
 (14) 
 
 (12)| (12) 
 
 (1^)1 (12)| |( -8) 
 
 22 French 4 
 
 4 
 
 2 
 
 2| 2 
 
 29| 36| 47| 1.1 
 
 Total 1347 
 
 1369 
 
 1361] 1359 | 1380 
 
 1433| 1359| 1338] 
 
 Showing the Average Percentage of Recitation Time given to Each 
 Subject in Each Grade in Ten Cities of England. 
 
 1 Scripture | 11.5| 11. 3| 11.5) 11. 5| 11. 3| 10.9 
 
 11.5 
 
 11.7 
 
 
 2 Reading | 15.6| 15.1 
 
 13.3| 11. 3| 10.2| 8.9 
 
 7.9 
 
 5.7 
 
 
 3 Writing 
 
 8.9 1 6.7 
 
 6.3| 5.8J 4.9| 4.4| 5.4 
 
 5.2| 
 
 4 Spelling 
 
 4.9 
 
 6.2 
 
 4.4 
 
 4.3| 3.1 1 2.7 
 
 2.4 
 
 4| 
 
 5 Grammar 
 
 3.1 
 
 3.6 
 
 4.9 
 
 4.9 
 
 4.9| 4.9 
 
 4.9 
 
 4.9 
 
 
 6 Recitation or 
 Literature 
 
 3.9 
 
 3.7 
 
 3.7 
 
 3.9 
 
 3.9 
 
 3.7 
 
 3.7 
 
 7.1 
 
 
 7 Composition | 3.2| 3.8 
 
 4.5 
 
 3.9 
 
 6.2 
 
 6.9 | 5.3 
 
 1.9 
 
 
 8 Arithmetic | 19.8 
 
 19.4 1 19.9 1 22.7 1 21. 3 1 20.5 1 18.9 
 
 16.5 
 
 
 Algebra | .2 
 
 .2| 1.2J .4| .9| 2.5J 4.5 
 
 10.2 
 
 
 9 Geography | 3.9 
 
 4.7 1 5.9 j 6.7 1 6.3 1 6.2 
 
 5.2 
 
 9.3 
 
 
 10 History 
 
 2.4 
 
 2.8| 2.7| 3.1 
 
 3.9 
 
 2.8 
 
 3.4 
 
 6.9 
 
 
 13 Elementary 
 Science, etc. 
 
 4.6 
 
 4.5 
 
 4.1 
 
 3.3 
 
 3.9 
 
 2.8 
 
 3.4 
 
 6.9 
 
 
 16 Physical 
 Training 
 
 3.6 
 
 3.6 
 
 3.8 
 
 3.1 
 
 3.4 
 
 3 
 
 2.2 
 
 2.9 
 
 
 17 Drawing 
 
 8.5 
 
 9.1 
 
 9.2 
 
 9.4 
 
 9.2 
 
 9.1 8.9 
 
 7.1 
 
 
 18 Singing 
 
 4.8 
 
 4.6 
 
 4.7 
 
 4.7 
 
 4.9 4.7 
 
 23 
 
 5.2 
 
 
 19 Wood-work 
 
 .6 
 
 1.2 
 
 .9 
 
 .9 
 
 3.6| 4.3 
 
 5.2 
 
 
 
 20 Needle-work 
 
 (7.7) [ (7.5) 
 
 (7.8) 
 
 (7.8) 
 
 (7.8)| (7.4) 
 
 (9.3) 
 
 (10 ) 
 
 
 21 Cooking 
 
 (1.1)1 ( -9) 
 
 (1.1)| ( .9) 
 
 ( .9)1 ( -9) 
 
 ( .9) 
 
 
 
 22 French 
 
 .3| .3 
 
 .1| .1 
 
 .1| 1.9 
 
 2.7 
 
 3.5 

 
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 Examination of Home Work 
 Varied Occupations 
 Domestic Economy
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 97 
 
 The sparse attendance upon the seventh grade and the rarity 
 of the eighth grade vry much depreciate the value of our 
 figures in these tables (XXXVI. and XXX VII.) for these two 
 grades. The high score in these two grades is not real, but 
 only relative. There are only two eighth grades and only six 
 seventh grades found in these ten cities, and yet this propor- 
 tion of seventh and eighth grades is comparatively larger than 
 would be found if a larger number of English cities were in- 
 cluded in this study. The aggregates for the seventh grade 
 were divided by six and those of the eighth by two for the 
 averages instead of by ten as in the other grades. So that 
 the figures in these two columns should be reduced to approach 
 the real status for all England. But in Tables XXVI. to 
 XXXV. the facts are true to the individual schools from 
 which they were selected. 
 
 The first subject on all English programs is RELIGION or 
 Scripture as it is sometimes called. Of the seventy-eight ex- 
 amined, not one failed to provide for the teaching of the Bible ; 
 in the summary of the ten, arithmetic is the only subject which 
 receives a larger time allotment. Study of this subject means 
 Bible reading with comment and Bible study. A quotation 
 from an English writer who sometimes indulges in sarcastic 
 expressions with reference to the godlessness in the American 
 and French schools, is pertinent here : ' ' Parenthetically it may 
 be stated that in practically all English primary schools un- 
 denominational religion or Bible teaching forms part of the 
 curriculum. Bible reading without comment would be ludi- 
 crous if it were not pathetic. There are no Godless schools 
 in England."* 
 
 The religious instruction is held usually the first thirty or 
 forty minutes of the morning immediately after the opening 
 of school at nine o'clock, which is the very best period of the 
 day, and frequently the programs show provision for work in 
 
 "The Making of Citizens," Hughes, p. 29.
 
 98 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 this subject at the last period of the day also. One hundred 
 and fifty-five minutes per week throughout the eight grades is 
 the average time assigned. The highest time allotment is 
 found at Manchester, two hundred and sixty minutes per 
 week ; the lowest in the extreme north of England at Carlisle, 
 thirty-five minutes per week. 
 
 The same provisions that occur in the Prussian law prevail 
 in England, by means of which any child, if it is desired by 
 his parents, may be excused from school during the conduct 
 of the religious exercises. ( Code, p. 185. ) It is further stated 
 in the law that "the Inspector shall not express any opinion as 
 to time or allotment for religious observances or instruction, or 
 as to the nature of such instruction, but shall confine himself 
 to seeing that the prescribed amount of time is received for 
 secular instruction." Religion and Scripture study, then, is 
 not required, and not one cent of grant is paid for its pro- 
 vision, and yet few schools or grades are without that subject. 
 
 Table XXXVIII. gives a brief of the syllabus of the course 
 of study in Scripture prescribed for the London schools by the 
 School Board for the year ending July, 1904. The scores 
 are so arranged as to show the importance of Biblical topics 
 by reading the horizontal columns in which will appear the 
 repetition of subjects from grade to grade. The word ' ' learn ' ' 
 means memorize. There are twenty prominent sections, 
 usually chapters, memorized by the pupil taking the entire 
 elementary course. What a contrast must the scriptural 
 knowledge of one of our children present to that of the least 
 of these! The popular pedagogical cant stimulated into re- 
 sponse by such accounts as the foregoing, is that memorizing 
 the choice gems of the Bible is not studying the Bible. No 
 one has claimed that for it, but only that it seems to supply 
 a more hopeful basis for Bible knowledge than is found in the 
 indescribable mental vacuity, in this respect, of the American 
 school boy.
 
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 100 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 In READING the surprising feature is the small amounts of 
 actual and of relative time. The percentage is scarcely more 
 than half that found in the American tables, and the actual 
 minutes per week in the primary grades are only half what 
 they are in the American primary grades. But if the time 
 devoted to the teaching of the Bible be added to the time given 
 to reading, then the total is equal to the total time given to 
 reading in America. The suggestion is that Bible teaching 
 may be an auxiliary to reading, and that the English people 
 teach this additional subject with no loss of time, whereas we 
 omit it, and still save no time by the rather costly omission. 
 
 The absence of SPELLING on the required list of the Gov- 
 ernment (see Table XXIV.) and its poor showing in the 
 grade summary of Table XXV., are further corroborated in 
 the time allotment tables by an average of only 3.5 per cent 
 (Table XXXVI.). 
 
 The relative total time given to LANGUAGE is practically 
 the same as with us, but the absence of stress upon literature 
 and the accentuation of formal grammar already mentioned, 
 are clearly shown by these tables. It appears also that atten- 
 tion is given to grammar in the earlier grades, while it is very 
 rarely taught before the fourth grade with us. 
 
 In ARITHMETIC the English course shows 3 per cent more 
 time than the American, with about 5 per cent more in the 
 earlier grades. Mathematics shows relatively more time in 
 England than in any of the four countries examined. If the 
 2.38 per cent given to algebra be added to the percentage for 
 arithmetic, it will be seen that this study exceeds the next 
 most prominent subject by 11.38 per cent. Mental arithmetic 
 is also included in most of the syllabi, its prominence being 
 an English distinction. 
 
 HANDWORK. Drawing for boys and sewing for girls are 
 given at the same time. Consequently, the parenthesis refers 
 to the fact that the subject enclosed is not to be counted in
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 101 
 
 getting the total weekly recitation time. In each of these sub- 
 jects much more earnest activity is shown than with us. There 
 is over 2 per cent more time given to drawing than is given in 
 any American school. While sewing is an unknown subject 
 in most American schools, it receives 8.3 per cent of the total 
 recitation time of girls in these twenty-two English schools. 
 
 It may very much surprise the enthusiastic advocates of the 
 "new education" in America to learn from the data herewith 
 compiled, that a child is offered a far wider selection of courses 
 in handwork in the English elementary school than in 
 America. The following quotation is from "The Educational 
 System of Great Britain and Ireland" (pp. 39-42), by Graham 
 Balfour: "The whole tendency of the education of young chil- 
 dren in England of late years has been in the direction of 
 sense training, object lessons and manual employment. The 
 chief subjects for girls encouraged by the Department of 
 Elementary Schools are (besides needlework and cutting out) 
 cookery, domestic economy, laundry work, dairy work, prac- 
 tical housewifery and domestic science. Boys are encouraged 
 to take shorthand, book-keeping, agriculture, cottage garden- 
 ing, drawing and manual training. Since 1890 drawing has 
 been compulsory for boys and manual training has been placed 
 on the extra-grant list in public elementary schools." Our 
 tables have borne out this claim.. 
 
 PHYSICAL CULTURE. More actual time and attention are 
 spent in the care of the health and the development of the 
 physical self in the schools of England than in either France, 
 Germany or America. The time allotments, while making a 
 fairly good showing, do not properly indicate the status of 
 physical culture in the English schools, for the English organ- 
 ize games in the recess periods and conduct numerous system- 
 atic sports after school hours that are not shown in the time 
 allotments. Physical culture in America is almost entirely 
 confined to the indoor gymnastics, whenever such is offered.
 
 102 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Recess counts for very little as compared with the two-hour 
 periods of England. Even when it is sufficiently long to serve 
 the purpose of recreation the teacher in America has very 
 little to do with it. We are content to urge the advantages of 
 parks and playgrounds for our children, and plenty of room 
 and air, and to leave it at that. These offer opportunities, but 
 they furnish no guarantee of physical development. 
 
 6. Analysis of the Content of Studies into Topics. 
 
 We have discussed the importance of subjects in the cur- 
 riculum of English elementary schools as measured (1) by the 
 judgment of the Board of Education, (2) by the distribution 
 of schools adopting certain subjects, (3) by the recurrence in 
 several successive grades of the same subject and (4) by the 
 quantity of time devoted to each subject. It now only re- 
 mains to consider the intrinsic value of a subject as measured 
 by what there is in it. "What are the topics into which one 
 large subject is divided?" we ask. And again, "In what 
 grades and in how many grades are these topics taught?" 
 The answer to this last question will help to find the important 
 topics in a given subject, as measured by the schools and 
 teachers of England. 
 
 The following five tables, XXXIX.-XLIIL, answer the 
 above questions without the need of comment. Some of the 
 topics overlap, but an omission of a topic or a synthesis of 
 topics of this character would have destroyed the value of 
 the topics. Twenty-two of the larger cities and towns, located 
 in eight different counties, are represented in four of the 
 tables. The analysis of nature study is made up from seven- 
 teen curricula. The figures show the number of curricula in 
 which a subject is taught within a given grade. A topic may 
 be repeated for the sake of review, or it may receive more 
 stress in certain grades, or it may be distributed throughout 
 all the grades.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 103 
 
 TABLE XXXIX. Showing the Topics in Arithmetic and their Distri- 
 bution by Grades in the Public Elementary Schools of twenty- 
 two English Cities. 
 
 Standard 
 
 I. 
 
 II. III. IV. V. VI. VII. 
 
 Notation and Numeration 
 
 12 
 
 8 
 
 4 
 
 1 
 
 1 
 
 Addition 
 
 20 
 
 15 
 
 10 
 
 
 
 
 
 Subtraction 
 
 20 
 
 15 
 
 12 | 
 
 
 
 
 Multiplication 
 
 15 
 
 20 
 
 19 
 
 2 
 
 
 
 
 Division 
 
 9 
 
 21 
 
 22 
 
 2 
 
 
 
 
 Denomination Numbers 
 
 
 
 
 21 
 
 15 
 
 12 
 
 
 Addition and Subtraction Fractions 
 
 
 
 
 
 7 
 
 3 
 
 
 Common Fractions 
 
 
 
 
 
 14 
 
 10 
 
 4 
 
 Decimal Fractions 
 
 
 
 
 
 1 
 
 20 
 
 4 
 
 Simple Proportion 
 
 
 
 
 1 
 
 4 
 
 17 
 
 3 
 
 Simple Interest 
 
 
 
 
 
 
 18 
 
 2 
 
 Averages 
 
 
 
 
 
 
 2 
 
 7 
 
 Percentages 
 
 
 
 
 
 1 
 
 4 
 
 8 
 
 Stocks 
 
 
 
 
 
 
 1 
 
 7 
 
 Simple Rule of Three 
 
 
 
 
 1 
 
 4 
 
 5 
 
 
 Bills of Parcels 
 
 
 
 
 
 19 
 
 
 
 Compound Proportion 
 
 
 
 
 
 
 3 
 
 3 
 
 Investments 
 
 
 
 
 
 
 
 1 
 
 Greatest Common Divisor 
 Lowest Common Multiple 
 
 
 
 
 
 4 
 
 2 
 
 1 
 
 Metric System 
 
 
 
 1 
 
 4 
 
 5 
 
 I 
 
 I 
 
 Square Root & Cube Root 
 
 
 
 
 1 
 
 2 
 
 12 
 
 1 
 
 Mensuration 
 
 
 
 
 
 13 
 
 2 
 
 It will be noticed that nearly all of the topics in ENGLISH 
 are included under grammar. The literary reader, poetry and 
 recitation receive a high score, a fact which somewhat modifies 
 the former statement regarding the predominance of formal 
 grammar and the absence of literature. A high score indi- 
 cates the actual practice rather more than numerous topics 
 do. However, to make the score of formal grammar equal to 
 that of literature, in our opinion, is to give grammar too great 
 prominence. 
 
 The importance of HOME GEOGRAPHY (p. 81), suggested 
 by previous tables, is verified by Table XLI. The popu- 
 larity of geographical definitions in the first and second grades 
 would doubtless irritate an American specialist in geography 
 or child psychology, because of the barrenness and abstraction 
 of the topic to children of such an age. Numerous geograph- 
 ical readers are used to teach many of the topics here outlined.
 
 104 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XL. Showing the Topics in the English Language and their 
 Distribution by Grades in the Public Elementary Schools of 
 Twenty-two English Cities. 
 
 Standard I. II. III. IV. V. VI. VII. VIII. 
 
 Recitation 13 
 
 10 11 
 
 11 
 
 12 
 
 8 
 
 6 
 
 
 Literary Reader 7 
 
 7 | 7 
 
 10 
 
 8 
 
 9 
 
 6 
 
 
 Ortnograph.v .i 
 
 4 3 
 
 '2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 Etymology 
 
 
 
 2 
 
 3 
 
 
 1 
 
 Composition 7 
 
 11 10 
 
 11 
 
 15 
 
 11 
 
 I 
 
 
 GRAMMAR 
 
 
 
 
 
 
 
 Subject and Predicate 2 
 
 4 2 
 
 1 
 
 2 
 
 i 
 
 
 
 \ erbs 'A 
 
 1-2 4 
 
 4 
 
 2 
 
 
 
 
 Nouns i 
 
 10 5 
 
 2 
 
 2 
 
 i 
 
 
 
 Adjectives 1 
 
 10 
 
 4 
 
 3 
 
 2 
 
 
 1 
 
 Adverbs 1 
 
 1 7 
 
 5 
 
 2 
 
 2 
 
 
 1 
 
 Pronouns 
 
 3 9 
 
 4 
 
 
 1 
 
 1 
 
 1 
 
 Prepositions 
 
 1 
 
 3 
 
 1 
 
 
 
 1 
 
 Interjections 
 
 
 1 
 
 
 
 
 1 
 
 Cases 
 
 1 
 
 
 1 
 
 
 1 
 
 
 Agreement 
 
 1 
 
 
 1 
 
 
 
 
 Mood & Tense 
 
 1 
 
 
 1 
 
 
 
 
 Gender, Number, Person 
 
 1 2 
 
 
 2 
 
 
 1 
 
 
 Punctuation 
 
 
 
 
 
 
 
 Compound Sentences 
 
 
 
 1 
 
 
 
 
 Analysis & Parsing 
 
 1 1 
 
 8 
 
 10 
 
 11 
 
 12 
 
 1 
 
 Qualities of Verbs 1 
 
 1 
 
 1 
 
 1 
 
 
 1 
 
 1 
 
 Inflections 
 
 
 
 
 
 1 
 
 
 Conjunctions 
 
 1 
 
 1 
 
 
 1 
 
 
 
 Parts of Speech 2 
 
 4 6 
 
 5 
 
 4 
 
 1 
 
 
 
 Kinds of Sentences 2 
 
 2 2 
 
 1 
 
 2 
 
 
 
 
 Conversation 2 
 
 2 2 
 
 1 
 
 2 
 
 
 
 
 The one conspicuous fact learned from Table XLIL on the 
 topics in HISTORY is that various historical readers consti- 
 tute the topics under this head. Local and national history 
 are presented in an excellent literary form. Many American 
 historians have felt that this could not be done without 
 compromising either the historical or literary ideal. It is in- 
 teresting to notice, however, among the modern movements in 
 America the attempt to secure primary histories with just the 
 qualities found in the English readers. 
 
 There seem to be fewer topics in ARITHMETIC than with 
 us, and yet perhaps half of these might be omitted without 
 detriment to the child. 
 
 We come in Table XLIII. to a subject of instruction, NA-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 105 
 
 TABLE XLI. Showing the Topics in Geography and their Distribution 
 by Grades in the Public Elementary Schools of Twenty-two 
 English Cities. 
 
 Standard 
 
 I. 
 
 II. III. IV. V. VI. VII. VIII. 
 
 Home Geography 
 
 9 
 
 
 
 2 
 
 
 
 
 
 
 Definitions of Outlines of England 
 
 
 4 
 
 5 
 
 1 
 
 
 
 
 
 Outlines & Political Geography 
 England & Wales 
 
 
 
 14 
 
 1 
 
 
 
 
 
 Outlines and Political Geography 
 of Ireland 
 
 
 
 '2 
 
 20 
 
 
 
 
 
 Europe 
 
 
 
 
 3 
 
 19 
 
 1 
 
 1 
 
 
 India 
 
 
 
 
 
 1 
 
 9 
 
 * 
 
 
 Africa 
 
 
 
 
 
 2 
 
 6 
 
 5 
 
 
 Foreign Possessions 
 
 
 
 
 
 4 
 
 11 
 
 3 
 
 
 Scotland 
 
 
 
 3 
 
 21 
 
 
 
 
 1 
 
 Australia 
 
 
 
 
 5 
 
 3 
 
 6 
 
 1 
 
 
 United States 
 
 
 
 
 
 2 
 
 5 
 
 8 
 
 
 Outlines of Earth 
 
 1 
 
 1 
 
 
 1 
 
 
 
 
 
 Geographical Terms 
 
 13 
 
 13 
 
 1 
 
 
 
 
 
 
 Canada 
 
 
 
 
 6 
 
 4 
 
 6 
 
 4 
 
 
 England 
 
 
 
 2 
 
 12 
 
 
 2 
 
 1 
 
 
 New Zealand 
 
 
 
 
 2 
 
 4 
 
 3 
 
 
 
 Tasmania 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 
 Mexico 
 
 
 
 
 
 
 1 
 
 1 
 
 
 Central and South America 
 
 
 
 
 
 
 1 
 
 1 
 
 
 West Indies 
 
 
 
 
 
 2 
 
 1 
 
 
 
 TABLE XLII. Showing the Topics in History and their Distribution 
 by Grades in the Public Elementary Schools of Twenty-two 
 English Cities. 
 
 Extra 
 Standard I. II. III. IV. V. VI. VII. VIII. 
 
 Historical Header 
 
 6 9 
 
 14 
 
 17 
 
 9 
 
 16 
 
 13 
 
 1 
 
 Tudor Period 
 
 
 
 1 
 
 i) 
 
 1 
 
 
 
 Stuart Period 
 
 
 
 
 3 
 
 
 
 3 
 
 
 Historical Biography 
 
 1 1 
 
 1 
 
 
 
 
 
 
 Topics by English Sovereigns 
 
 1 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 
 Stories from 10(1(3 Tudor Period 
 
 
 
 3 
 
 
 
 
 
 Norman Period 
 
 
 
 
 2 
 
 
 
 
 General Outine English History 
 
 
 
 1 
 
 
 
 2 
 
 
 Plantagenet 
 
 
 
 
 
 1 
 
 
 
 Hanover 
 
 
 
 
 
 1 
 
 
 
 TUBE STUDY, whose chief characteristic is its impenetrable 
 confusion of topics. There were such numerous unrelated top- 
 ics that it was impossible to give them all, so they have been 
 grouped under the best known topics. This is not so difficult 
 to do in an English school, for there the emphasis is more com- 
 pletely laid upon the formal side of the study than with us. 
 In two of the syllabi, there were one hundred and fifty-two
 
 106 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XLIII. Showing the Topics around which Object Lessons 
 tend to be grouped in Seventeen English Schools, together with the 
 Number of Cities and Grades in which They are taught 
 
 Standard 
 
 I. II. III. IV. V. VI. VII. 
 
 Physics 
 
 15 
 
 13 
 
 14 
 
 12 
 
 12 | 10 
 
 5 
 
 Chemistry 
 
 
 
 1 
 
 
 
 1 
 
 1 
 
 Physiology 
 
 1 
 
 1 
 
 1 
 
 4 
 
 5 
 
 2 
 
 3 
 
 ^Hygiene 
 
 1 
 
 1 
 
 1 
 
 
 2 
 
 
 
 Animal Study 
 
 4 
 
 (J 
 
 8 
 
 3 
 
 1 
 
 2 
 
 3 
 
 Plant Study 
 
 1 
 
 4 
 
 4 
 
 5 
 
 4 
 
 5 
 
 4 
 
 Neighboring Industries 
 
 
 
 
 '2 
 
 2 
 
 
 
 Geology 
 
 
 
 
 
 
 
 1 
 
 topics, all of equal value. No casual sequence or any other 
 kind of sequence seemed to bind the topics together. Not quite 
 as much confusion was found in the ten American syllabi 
 studied, but still there is little unity. 
 
 Valuable experiments are being undertaken in some of the 
 English schools looking toward making nature study a center 
 of correlation. It is made the point of departure for teaching 
 all the other subjects in the primary grades in several of the 
 syllabi examined. One such syllabus was forwarded by the 
 Inspector over his signature, stating that it was the best school 
 showing the correlation around nature study in his district. 
 The results did not seem to the present writer to warrant any 
 definite conclusions, but it is mentioned here for the benefit of 
 others who may wish to employ nature study in similar experi- 
 ments. The work now being done in nature study in the Lon- 
 don schools would well repay careful study upon the part of 
 American educators. 
 
 7. Method of Relief from the Overcrowded Curriculum. 
 
 The foregoing topics afford several suggestions to the Amer- 
 ican teacher interested in the relief of the OVERCROWDED 
 CURRICULUM. In the first place there are few readers which 
 are not geographical, historical, literature or nature study 
 readers. The former criticism of the doubtful literary value of 
 such readers is being rapidly dissipated in recent years. The
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 107 
 
 study of geography and history is confined to text-books relat- 
 ing to England and its possessions, leaving out the study of 
 comparatively unimportant countries and making no effort, as 
 we do, to cover the globe. In arithmetic, topics which do not 
 have a place in the lives of the children are omitted, for exam- 
 ple, rule of three, cube root, partial payments, Troy weight, etc. 
 Even in language study the English have shown a tendency 
 towards omission. In nature study they seem as much con- 
 fused as we are, yet perhaps the grouping of the various topics 
 under the pure sciences is an indication of an effort to system- 
 atize. The outright omission of relatively unimportant sub- 
 jects, and the grouping of many others around a few larger 
 topics, are the suggestions from the English curriculum which 
 may help us to a solution of the problem of overcrowding. 
 
 8. Conclusions. 
 
 In the previous pages we have presented data relative to 
 several features in the English elementary curriculum, the 
 larger part of it bearing directly upon the content, the time 
 allotments, and the importance of the various subjects within 
 the curriculum. The facts have been allowed to tell their own 
 story, and to suggest in themselves the points of discussion. 
 We have had no theories to prove, but have only been desirous 
 of discovering the truth as presented by the data. Some of the 
 conclusions have been mentioned immediately after expla- 
 nation of the statements, and need not be repeated. But it may 
 be well to state briefly certain other more general conclusions, 
 whether derived in a negative or a positive way from this 
 study. Space is not allowed to draw all the implications in- 
 volved in the data; much is left for the interested educator 
 to do. 
 
 Summarizing then, we should say that the order of impor- 
 tance attached to subjects by the English school is about as fol- 
 lows. The "three R's," as usual, usurp the first place. The
 
 108 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 second rank will be contested for by religion on the one hand, 
 as against grammar and composition combined on the other. 
 The third place is disputed by drawing, needlework and sing- 
 ing. Physical training should be placed fourth, when we re- 
 member the great attention devoted to this subject during the 
 long recess periods over and above that provided for within 
 school hours. Geography and nature study take fifth place, 
 while history comes last. These thirteen subjects, with the 
 additional electives, make quite as rich an actual curriculum 
 as is found in the American schools. 
 
 Theoretically, the elective system of England is very desira- 
 ble. It offers a wide scope for the individual development of 
 the child and for adjustment to his individual environment. 
 But owing to the coercive influences of the parliamentary 
 grant system, few electives are really taught. However, Amer- 
 ica will do well to learn from the ideal involved in the elective 
 system. 
 
 There is perhaps a larger actual provision in our curriculum 
 for child development than in England, as we do not distribute 
 the subjects over the grades so regardless of the capacities of 
 the child as do the schools of England. In the second place, 
 the grade is the basis of electives and not the pupil in Eng- 
 land. While this perhaps offers a more sensible manner of 
 providing electives for the school, yet it does not contribute as 
 much to individual development as does the other form of of- 
 fering electives. And yet, possibly, the English supply more 
 subjects from the immediate knowledge and environment of 
 the child, and make more appeals to motor-activity and to 
 sense training than we do. 
 
 The provisions of their curriculum would give more freedom 
 to a principal and more help to a teacher, because the required 
 syllabus and curriculum is individual to the school, whereas 
 with us the same curriculum is given for the whole city.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 109 
 
 England may teach us how to discover a central bureau- 
 cratic system which will unify the curriculum for the whole 
 country and yet allow individual electives adaptable to differ- 
 ent environments. 
 
 Can there be an organic relation between the kindergarten 
 and the primary grades ? The English answer in the affirma- 
 tive, and show how it may be done, so far as the subject matter 
 is concerned. 
 
 There is an evil tendency shown by such high school subjects 
 as algebra, French and pure science, to wedge their way into 
 the elementary curriculum without preparation for them. 
 Education by development is only possible with a curriculum 
 which is itself a related whole and a development from the 
 first to the eighth grade. 
 
 More attention is given to motor-active subjects in England 
 than in America, and at the same time more time and attention 
 are given to the formal. They likewise give a great deal more 
 memory work than we, in memorizing gems of literature and 
 selections from the Bible, and in mental work in arithmetic. 
 Our gain is in the volitional, semi-scientific and the aesthetic, 
 represented by history, geography, reading and literature. 
 
 The most severe criticism to be made upon the English cur- 
 riculum is in regard to the absence of a serious provision for 
 the emotional, the volitional, and in some senses, the aesthetic, 
 in the curriculum, and the supreme predominance of the in- 
 tellectual. 
 
 We have criticised the English distribution of difficult sub- 
 jects in grades containing children too young to grasp them; 
 and yet we have the feeling that some plan providing for the 
 study of different phases of a subject throughout several 
 grades should be discovered in America. This would afford 
 the opportunity for review which is so poorly provided for in 
 the American curriculum.
 
 110 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Finally, it has been pointed out that the English avoid over- 
 crowding of the curriculum (1) by an increase of recitation 
 time, (2) by employing in reading books texts which relate to 
 other subjects, (3) by a free omission of topics.
 
 CHAPTER III. 
 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS IN CITIES 
 
 OF GERMANY. 
 
 1. Description of the Elementary Schools of Germany. 
 
 The German people's school (Volksschule) has been chosen 
 for this study as representative of the public elementary 
 schools of Germany. As a sufficient justification for this se- 
 lection let us state that 5,236,826 school children were enrolled 
 in the Volksschule of Germany in 1896,* whereas the latest re- 
 ports show that only 5,670,870 children are enrolled in all the 
 elementary and secondary schools of Germany. 
 
 The German Empire is a federation of twenty-six states, 
 composed of four kingdoms, six grand duchies, five duchies, 
 seven principalities, three free cities and one imperial terri- 
 tory. Each of these twenty-six states has a separate govern- 
 ment. Each state maintains its own school system. There is 
 no national system of education, nor is there a national law 
 referring to education in the states as a whole. Hence, what- 
 ever study is made of any phase of education in Germany 
 must either apply to each state separately or to one state as a 
 type of the others. 
 
 It has been claimed by most writers that Prussia is repre- 
 sentative of the entire twenty-six states. This opinion, in the 
 main, will receive substantiation in the following pages, so far 
 as the subjects of instruction are concerned. A brief account 
 of the Prussian plan of regulating the course of study follows. 
 
 *Report of Commissioner of Education, 1899-1900, p. 769. 
 
 Ill
 
 112 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 In Prussia the State exercises complete control in educa- 
 tional affairs. There are no private schools in the sense that 
 any school is free from governmental inspection and control. 
 Both the selection of subjects taught and the certification of 
 teachers are regulated by the central authority at Berlin.* 
 Control in educational affairs is vested by the king of Prus- 
 sia in the Minister of Education, whose official title is "Min- 
 ister of Ecclesiastical, Educational and Medical Affairs." 
 He is a member of the King's Cabinet and possesses all 
 the powers pertaining to a Cabinet officer. The will of the 
 Minister is executed through four sets of school boards, whose 
 executive and territorial authority decreases according to the 
 order here named. The kingdom is divided (1) into thirteen 
 provinces, each with its respective school board appointed by 
 the Minister. These provinces are comparable in some respects 
 to our States. (2) The thirteen provinces are each divided into 
 thirty-six counties (Regierungen) with their respective school 
 boards appointed in part by the king and in part by the pro- 
 vincial school boards. (3) The counties are further divided 
 into large townships, or districts (Kreis), comparable to our 
 townships. Each township also has its school board. Each 
 township school board appoints a special school committee for 
 each school within its territory. 
 
 The course of study for the elementary schools of Prussia, 
 as is true in all the German schools, is prescribed in outline by 
 the Minister of Education and his colaborers on behalf of the 
 State. It is interpreted and adapted in accordance with this 
 outline by the county (Regierung) school board, which is prac- 
 tically appointed by the central government, and whose terri- 
 tory frequently includes nearly a million inhabitants. Neither 
 the township (Kreis) nor the local school board has any choice 
 in the selection of subjects of instruction or in the selection of 
 
 * "The Making of Citizens," Hughes, p. 67.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 113 
 
 text books for their children.* Approximately the same bu- 
 reaucratic system exists in all the German States as in this of 
 Prussia. 
 
 TABLE XLIV. Showing the Number of Minutes per Week devoted 
 to Each Subject in Each Grade, and the Percentage of Total 
 Time given to Each Subject in the Public Elementary Schools 
 (Volksschulen) of Prussia. 
 
 Divisions 
 Age of Pupils 
 
 Grade. 
 
 Lower Middle 
 6-8 8-11 
 
 Higher 
 11-14 
 
 I. II. III. IV. 
 
 V. VI. VII. 
 
 VIII. 
 
 Pet 
 
 1 Religion 
 
 240 | 240 | 240 | 240 | 240 
 
 240 
 
 240| 240|14.5 
 
 6 Language 1 
 
 660 | 660 | 480 j 480 | 480 
 
 480 
 
 480) 480 | 32 
 
 8 Arithmetic | 240 1 240 
 
 240 
 
 240 1 240 1 240 1 240 1 240 
 
 14.5 
 
 9 Geography 
 10 History & 
 12 Object Lessons 
 
 
 
 360 
 
 360 
 
 360 
 
 360 
 
 360 
 
 360 
 
 16.4 
 
 16 Gymnastics 
 
 120 
 
 120| 120| 120| 120| 120| 120 
 
 120| 7.3 
 
 17 Drawing 
 
 
 
 120| 120| 120| 120) 120| 120| 5.9 
 
 18 Singing 
 
 60| 60| 120| 120| 120| 120 
 
 120| 120| 6.4 
 
 20 Handwork for 
 Girls 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (120) 
 
 (7.3) 
 
 Geometry 
 
 
 
 
 
 
 120| 120| 120 
 
 5.5 
 
 Total 
 
 1320| 1320| 1680| 1680| 1680| 1800| 1800| 1800| 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Religion 
 
 18 
 
 18 
 
 14. 3| 14.3] 14. 3| 13.3| 13.3| 13.3| 
 
 6 Language 
 
 50 
 
 50 
 
 28.6| 28.6| 28.6| 26.6| 26.6J 26.6 
 
 
 8 Arithmetic 
 
 18 
 
 18 
 
 14. 3| 14.3| 14.3| 13.3| 13.3 
 
 13.3 
 
 
 9 Geography, etc. 
 
 
 
 21.5 1 21.5| 20.5 
 
 20 
 
 20 
 
 20 
 
 
 16 Gymnastics 
 
 9 
 
 JL 
 
 
 7.2| 7.2J 7.2 
 
 6.7 6.7 
 
 6.7 
 
 
 17 Drawing 
 
 
 
 7.2| 7.2| 7.'2 6.7| 6.7 
 
 6.7 
 
 
 16 Singing 
 
 4.5 4.5| 7.2| 7.2| 7.2| 6.7 
 
 677 
 
 6.7 
 
 
 20 Handwork 
 
 (9 ) 
 
 (9 )| (7.2)| (7.2)| (7.2)| (6.7) 
 
 (6.7) 
 
 (ti.7) 
 
 
 Geometry 
 
 1 
 
 1 1 
 
 6.7| 6.7| 67T 
 
 
 1 Includes reading, writing, literature, etc. 
 
 Table XLIV. shows the subjects prescribed by the Minister 
 of Education in Prussia for schools with more than one 
 teacher. It will be seen that the subjects are arranged in 
 three divisions, suitable for children from six to eight years of 
 age, from eight to eleven, from eleven to fourteen. The eight 
 years of compulsory attendance are thus provided for. This 
 
 * "The German School System," Seeley, p. 63.
 
 114 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 division of subjects and time allotments must be adhered to re- 
 gardless of the number of teachers. 
 
 A course is provided, however, for a one teacher (or class) 
 school. It differs from the other one in assigning slightly more 
 time to religion, language and arithmetic, and in omitting all 
 the other studies, except singing, from the lowest division. 
 
 When a school has four teachers, the law requires that the 
 middle division be further divided into two sections and that 
 one teacher be given charge of each section, thereby placing 
 emphasis upon the importance of the middle division to the 
 neglect of the lower and upper. This is contrary to the prac- 
 tice in France, where the kindergarten is better known and in 
 more demand than in Germany. If a German school has six 
 teachers, two are given to each division of the school. 
 
 In Table XLIV. and those that follow, the parenthesis is 
 used in two ways: first, to show that the minutes thus in- 
 closed are devoted to a recitation for girls, which is held dur- 
 ing the same time that some other subject is being recited by 
 the boys; second, when a cypher is thus enclosed, to indicate 
 that such a subject in that grade is not required of girls. 
 
 2. Length of School Life and the School Knowledge of the 
 German Child. 
 
 The element of TIME in the German elementary schools is 
 regulated by the State with as great care as the selection of 
 subjects. In Prussia at least forty-five weeks of school attend- 
 ance are required per year. This gives considerably shorter 
 vacations than in America. These vacations occur at different 
 times one week at "Whitsuntide, three or four weeks at the 
 "harvest vacation," occurring some time between August and 
 October, and one week at Christmas. Usually the pupils spend 
 six hours in school each day in the week except Sunday, 
 Wednesday and Saturday. In Prussia the school hours are 
 either from eight to twelve and two to four, or from eight to
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 115 
 
 twelve and one to three, or from eight to two. On Wednesdays 
 and Saturdays pupils are allowed the afternoons for holidays. 
 
 If we add to these regulations as to time, the compulsory ed- 
 ucational requirements, several interesting conclusions should 
 be forced upon the American educator. Education is compul- 
 sory in every German State.* The period of attendance is 
 almost the same in all States. In Prussia it is from the age 
 of six to fourteen; in Bavaria, six to thirteen; in Wiirtem- 
 berg, seven to fourteen ; in Saxony, six to fourteen ; in Baden, 
 six to fourteen. 
 
 It may, therefore, be said that German children are required 
 by law to be in school more years during their lives, more 
 weeks during a year, more days during a week, more hours 
 during a week and more hours during a day than American 
 children. Table XLIV. shows that this is particularly true of 
 Prussia. It appears that Prussia devotes from two to three 
 hours more a week to recitation than do the other German 
 provinces. Table LV. corroborates this, where the average 
 recitation time for the ten cities distributed over the Empire 
 is seen to be less than it is for Prussia, as shown in Table 
 XLIV. The cities usually, however, increase the time pre- 
 scribed by their respective governments. 
 
 Since there are more school children in Prussia than in all 
 the rest of the German Empire, if the data were available it 
 would be interesting to make a comparison between the aver- 
 age weekly recitation time in the ten American cities shown in 
 Table XII. and ten Prussian cities of equal size. But in the 
 absence of such data, we may, by making due allowance, com- 
 pare the Prussian Table XLIV., which shows the minimum 
 time allotment for schools of the kingdom, with Table XII., 
 which probably shows an average time allotment for American 
 schools. It is seen that the Prussian child is in school 1635 
 minutes per week on the average, and that the American child 
 
 "The German School System," Seelcy, p. 239.
 
 116 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 is in school on an average only 1312 minutes per week, a dif- 
 ference of five hours and twenty-five minutes. 
 
 Objection is raised to such comparison that four hours of 
 the Prussian weekly assignment are given to the teaching of re- 
 ligion, which is not included in the American curriculum. This 
 objection, of course, is not altogether valid, for the fact still re- 
 mains, so far as the Prussian child is concerned, that he is in 
 recitation nearly a school day more a week than his American 
 cousin, which, if it be questionable from a physiological point 
 of view, is quite as detrimental if he is reciting in religion as 
 if he were reciting in any other subject. In the second place, 
 it is true to some degree at least that this study, as conducted 
 by the Germans, diminishes the time necessary for other 
 studies, such as reading. But if the four hours per week spent 
 in reciting this subject were excluded, the Prussian child 
 would still be in school one hour and twenty-three minutes 
 per week more than the American. 
 
 By comparison of the average weekly school time in the ten 
 German cities with that in the ten American cities (see Tables 
 LV. and XII.) the difference in minutes per week by grades is 
 found to be as follows : 
 
 Grades I. II. III. IV. V. VI. VII. VIII. 
 
 Minutes .... 84 13 217 205 417 378 483 535 
 
 This shows an increase of the German over the American al- 
 lotments except in the first grade. In brief, the average in- 
 crease for the ten German cities is four hours and a half a 
 week, the equivalent of an American school day, which cor- 
 roborates the comparison made above between the curriculum 
 prescribed by the central authority in Prussia and that found 
 to be the average in the ten American cities. Moreover, if we 
 eliminate religion as a topic consuming recitation time in Ger- 
 many and likewise the opening exercises in America, the Ger- 
 man child still attends school an hour and a half more per 
 week.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 117 
 
 The foregoing time requirements and distinctions are abso- 
 lutely essential to an adequate comprehension of the course of 
 study in the elementary schools of Germany. 
 
 Furthermore, the hours per week spent in recitation by the 
 German child are so interesting in their implications that they 
 should be brought to the attention of the American educator. 
 Is it unhygienic conditions, or very long lessons, or the strain 
 of lengthy recitation periods, or physical fatigue resulting 
 from the excessive length of the daily school period, which are 
 responsible for the complaint of the American parents that 
 their children are being overworked in school ? Or can it be 
 that the superfluous number of subjects and of topics, or ennui 
 resulting from the uninteresting methods of the teacher, are 
 accountable for the complaints ? This study does not pretend 
 to answer all these questions. If the physical exhaustion of 
 the American child is due to the length of the recitation period 
 (in Germany the recitation period is from forty to sixty min- 
 utes), or to the length of the daily, weekly or annual school 
 sessions, then one of two things is certain, either the Ger- 
 mans are slowly murdering their children in the schools, or the 
 German child is much stronger physically than the American 
 child. 
 
 It is asserted by men who have been educated in the German 
 schools that they are not physically wrecked by the process.* 
 
 In fact, there has been no sign in recent years pointing to 
 the decay of the vitality of the German race. On the other 
 hand, no one would readily assent to the proposition that the 
 German child is naturally stronger than the American child ; 
 and we will abandon as ludicrous the contention that the pupil 
 to answer all these questions. If the physical exhaustion of 
 climatic differences. 
 
 Therefore, although the evidence is not conclusive without 
 
 * "School Reform," by Dr. Hugo Munsterberg, in Atlantic Monthly, May, 
 1JOU.
 
 118 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 investigating numerous other contingencies, the weekly time 
 allotments in the German schools seem to suggest that the 
 American child could spend an hour more a day in school if it 
 were necessary, without physical detriment. 
 
 3. Overcrowding. 
 
 OVERCROWDING in the course of study is the problem in 
 America for which we are diligently seeking a solution; but 
 the overcrowding of the school itself throughout Germany, 
 and not of the curriculum, is one of the serious problems 
 which has affected the course of study in many ways. It un- 
 doubtedly accounts for the restriction of the course of 
 study to a few subjects in order to save time. It has its ef- 
 fect also in ironclad regulation by the central authority of the 
 time devoted to the respective subjects. In a state in which 
 many of the teachers have twice as many pupils as they are 
 able to instruct, no risks can be taken in allowing the teachers 
 to choose what subjects shall receive special emphasis. All 
 sorts of devices have been resorted to in order to overcome the 
 evil of overcrowded classes. The popular " Simple " school 
 is an attempt to decrease the size of the classes by allowing 
 half the children to attend in the forenoon and half in the af- 
 ternoon. But while it serves to decrease the size of the classes, 
 it is questionable if the loss of the time spent in school does 
 not offset this gain. 
 
 In Prussia the maximum number of pupils allotted one 
 teacher by law is eighty for a one class (one teacher) school, 
 and seventy for each teacher in schools where there are more 
 than one teacher.* As a matter of fact, however, the class 
 assigned to one teacher is often much larger than this in 
 Prussia. "In 1891 it was reported that as many as 1,309,175 
 children were taught in classes (grades) numbering between 
 
 Special Reports on Educational Subjects. Michael E. Sadler, Vol. IX., p. 
 336.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 119 
 
 eighty-one and one hundred children in the country and sev- 
 enty-one to ninety in the town schools. " * It is, therefore, not 
 to be wondered at that the curriculum is in such a static condi- 
 tion and that individual variation is impossible. The excessive 
 overcrowding of the schools necessitates uniformity in order to 
 secure the least possible loss of time. 
 
 And yet, with all this overcrowding of pupils in schools not 
 sufficiently staffed to accommodate them, in schools where a 
 teacher is frequently given twice as many pupils as the Ameri- 
 can teacher, you hear no complaint from Germany of an over- 
 crowded time table. How is this to be explained ? 
 
 In the first place, it is not true, as many suppose, that the 
 public elementary school of Germany attempts to teach as 
 many subjects as are attempted in the American elementary 
 school. Reference to Tables I. and XLIV. will show that there 
 are many subjects taught in some schools of America, which 
 are not prescribed for any of the schools of Prussia, such as 
 manual training, cooking and modern languages. May it not 
 be that it is from these few American cities, which have volun- 
 tarily overloaded the children of the public schools, that much 
 of the complaint comes ? 
 
 In the next place, if any of the ten Germany cities are com- 
 pared with any of the American, it will be found that there are 
 less time allotments made in the former than in the latter, even 
 though nearly all the subjects taught in the one are found in 
 the other. If the curriculum of New York City (Table II.) is 
 compared with that of Berlin (Table XLV.) it will be seen 
 that there are many more allotments to topics on the New York 
 table. An examination of the syllabi of the two cities shows a 
 remarkable difference in the number of topics in each subject. 
 As a consequence, there is less order in the curriculum with us 
 and more restless commotion among the teachers and pupils. 
 The New York City teacher and pupil are both of them kept 
 * "The Making of Citizens," Hughes, p. 81.
 
 120 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 nervous by the number of recitations which must be accom- 
 plished each week, on account of the presence on the time table 
 of such a large number of topics. 
 
 It is the presence of time assignments to so many topics 
 which gives both the appearance and the results of an over- 
 crowded curriculum. The nervous strain of divided attention 
 is probably a factor in the widespread complaint of the over- 
 crowding in our elementary curriculum. 
 
 To throw further light upon this matter, a list of topics 
 taught in several subjects, as outlined in the syllabus now in 
 operation in the Berlin public elementary schools, is here 
 given. In ARITHMETIC the topics in the respective grades 
 are as follows : 
 
 Grade I. Counting, addition, subtraction. 
 
 Grade II. Counting, addition, subtraction, multiplication, 
 division, fractions. 
 
 Grade III. Continue work of Grade II. 
 
 Grade IV. Continue work of Grade III. and take factoring. 
 
 Grade V. The four fundamental operations ; fractions, de- 
 nominate numbers, and practical problems. 
 
 Grade VI. The same as in Grade V., and decimal frac- 
 tions. 
 
 Grade VII. The four fundamental operations ; also propor- 
 tion, exchange, discount, business forms and insurance. 
 
 Grade VIII. The same as in Grade VII., except that prac- 
 tical problems and simple algebraic equations are substituted 
 for proportion. 
 
 Table XIV. shows that there is no such agreement upon a 
 few well ordered topics among American teachers of arith- 
 metic. It is furthermore noticeable that the second half of the 
 ordinary American arithmetic is largely neglected, and that 
 when taken at all it is in the last two grades only. 
 
 In the German schools when a topic in HISTORY is chosen
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 121 
 
 it always has bearing upon German history. Thus again a 
 great loss of time is avoided. History begins with the follow- 
 ing topics: 
 
 Grade IV. National biography. 
 
 Grade V. Review biographies; take the Reformation, the 
 Thirty Years War, the Crusades, chivalry, growth of towns, 
 inventions, discoveries, and the founding of the kingdom of 
 Prussia. 
 
 Grade VI. National biographies, the American revolution, 
 the French revolution, the Napoleonic Empire, analysis of the 
 Prussian government, and the freedom and union of Italy. 
 
 Grades VII. and VIII. The history, government and civili- 
 zation of Germany and Prussia. 
 
 The brevity of topics, and the predominance of the bio- 
 graphical and of national history are the characteristics of 
 this five year course in history. When we add to this the fact 
 that the outline of geography is governed by the same rule, one 
 can begin to perceive why there is no complaint of overcrowd- 
 ing among the German teachers. In the syllabus of geography 
 for the Berlin schools, there is no mention of the geography of 
 America. With but one exception, the geography of Germany 
 is the only topic occurring in two grades, for the German 
 method is to settle upon that which is at the same time nearest 
 and most important to the child and to omit the rest. They 
 are willing to do what we are not, viz., omit the unnecessary, 
 and to recognize that all knowledge is not co-ordinate and of 
 equal value. 
 
 In harmony with this same method of organically relating 
 the matter of instruction around a few large and relatively im- 
 portant topics, is found the course of instruction in 
 
 RELIGION FOR PROTESTANT SCHOOLS. 
 Grade I. Nine scenes from the early life of Christ.
 
 122 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Grade II. (1) The story of two Old Testament patriarchs 
 related to Christ; (2) eight scenes from the later life of 
 Christ. 
 
 Grade III. (1) Moses; (2) David; (3) Peter. 
 
 Grade IV. (1) The patriarchs; (2) primitive life; (3) 
 the wanderings of Israel; (4) the Judges. 
 
 Grade V. (1) The history of the growth of Israel as 
 illustrated by biographies; (2) study and memorizing of 
 Psalms; (3) catechism; (4) church history. 
 
 Grade VI. The same as Grade V., also (1) parables; (2) 
 Sermon on the Mount; (3) study of the life of Jesus. 
 
 Grade VII. The same as in Grade V., also memorizing 
 select passages. 
 
 Grade VIII. The same as in Grade VII. 
 
 Church songs are memorized and learned in all grades. 
 
 Perhaps enough of the analyzed syllabus of the Berlin 
 schools has been given to illustrate the methods by which 
 relief of overcrowding is accomplished in the German schools, 
 through organization of the subject matter by higher authori- 
 ties. We have already shown that the German teacher and 
 pupil work longer than we do in America. From the vast 
 amount of home work prescribed for the child, in this syllabus, 
 one would gather that the pupil also works harder than do 
 our pupils. 
 
 The child is saved from overwork by the delay of subjects 
 until he is capable of handling them, and by concentrated 
 study of one subject. Those definitions and topics regarding 
 the solar system, etc., in geography appear much later in 
 the Berlin curriculum than in ours. The syllabus orders 
 that one primer shall last a grade one year. In America it 
 sometimes takes a half a dozen to supply pictures with which 
 the teacher "interests" the children for that length of time.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 123 
 
 4. Uniformity. 
 
 But perhaps after all the strongest influence against over- 
 crowding in Germany is the determination of the German 
 educators to organize and systematize the material of instruc- 
 tion, so as to avoid waste at every turn. The goal is Germany, 
 and the German military citizen. Whether it is good or bad, 
 it is nevertheless a definite end of education, and the educator 
 has no scruples about omitting that which is irrelevant to his 
 purpose. He has an end to attain and a standard of omissions, 
 neither of which do we seem to possess in the United States. 
 
 Perhaps no better illustration of the uniformity of the 
 German system can be given than will be seen when the 
 average percentage of total time devoted to each subject in 
 the general laws prescribed by the central government of 
 Prussia (see Table XLIV.) is compared with the actual 
 practice as shown in the average percentages of total time 
 allotted to each subject in ten progressive cities of the different 
 states (Table LVL). In Table XLIV. religion occupies 
 14.5 per cent of total recitation time, language 32 per cent, 
 arithmetic 14.5 per cent. In Table LVI. religion occupies 14 
 per cent, language 34.2 per cent, arithmetic 17.2 per cent. 
 This uniformity is seen by a more just comparison if the 
 percentages of the state assignments are compared individu- 
 ally with the specific cities which are situated within that 
 state. As an example, religion in the Prussian "regulation" 
 (Table XLIV.) receives 14.5 per cent of the total time allot- 
 ment; Table LVI. shows that the percentages for this subject 
 for the cities within that kingdom are as follows : Berlin, 13.3 
 per cent ; Konigsberg, 14.7 percent ; Gottingen, 13.4 per cent ; 
 Wiesbaden, 13.9 per cent. In brief, there is scarcely more 
 than a variation of one per cent from the State requirement. 
 Calculations as to other subjects may be made from the same 
 tables to corroborate this conclusion as to the uniformity in 
 different cities.
 
 124 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 It must be remembered, however, that while a city will 
 rarely give less weekly recitation time than is prescribed in 
 the State law, yet sometimes it will distribute the time some- 
 what differently in order to allow a larger portion of time to 
 subjects of more importance to the environment of the par- 
 ticular city. Munich and Wiirtzberg devote less time to 
 language than is prescribed in the law for Bavaria, but these 
 two cities devote more time to arithmetic than any other 
 cities of the ten. This suggests also that the general laws are 
 sometimes more flexible than we are accustomed to think. 
 By special act of legislature, Bavaria and some other states 
 frequently allow certain provinces to differentiate their cur- 
 ricula. 
 
 It is reasonable to suppose that there are advantages in this 
 complete uniformity in the courses of study. In America it is 
 always easier to get a new subject introduced into the curricu- 
 lum than it is to get it out. Perhaps such a system as the 
 German, prescribing and controlling its courses of study from 
 one central source, might have kept our curriculum free from 
 its present inflation had it been in vogue in America some 
 years ago. That educators of other countries recognize this 
 virtue in the German and French bureaucratic system may 
 be seen from the following recent and most concise utterance 
 published by the School Management Committee of the School 
 Board of London,* which appears to give a fair summary of 
 the advantages and disadvantages of such uniformity. In 
 speaking of the indifference of the English government to the 
 lack of uniformity in the subjects of instruction in the ele- 
 mentary schools of London, the Committee remarks : 
 
 "There is no provision for a common standard to be ob- 
 tained in the subjects in different schools, and, with very slight 
 exception, there is no allotment of the time to be given to the 
 various subjects of instruction. Nothing surprises a German 
 
 Page 17 of the Report for 1902.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 125 
 
 or a Frenchman more than to learn that in our elementary 
 schools the relative time and attention to be given the various 
 subjects of instruction is practically within the power of the 
 Head Teacher ; and there is but little doubt that many educa- 
 tional experts in both France and Germany today are desirous 
 of relaxing the rigidity of their systems. But, if iron-bound 
 time-table regulations issued by central authority have disad- 
 vantages, there is one marked advantage which such a method 
 possesses. If official allotment of time prevails, it is not possi- 
 ble, without due consideration, to introduce new subjects and 
 trust to the manipulative dexterity of the teacher to some- 
 how get them included in an already well-filled time-table." 
 
 This does, however, omit one or two suggestions which might 
 be of interest to the American educator. It would seem to 
 be true that education in Germany is more of a national con- 
 sideration than with us. All the pedagogical expressions 
 which reach us indicate a more deep-felt interest and a more 
 thorough knowledge of actual educational policy and practice 
 among the leaders, the statesmen and the educators among the 
 Germans, than is found among the English or the Americans. 
 As a system for the training of a large group of national 
 educational experts, this German uniform system has no 
 equal among the civilized people of the world, unless it be in 
 France. From the first day the child enters the Volksschule, 
 both by the arrangement of subject matter in the curriculum 
 and by the arrangement of the topics within each subject, his 
 attention is directed towards the central authority and the 
 national welfare. In consequence, he grows up to respect 
 the national government. When he reaches manhood, he is 
 quite willing as a citizen to contribute to the perfection of the 
 organization established by the State which to his mind has 
 proven its efficiency in the intellectual and moral training of 
 the children of the Empire. 
 
 Another advantage of the uniform system is brought up
 
 126 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE XLV. Minutes of Recitation Time per Week devoted 
 to Each Subject in Each Grade, and the Percentage of Total 
 Time given to Each Subject in the Public Elementary Schools 
 of Berlin, Prussia. 
 
 Grade. I. IL III. IV. V. VI. VII. VIII. Pet 
 
 1 Religion 
 
 180 
 
 180 
 
 180 | 240| 240 
 
 240 
 
 240 
 
 240|13.3 
 
 3 Writing 
 
 
 120 
 
 120 | 120 
 
 120 
 
 60 
 
 60 
 
 60| 5 
 
 ti Language 
 
 480 
 
 420 
 
 420 | 360 
 
 360 
 
 360 
 
 U60 
 
 360 j 23.8 
 
 8 Arithmetic 
 
 240 
 
 240 
 
 240 
 
 240 
 
 240 
 
 240 
 
 (120) 
 240 
 
 (120) 
 240 
 
 14.6 
 
 Geometry 
 
 
 
 
 
 
 (0) 
 180 
 
 (WO) 
 180 
 
 (120) 
 180 
 
 4 
 
 9 Geography 
 
 
 
 
 120 
 
 120 
 
 120| 120) 120| 4.5 
 
 10 History 
 
 
 
 
 120 
 
 120 
 
 120| 120J 120J 4.5 
 
 12 Object Lessons 
 
 120 
 
 120 
 
 120 
 
 
 
 
 
 
 14 Nature Study 
 
 
 
 
 120 
 
 120 
 
 240 
 
 (180) 
 240 
 
 180 
 
 9.6 
 
 16 Physical 
 Training 
 
 120 
 
 120 
 
 (60) 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 7.3 
 
 17 Drawing 
 
 
 60 
 
 (60) 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 6 
 
 18 Singing 
 
 00 
 
 60 
 
 120| 120| 120 
 
 120 
 
 120 
 
 120| 6.4 
 
 20 Needle-work 
 
 
 ~j (120) |<120) |(120) 
 
 (180) 
 
 (240) 
 
 (240)|(8 ) 
 
 Total 
 
 1200 
 
 1320] 1440 
 
 Iti.SII 
 
 1G80| 1920| 1920| 1920| 
 
 language includes composition, grammar, literature, dictation, reading 
 and recitation of poetry in all tables of German schools, except when other- 
 wise noted. 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Religion | 15 
 
 13.5 
 
 12.5 
 
 14.:-! 
 
 14.3 
 
 12.5 
 
 12.5 
 
 12.5 
 
 
 o Writing 
 
 
 9 
 
 8.3 
 
 7.1 
 
 7.1 
 
 3.1 
 
 3.1 
 
 3.1 
 
 
 Language 
 
 40 
 
 33 
 
 30 
 
 21.5 
 
 21.5 
 
 18.3 
 
 18.3 
 
 18.3 
 
 
 8 Arithmetic 
 
 20 
 
 18 
 
 16.6 
 
 14.3 
 
 14.3 
 
 12.5 
 
 12.5 
 
 12.5 
 
 
 Geometry 
 
 
 
 
 1 
 
 9.3 
 
 9.3 
 
 9.3 
 
 
 9 Geography 
 
 
 
 
 7.1 
 
 7.1 
 
 6.25 
 
 6.25 1 6.25 
 
 
 10 liistory 
 
 
 
 
 7.1 
 
 7.1 
 
 6.25 
 
 6.25 1 6.25 
 
 
 12 Object 
 Lessons, etc. 
 
 10 
 
 9 
 
 8.3 
 
 7.1 
 
 7.1 
 
 12.5 
 
 12.5 
 
 9.3 
 
 
 16 Physical 
 Training 
 
 10 
 
 9 
 
 8.3 
 
 7.1 
 
 7.1 
 
 6.25 
 
 6.25 
 
 6.25 
 
 
 17 Drawing 
 
 
 4.5 
 
 8.3 
 
 7.1 
 
 7.1 
 
 (i.L'5 
 
 6.25 
 
 ti.L'5 
 
 
 18 Singing 
 
 o 
 
 4.5 
 
 8.3 
 
 7.1 
 
 7.1 
 
 6.25 1 6.25 
 
 6.25 
 
 
 20 Needle-work 
 
 
 
 (8.3)| (7.1) 
 
 (7.1)| (9.3)| (12.5)! (1^-5 > 
 
 
 'Language includes composition, grammar, literature, dictation, reading 
 and recitation of poetry In all tables of German schools, except when other- 
 wise noted. 
 
 for our consideration when we remember that in America, if 
 a pupil is so unfortunate as to move from one State to another, 
 or even from one city to another in the same State, it generally 
 means an immense loss of time and frequently discontinuance
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 127 
 
 TABLE XLVI. Minutes of Recitation Time per Week devoted 
 to Each Subject in Each Grade, and the Percentage of Total 
 Time given to Each Subject in the Public Elementary Schools 
 of Konigsburg, Prussia. 
 
 Grade. 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 V. 
 
 VI. 
 
 Pet. 
 
 1 Religion 
 
 240 | 240 
 
 240 
 
 240 
 
 240 
 
 240 |14.7 
 
 6 Language 
 
 660 
 
 660 
 
 480 
 
 480 
 
 480 
 
 480 1 32.1 
 
 8 Arithmetic 
 
 240 
 
 240 
 
 240 
 
 240 
 
 240 
 
 240 1 14.7 
 
 Geometry 
 
 
 
 
 
 120(0) 
 
 120(0)1(3.67) 
 
 9 Geography 
 
 
 
 120 
 
 120 
 
 120 
 
 120 
 
 L 5.5 
 
 10 History 
 
 
 
 120 
 
 120 
 
 120 
 
 120 
 
 5.5 
 
 14 Nature Study 
 
 
 
 120 
 
 120 
 
 120 
 
 120 
 
 5.5 
 
 16 Gymnastics 
 
 
 
 120(0) 
 
 120(0) 
 
 120(0) 
 
 120(0) j 5.5 
 
 17 Drawing 
 
 
 60 
 
 ;20 
 
 120 
 
 120 
 
 120 
 
 6 
 
 18 Singing 
 
 60 
 
 60 
 
 120 
 
 120 
 
 120 
 
 120 
 
 6.88 
 
 20 Needle-work 
 
 
 
 (240) 
 
 (240) 
 
 (240) 
 
 (240) 
 
 
 Total 
 
 1200 1 1260 
 
 1680 
 (1800) 
 
 1680 
 (1800) 
 
 1800 
 
 1800 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Religion 
 
 20.1 
 
 19.1 
 
 14.3 
 
 14.3 
 
 13.4 
 
 13.4 
 
 
 6 Language 
 
 55.1 
 
 52.4 
 
 28.6 
 
 28.6 
 
 26.7 
 
 26.7 
 
 
 8 Arithmetic 
 
 20.1 
 
 19.1 
 
 14.3 
 
 14.3 
 
 13.4 
 
 13.4 
 
 
 Geometry 
 
 
 
 
 
 6.7 
 
 6.7 
 
 
 9 Geography 
 
 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.67 
 
 
 10 History 
 
 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.67 
 
 
 14 Nature Study 
 
 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.67 
 
 
 16 Gymnastics 
 
 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.6? 
 
 
 17 Drawing 
 
 
 4.8 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.67 
 
 
 18 Singing 
 
 5 
 
 4.8 
 
 7.2 
 
 7.2 
 
 6.67 
 
 6.67 
 
 
 20 Needle-work 
 
 
 
 (13.7) 
 
 (13.7) 
 
 (13.7) 
 
 (13.7) 
 
 
 of his education. The child going from the fifth grade in 
 the schools of one town is as likely when he enters the next 
 town to be placed in the fourth or sixth grade as in the 
 fifth. No such thing is known in Germany. "While each 
 German state manages its own affairs and has its own pecul- 
 iarities, all agree upon the general educational policy. There- 
 fore, work, whether done in the common school, the teachers' 
 seminary, the gymnasium or the University of the German 
 state, is fully recognized in all the other states throughout 
 the Empire, and children or students may change their school 
 without loss of time. ' ' * Without a bureaucratic system this 
 
 "The German School System," Seeley, p. 243.
 
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 Geometry 
 
 Geography 
 
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 Object Lesson 
 
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 TABLE XLIX. Minutes of 
 centage of Total Time 
 Grade. 
 
 5 
 
 "j 
 
 
 rl 
 
 Language 
 
 8 Arithmetic 
 
 Geometry 
 
 s> Geograpny 
 1O Illstorv 
 
 f 
 
 K 
 
 1 2 
 
 9 
 
 -*- 
 
 S 
 
 16 Gymnastics 
 
 17 Drawing 
 
 to 
 
 "5 
 _a 
 y. 
 
 00 
 rH 
 
 U 
 
 C 
 = 
 
 / 
 
 "u 
 
 a 
 R 
 
 w 
 
 'c 
 
 H 
 
 Percentage of R 
 
 1 Religion 
 
 f! LnnGninirp 
 
 8 Arithmetic 
 
 Geometry 
 
 B f3ncrrnr>hv 
 
 >i 
 
 S n 
 
 > -4- O 
 
 * i S 
 
 u' i r 
 
 00 E S 
 
 cd >> t 
 
 O I- 
 
 H 
 
 1 fcr ^ fl 
 
 flf 
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 1 
 
 r 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 05 
 
 * 
 
 CO 
 
 CO 
 
 to 
 
 t- 
 
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 55 
 
 05 
 
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 ^ 
 
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 to 
 
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 >> 
 
 1 
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 132 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE LI. Minutes of Recitation Time per Week devoted 
 to Each Subject in Each Grade, and the Percentage of Total 
 Time given to Each Subject in the Public Elementary Schools 
 of Munich, Bavaria. 
 
 Grade. I. 11. III. IV. V. VI. VII. Pet. 
 
 1 Religion 
 
 120 | 120 
 
 180 
 
 180 
 
 180 
 
 180 
 
 x!20 
 
 9.73 
 
 6 Language 
 
 680 
 
 720 
 
 ((>(>()) 
 720 
 
 (600) 
 720 
 
 480 
 
 480 
 
 480 
 
 38.5 
 
 8 Arithmetic 
 
 360 
 
 360 
 
 360 
 
 360 
 
 360 
 
 360 
 
 360 
 
 22.8 
 
 9 Geography 
 
 
 
 
 
 (60) 
 90 
 
 90 
 
 (180) 
 120 
 
 3.8 
 
 10 History 
 
 
 
 
 
 (60) 
 90 
 
 90 
 
 120 
 
 3.8 
 
 12 Object Les- 
 sons 
 
 
 
 120 
 
 120 
 
 120 
 
 (180) 
 240 
 
 (180) 
 240 
 
 5.41 
 
 16 Gymnastics 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 120 
 
 7.57 
 
 17 Drawing 
 
 
 
 1 
 
 240 
 
 180 
 
 180 
 
 5.4 
 
 18 Singing 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 3.8 
 
 20 Needle-work 
 
 (120)| (1J50)| (180) 
 
 (180)| (240) 
 
 "080, 
 
 (24U) 
 
 (11.1) 
 
 Total 
 
 1260 
 
 i;{so 
 
 1560 
 
 1560 
 
 1740 
 
 1800 
 
 1800 
 
 
 Total (1380)|(1800) 
 
 (1620)|(1620) 
 
 1 
 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 Grade per Week. 
 
 1 Religion 
 
 9.6 | 8.7 
 
 11.6 
 
 11.6 
 
 10.4 
 
 10 
 
 6.7 | 
 
 6 Language 
 
 47.6 
 
 52.2 
 
 46.2 | 46.2 
 
 27.6 
 
 27.1 
 
 27.1 
 
 
 8 Arlthmeti- 
 
 28.6 
 
 26.1 
 
 23.1 | 23.1 
 
 20.7 
 
 20 
 
 20 
 
 
 9 Geography 
 
 
 1 1 
 
 5.2 
 
 5 | 6.7 
 
 
 10 History 
 
 
 1 
 
 
 5.2 
 
 5 
 
 6.7 
 
 
 12 Object Les- 
 sons 
 
 
 
 7.7 
 
 7.7 
 
 6.9 
 
 13.4 
 
 13.4 
 
 
 16 Gymnastics 
 
 9.6 | 8.7 
 
 7.7 | 7.7 
 
 6.9 
 
 6.7 
 
 6.7 
 
 
 17 Drawing 
 
 
 
 
 
 13.8 
 
 10 
 
 10 
 
 
 18 Singing 
 
 4.8 
 
 4 
 
 3.9 
 
 3.9 
 
 3.5 
 
 3.34 
 
 3.34 
 
 
 20 Needle-work 
 
 (8.7)| (8) | (11.1) 
 
 (11.1) 
 
 (13.8)| (10) 
 
 (13.4) 
 
 
 could not happen, for the educational experts of such a coun- 
 try, acting as isolated individuals, would never agree upon 
 "the general educational policy." 
 
 5. Wealth and Poverty of the German Curriculum. 
 
 The WEALTH and the POVERTY of the course of study in 
 the Elementary schools of Germany may be approximately 
 arrived at by a type study of the summaries in Tables XLV.- 
 LIV. Before beginning this study, however, a few explana- 
 tions are necessary. It will be seen that some of the schools 
 have only six grades and others only seven, although eight
 
 
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 Religion 
 Language 
 
 Arithmetic 
 
 Geometry 
 
 Geography 
 
 History 
 
 -o 
 
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 s 
 
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 Drawing 
 
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 3 
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 i 
 
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 /; 
 
 Total 
 
 
 Religion 
 
 Language 
 
 V 
 
 0) 
 
 3 
 
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 Geometry 
 
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 3 
 
 
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 Nature Stu 
 
 Gymnastics 
 
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 s 
 
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 -0 
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 rH M
 
 136 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE LV. Showing the Average Recitation Time in Minutes per 
 Week given to Each Subject in Each Grade in the Ten German 
 Cities. 
 
 Grade 
 
 I. 
 
 II. III. 
 
 IV. 
 
 V. 
 
 VI. 
 
 VII. VIII. 
 
 1 Religion 
 
 172 
 
 199 
 
 :.'u7 
 
 234 
 
 246 
 
 240 
 
 2X4 
 
 218 
 
 ti Language 1 
 
 r.s.s 
 
 603 
 
 600 
 
 507 
 
 513 
 
 501 
 
 5X3 
 
 472 
 
 8 Arithmetic 
 
 232 
 
 282 
 
 282 
 
 282 
 
 270 
 
 270 
 
 270 
 
 255 
 
 9 Geography 
 
 58 
 
 47 
 
 113 
 
 115 
 
 111 
 
 111 
 
 134 
 
 147 
 
 10 History 
 
 
 
 33 
 
 60 
 
 103 
 
 103 
 
 110 
 
 120 
 
 14 Nature Study 
 
 
 
 80 
 
 60 
 
 100 
 
 140 
 
 126 
 
 111 
 
 16 Gymnastics 
 
 54 
 
 36 
 
 60 
 
 108 
 
 132 
 
 132 
 
 132 
 
 125 
 
 17 Drawing 
 
 12 
 
 42 
 
 54 
 
 60 
 
 120 
 
 114 
 
 137 
 
 128 
 
 18 Singing 
 
 54 
 
 54 
 
 93 
 
 99 
 
 93 
 
 93 
 
 99 
 
 96 
 
 20 Handwork 
 
 (96) 
 
 (132) 
 
 (222) 
 
 1 234 1 
 
 (258) 
 
 (246) 
 
 1 25S I 
 
 (278) 
 
 Geometry 
 
 
 
 
 18 
 
 42 
 
 72 
 
 102 
 
 112 
 
 Total 
 
 "T190 
 
 1263 
 
 1502 
 
 1609 
 
 1730 
 
 1782 
 
 1822 
 
 1788 
 
 Showing the Average Percentage of Recitation Time given to Each 
 Subject in Each Grade in Ten German Cities. 
 
 1 Religion 
 
 14.5 | 15.8 13.8 
 
 14.6 
 
 14.2 
 
 13.8 
 
 13 
 
 12.3 
 
 6 Language 
 
 49.4 
 
 47.8 40 
 
 35.3 
 
 2!). 7 
 
 28.2 
 
 2<;.5 
 
 26.5 
 
 8 Arithmetic 
 
 21.2 
 
 22.3 18.7 
 
 17.6 
 
 15.6 
 
 15.2 
 
 15.2 
 
 15.3 
 
 9 Geography 
 
 4.9 
 
 3.7 7.5 
 
 7.2 
 
 6.4 
 
 6.3 
 
 7.4 
 
 8.3 
 
 10 History 
 
 2.2 3.8 
 
 6 
 
 5.8 
 
 6 
 
 a 
 
 14 Nature Study 
 
 | 5.3 4 
 
 5.8 
 
 7.9 
 
 7 
 
 0.2 
 
 16 Gymnastics 
 
 4.6 | 2.8 4 6.7 | 7.6 
 
 7.4 
 
 7.3 
 
 7.6 
 
 17 Drawing 
 
 1 3.3 3.6 3.8 
 
 7 
 
 6.4 
 
 7.3 
 
 7.2 
 
 18 Singing 
 
 4.6 | 4.3 6.2 6.2 
 
 5.4 
 
 5.2 
 
 5.4 
 
 5 
 
 20 Handwork 
 
 (7.3)| (9.3)1(13.6)1(13.5) 
 
 (14.2) 
 
 (13.4) 
 
 (14) 
 
 (13.5) 
 
 Geometry 
 
 1 1 1 1 
 
 2.4 
 
 4.1 
 
 5.6 
 
 6.5 
 
 1 Language includes reading, writing, spelling, literature and composition. 
 
 years of compulsory attendance are required by all the States 
 except Bavaria (7) and Wurtemberg (7). Munich and 
 Wiirtzburg, then, fulfill the legal requirement by establishing 
 only seven grades. But in the Prussian cities, Konigsberg, 
 Wiesbaden, and in Hamburg, compulsory attendance for the 
 extra year is provided for by adding a year to the fifth and 
 sixth grades respectively, if the school is a six grade school, 
 and a year extra to the seventh grade if it is a seven grade 
 school.* This has been included, in calculating the average 
 recitation time and the average percentage of total time, by 
 repeating the fifth and sixth grade columns in the six grade 
 
 Stotzner, p. 16.
 
 8S .^V 
 
 Tf 
 rH 
 
 M 
 
 M 
 
 
 
 M 
 
 
 
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 rH 
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 5 
 
 
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 1- 
 
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 1 Language includes reading, writing, spelling, grammar and composition. 
 * Includes history, object lessons and nature study. 
 
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 6 Language 1 
 
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 9 Geography 
 
 L-* 
 
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 r-i 
 
 fi 
 
 
 ri 
 
 3' 
 
 3 
 08 
 
 f 
 r-H 
 
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 sc 
 
 fl 
 
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 3 
 
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 5 
 
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 ueoraetry 
 
 r. 
 
 " 
 
 i
 
 138 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 schools and the seventh grade column in the seven grade 
 schools. This is what the pupil in their schools actually does. 
 
 There is a rigidity about a course of study which provides 
 the same time allotments year after year in the child's school 
 life. This is the case with all the German schools, but most 
 especially with those which repeat the previous year's allot- 
 ments, as in the six and seven grade schools with eight year 
 compulsory requirements. This makes one suspect the curric- 
 ulum of considerable poverty and mechanical dryness. At 
 the very outset one is impressed by the fact that there are 
 actually fewer subjects of instruction in the German program 
 than are found in those of England, France or America. 
 Michael E. Sadler recently called attention to this difference 
 development, while in America it is especially in the primary 
 education which has shown the least capacity for fruitful 
 development, while in America it is especially in the primary 
 school that the keenest sensitiveness to suggestion, and the 
 greatest progress! veness have been found.* The absence of 
 any time assignments to certain staple subjects in the first 
 two grades is indicative of a poverty of thought material not 
 found in the most representative of the American schools. The 
 German tables show little time allotment in the primary grades 
 to the emotional and aesthetic aspects of the child 's experience. 
 
 One other caution must be kept in mind in studying these 
 tables. In Germany relative percentage of time varies in 
 regular ratio to actual time because of the uniformity of the 
 system. In Tables XLV.-LIV. it is seen Berlin devotes the 
 smallest percentage of relative time and the smallest amount 
 of actual time in minutes per week to arithmetic. Munich 
 devotes the largest percentage of relative time and the largest 
 amount of actual time to that subject. But this is not the 
 case in the American system. New York devotes the smallest 
 
 Special Reports on Educational Subjects, Michael B. Sadler, Vol. II., p. 
 436.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 139 
 
 relative, but Kansas City gives less actual time. Likewise 
 Jersey City gives the largest relative time to the subject of 
 arithmetic, while Chicago actually gives more minutes per 
 week to that subject. This seems to corroborate the opinion 
 which the author* of the "Course of Study for Elementary 
 Schools" (p. 24) expressed some years ago, to the effect that 
 such differences in America are to be accounted for largely by 
 the indifference upon the part of some school officials to the 
 highest ends of education and to a proper adjustment of the 
 subjects to be taught. 
 
 6. Conservatism and Changes in Forty Years. 
 
 German conservatism and suspicion of the "fads and 
 frills" of the course of study are rather characteristic. A 
 comparison of the courses of study outlined in these pages 
 (see Tables I.-XIIL and XLIV.-LVI.) does not only show 
 that there are fewer subjects taught in their elementary 
 schools, but that a considerably larger portion of time is al- 
 lotted to the "three R's" than elsewhere. Manual training 
 for boys is noticeable for its absence from the course of study 
 in all of the German states and cities ; domestic science is not 
 much more popular. New studies have had a severe struggle 
 to gain their part of the recitation time. In fact, the Germans 
 are exceptionally slow in making any change at all in the 
 curriculum. The United States Commissioner of Education 
 (in a letter dated Jan. 7, 1904) is authority for the statement 
 that "The courses of study for the schools of German cities 
 remain practically as they were in 1894-5." The statement 
 is corroborated and this date still further removed in a letter 
 received by the writer from the Minister of Education of 
 Prussia (under date of Feb. 19, 1904) in which he says the 
 courses of study in Prussia today follow the "Regulations" 
 (Allgemeine-Bestimmungen) of Minister Falk issued October 
 
 J. T. Prince.
 
 TABLE LVII. Showing the Curriculum and the Time Allotment of the Common Schools of Berlin, Ger- 
 many, for the Years 1840, 1860, 1873, 1893 and 1901. 
 
 1840 1860 1873 
 
 
 
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 3 
 
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 142 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 15, 1872. In order to show this static condition of the German 
 curriculum a little more in detail, a type study has been 
 made of the public elementary schools of Berlin. (See Table 
 LVII.) 
 
 During the forty-one years from 1860 to 1901, only two 
 subjects were introduced into the Berlin course of study, viz., 
 geography and gymnastics ; and since 1873 there has not been 
 a single subject dropped or added. It would be interesting to 
 know if as much could be said of any American city during 
 the last five years. The only changes in the time allotment of 
 the Berlin schools since 1873 are seen in the following sum- 
 mary made from Table LVII. 
 
 LOSSES (per week) 
 Hour. 
 
 GAINS (per week) 
 
 Hour. 
 
 Grade I. Religion, 
 Arithmetic, 
 Singing, 
 Object Lessons, 
 
 1 
 1 
 1 
 2 
 
 Gymnastics, 
 
 5 
 
 Grade II. Language, 
 Singing 
 Object Lessons, 
 
 1 
 1 
 2 
 
 Gymnastics, 
 Drawing, 
 
 2 
 2 
 
 Grade III. Handwork for girls, 
 
 4 
 
 Nature Study, 
 Gymnastics, 
 
 2 
 2 
 
 Grade IV. Language, 
 Handwork for girls, 
 Drawing, 
 
 2 
 4 
 2 
 
 Gymnastics, 
 History, 
 Geometry, 
 
 2 
 
 2 
 2 
 
 Grade V. Handwork for girls, 
 
 2 
 
 Gymnastics for girls, 
 
 2 
 
 Grade VI. Handwork for girls, 
 
 2 
 
 Gymnastics for girls, 
 
 2 
 
 The losses by both boys and girls are religion, one hour; 
 arithmetic, one hour; singing, two hours; object lessons, four 
 hours ; language, three hours. The loss by girls alone is hand- 
 work, twelve hours, which is replaced by ten hours of gym- 
 nastics and two hours of nature study. The gains by both 
 boys and girls have been twelve hours of gymnastics and two 
 of history, while the boys alone gained two hours of geometry.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 143 
 
 The main tendencies of growth in the Berlin curriculum in 
 these thirty years have been in the abandoning of nature study 
 in the first two grades, the increase of gymnastics for boys 
 and the admission of girls to gymnastics. The decrease of 
 handwork for girls is not important, because that subject is 
 still left with a normal amount of time. 
 
 7. Physical Education actually Provided for. 
 
 The one interesting feature of this development of the 
 Berlin curriculum has been that it shows that for the past 
 thirty-one years the city has been attempting to provide 
 adequate physical exercise for boys. It is rather remarkable 
 that for thirty years this city should have provided more time 
 upon its program for caring for the health of its pupils than 
 is found in the year 1904 in the courses of study of eight out 
 of the ten representative American cities chosen for this study. 
 (See Tables II.-XI.) When we compare the American aver- 
 age allotment, Table XIII., and the German, Table LVL, 
 seven of the German cities are seen to devote approximately 
 6 per cent and the other three approximately 4 per cent of 
 their total assigned time to the care of the health of the child 
 by means of systematic physical training; whereas, on the 
 contrary, of the seven American cities which devote any time 
 to the subject at all, only two give as much as 6 per cent of 
 the time, the other five approximating 3 per cent, which is 
 less than the three lowest German cities. In this comparison 
 it must be remembered that the percentage of total time in 
 Germany means much more than it does in America, because 
 as has already been shown there is more actual time. To make 
 this comparison does no injustice to America because of any 
 fallacy of accidental selection of either of the two groups of 
 cities selected for study. To prove this it is only necessary to 
 refer to Table L, made up of fifty American cities, among 
 which are certainly nearly all of those approximating in pop-
 
 144 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 ulation the ten German cities. It may be noticed that not 
 more than 4 per cent of these fifty cities make any provision 
 at all upon their programs for the physical training of the 
 child. How far this percentage is from applying to the school 
 children in Germany, a glance at the legal requirements, as 
 tabulated in Table XLIV., will readily show. In this table it 
 appears that physical culture is offered to more than two- 
 thirds of the children of the Empire. It may be that this 
 helps to answer the assertion that the German child is able 
 to endure a heavier mental tax than the American child. 
 
 One phase of the question of physical culture in the Ger- 
 man school is difficult for the American to appreciate. By 
 referring to Tables XLV. to LIV. one will find to his surprise 
 how many of the courses of study provide physical training 
 for boys and not for girls. It is true that the girls have hand- 
 work in its stead, but it is hardly conceivable that sewing, or 
 even cooking in the one instance given, could be classified 
 among those physical activities which contribute to the train- 
 ing of the bodily organism. The discrimination against the 
 girls is further emphasized by referring to the total recitation 
 time in each grade per week. If one can assume that an in- 
 crease of recitation time implies an increase of work, then the 
 girls are actually required to do more work in school than the 
 boys in the thirty-nine out of the forty-five grades in these ten 
 cities which require a difference of recitation time for girls 
 and boys. 
 
 8. Language. 
 
 The contention is made in connection with this study that in 
 the main the relative percentage of the time devoted to a sub- 
 ject indicates the relative importance attached to that subject. 
 To the counter proposal that such would indicate only the diffi- 
 culty of the subject, it is cited that mathematics is undoubt-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 145 
 
 edly more difficult than reading or language, and yet mathe- 
 matics invariably receives less recitation time. 
 
 According to this time criterion, language is regarded as the 
 most important subject in the German curriculum. Indeed, 
 German education is, more than that of any other nation of 
 the world, based upon linguistic studies. 
 
 The prominence given in America to manual training and 
 those exercises which have to do with humane education pro- 
 duces a system which is the antithesis of all that is typically 
 German. We look to human life for a determination of our 
 standards of worth. The German will perhaps claim to do 
 the same thing, but his regard is more for the forms of culture 
 derived from the civilization of the past than for those founded 
 on the activities of the present. How much he is still 
 "haunted by the ghost of 'general culture' " is shown par- 
 ticularly in the study of language. Of course this appears 
 more conspicuously in the study of the curricula of the sec- 
 ondary school than in those of the elementary, but even in 
 the latter the excessive time allotment to language is sig- 
 nificant. 
 
 In considering the subject of language, we may exclude 
 the study of spelling, which is an unnecessary evil in a com- 
 posite language like the German (it is practically forbidden 
 by law in Germany), and include reading, writing and per- 
 haps three-fourths of the time devoted to the study of re- 
 ligion, since this latter study praetically takes the place of 
 much work in language and literature which would otherwise 
 be required. Considering it thus, we may safely say that an 
 average of 40 per cent of the total assigned recitation time in 
 the ten cities, as shown in Table LVL, is given to language 
 alone. This statement must be supplemented by the fact that 
 teachers are given specific instructions to make every recitation 
 one in language. In several of the grades, over thirteen hours 
 per week are assigned to language alone. Kb'nigsberg leads in
 
 146 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 the prominence attached to language in any one grade; 55.1 
 per cent of the time in its first grade, and 52.4 per cent in the 
 second, are given to this one study. 
 
 The different subjects included under language are read- 
 ing, writing, composition, literature and grammar, dictation 
 and object lessons (Anschauungunterrieht). Object lessons 
 are taught and used as subjects of oral composition in the 
 earlier grades only. Reading and oral composition are taken 
 almost wholly from historical biography or national litera- 
 ture. Much time is saved in reading by insisting that the 
 reading matter shall have worth in itself and bear upon other 
 subjects of instruction. The amount of reading matter cov- 
 ered in the average Prussian school is very small and cannot 
 be compared with that read in the American. Frequently 
 a book of five hundred pages lasts a pupil six years. Cases 
 are quoted in which the child reads only sixteen octavo pages 
 in the first year, and this, too, in a good school.* The German 
 has a strenuous idea of thoroughness which will not admit of 
 his covering a vast number of pages in reading lessons, as his 
 American neighbor does. The possibility of causing fatigue 
 and destroying the interest of his pupil seems not to annoy 
 the German pedagogue. 
 
 9. Religion. 
 
 Religion is a subject of which the American educator claims 
 to have too little in his elementary schools and the German, on 
 the other hand, too much. It has already been shown that this 
 subject is largely responsible for the larger weekly recitation 
 time found in the German schools. It has been suggested that 
 want of time is no excuse for the absence of that subject from 
 the American curriculum. Various opinions regarding the 
 importance of this subject are shown in the German tables, 
 but all agree in allowing it almost as much time as they do 
 
 Special Reports on Educational Subjects, Sadler, Vol. IX., p. 318.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 147 
 
 arithmetic. Table LVIL shows that since 1840 there has been 
 a steady decrease of time for religion in the Berlin schools. 
 In Wiirtemberg, where the subject receives by law eight 
 hours and forty minutes a week, a fierce fight is raging between 
 progressive educators and the clergy, who in all Germany have 
 considerable voice in educational affairs. Certain cities, such 
 as Stuttgart, seem by some device to have escaped the official 
 requirements. But even after the subject receives only its 
 normal allotment, there will always remain a large amount of 
 time devoted to it, for the Germans are essentially a religious 
 people. 
 
 Practically all the elementary schools of Germany are re- 
 ligious schools, though not under the control of the church. 1 
 In the truest sense of the word, this is the case in Prussia, in 
 which State every elementary school, with a few exceptions, is 
 either Protestant, Catholic or Jewish. The teaching is non- 
 sectarian, but the teachers are required to teach Biblical his- 
 tory, the catechism, hymns, the creed and points of religious 
 ethics. 2 Section 18 of the "Regulations" of 1872 requires 
 that the Gospel or Epistle for the following Sunday shall be 
 taught by the teacher on the previous Saturday. When the 
 school releases the child, the church takes charge of him, for 
 on the day of his release from school, the child either is "con- 
 firmed" in the Protestant church or goes to the "first com- 
 munion" in the Catholic church. 3 The time allotment in the 
 above tables does not over-estimate the importance of this 
 subject in the mind of the German educator. 
 
 When a nation of educators have thought over, philoso- 
 phised about, and actually for so many decades have taught 
 in their schools a subject like this, and give it today from 
 
 Deports of the Commissioner of Education of the United States, 1889- 
 ' "Reports of the Commissioner of Education of the United States, 1889- 
 
 ' 'Reports of the Commissioner of Education of the United States, 1888- 
 89, p. 51.
 
 148 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 13.8 per cent to 18.8 per cent of the entire recita- 
 tion time, their practice ought to have some weight with the 
 American people who are seeking to find the legitimate place 
 of the subject in the school curriculum. There may be differ- 
 ences of educational aims between the two systems, but there 
 should be no disagreement as to the importance of any avail- 
 able agency for the furtherance of public morals and public 
 virtue. Whether or not the Germans are more religious or 
 more virtuous than we, does not affect the question ; for it can 
 hardly be granted that the German boy knows any less of the 
 Bible than the American boy, or that he is any less upright for 
 what he does know. There have been practically no facts cor- 
 related on the subject of the relative Biblical knowledge and 
 religious and moral character of the two peoples, such as would 
 warrant one in drawing comparisons. But what few measure- 
 ments have been made as to the Biblical knowledge of the 
 American school boy indicate that scarcely any way could be 
 discovered for him to know less of that subject. If the Ger- 
 man school boy has learned anything of Biblical truth from 
 his instructor, the advantage is in his favor. 
 
 10. Arithmetic. 
 
 The German child is said to be much superior to other chil- 
 dren in the oral exposition of arithmetic. The Prussian 
 "Regulations" (Sec. 28) are quite clear as to the emphasis to 
 be placed upon mental arithmetic. "In the lower divisions, 
 in schools with one or two teachers, so far as possible, and in 
 the other schools regularly, all calculations are to be done in 
 the head. At the beginning of the new rule, in all divisions, 
 calculations in the head are to precede those done on the 
 board." Another specification is that "the relation to every 
 day life is always to be kept in view." For these reasons the 
 mere number of pages in arithmetic which they do is consid-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 149 
 
 erably less than with us. The highest grades of the elementary 
 school are not required to go farther than common and deci- 
 mal fractions. 
 
 As in America, the relative time assigned makes arithmetic 
 second in importance to language. The variation between the 
 ten German cities is about the same as the variation between 
 the ten American cities. The relative time is from 14 per 
 cent to 22.8 per cent in the German tables, between 12 per 
 cent and 19.5 per cent in the American. The average relative 
 time for the ten cities of each country is exactly the same, 17.3 
 per cent. But in each case there is perhaps an allowance to be 
 made for selection. Munich's 22.8 per cent is as exceptionally 
 high as New York's 12 per cent is exceptionally low. None 
 of the German or American cities devote as much time as 
 Munich to arithmetic. 
 
 11. Realien. 
 
 Realien is the title which the Germans apply to geography, 
 history, elementary science and nature study. These four 
 subjects are not supposed to be separated either in subject 
 matter and method, or in the mind of the child. Object les- 
 sons, as taught in connection with language in the lower 
 grades, furnish the preparation for these subjects. There is 
 a very easy and logical transition from object lessons, includ- 
 ing the study of objects around the child, to home geography, 
 local traditions in history and elementary nature study. 
 Quite as easy is the next step, leading from the geography of 
 the district to that of the province and Empire; from local 
 history to the biography of great men of the district, province 
 and Empire, and from nature study to physiology and elemen- 
 tary physics. There is in the elementary schools practically 
 no history referring to the great economic and social move- 
 ments of civilization, the work is confined mainly to biog- 
 raphy.
 
 150 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 Further comparison of Tables LIV.-LVI. with Tables XII.- 
 XIII. reveals the fact that the Germans devote practically the 
 same time relatively and actually to history that we do, but 
 they devote to geography more actual time than we, and it is 
 much better distributed throughout the grades. This is due 
 partly to the fact that home geography has gained a stronger 
 foothold than with us. 
 
 12. Correlation. 
 
 Correlation, in the sense of the interrelation of the topics 
 from different subjects of instruction, is much more possible 
 between history and geography after the third grade in Ger- 
 many than in America, because of an equalization of the per- 
 centages of recitation time devoted to these two subjects from 
 the third grade on. This equalization is not found in any of 
 the American grades, except the seventh and eighth, whereas 
 it is found in five out of eight grades in Germany. 
 
 The correlation cited between history, geography, nature 
 study, elementary science and object lessons is but a type of 
 the evidence appearing in the German curriculum which leads 
 one to believe that correlation is a reality there. Of course, 
 it may be practiced without appearing upon the program, 
 but there is the rarest probability of such being the case in 
 America, where the overworked teacher with a crowded curric- 
 ulum is only too thankful to finish what is actually and in so 
 many words assigned. Certainly no convincing evidence has 
 been found regarding correlation in our study of the Ameri- 
 can school. Has it not often been the case that our superin- 
 tendents and principals have so hastily and thoughtlessly in- 
 troduced new subjects that they have failed to distribute these 
 subjects and the time allotted to them with that due propor- 
 tion which makes real correlation possible? 
 
 13. Formal vs. Content Studies. 
 
 The content studies are more generally taught in the lower
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 151 
 
 grades and receive more time in America than in Germany. 
 This is largely due to the difference of method. The German 
 philosophy stands for thorough and complete teaching of a 
 subject at one time. The American adheres to the concentric 
 circle system, by which a subject is taught only in part at one 
 time and repeated in the several grades from different points 
 of view. Except for geography, the Germans, unlike the 
 Americans, do not see much reason for introducing content 
 studies in the lower grades; history, nature study, drawing 
 and handwork for girls are scarcely provided for in the first 
 three years of school life. 
 
 There is a tendency shown in all these German tables to 
 teach the formal studies in the early grades ; the time devoted 
 to them is gradually diminished as the upper grades are ap- 
 proached, and its place is filled by a corresponding increase 
 of the assignment to content studies. The summary in Table 
 LVI. shows that religion, language and arithmetic receive 
 less time in the seventh and eighth grades than elsewhere. On 
 the contrary all other subjects receive more time in the upper 
 grammar grades than elsewhere, and this gradual increase is 
 steady as these upper grades are approached. This is an im- 
 portant distinction between the German uniform curriculum 
 and the variable one of America. In America, arithmetic 
 really receives about as much time in one grade as in another ; 
 geography, contrary to the German plan, receives more time 
 in the fourth grade than in the sixth, seventh or eighth; 
 nature study more in the fifth than in the eighth, while draw- 
 ing, music and physical training receive more time in the first 
 two than in the last two grades. 
 
 This distinction raises the problem whether it is better to 
 follow the German plan of teaching the formal in the earlier 
 school life of the child and the more concrete in the later life, 
 or to follow the American plan which seems to be just the re-
 
 152 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 verse. Or, might it not be better, departing from both plans, 
 to teach the more abstract formal studies through the more 
 concrete content studies, in all grades, until a satisfactory 
 knowledge of the subject is acquired?
 
 CHAPTER IV. 
 
 THE CURRICULUM OF PUBLIC ELEMENTARY SCHOOLS 
 IN PRANCE. 
 
 1. Administration of the Elementary Schools. 
 
 All the schools of France, both public and private, are 
 under the direct control of the State. No money is expended, 
 no book adopted, no study introduced into the program with- 
 out the consent of the central authority. This authority is 
 vested in the Minister of Public Instruction and Fine Arts 
 (Ministre de 1 'Instruction publique et des Beaux- Arts), who 
 is a Cabinet officer and possesses extensive administrative 
 power. He is assisted by the Superior Council of Public In- 
 struction, composed of sixty members, fifteen of whom are 
 chosen by the President of the Republic, the remainder being 
 elected by their colleagues, the professors and teachers. This 
 Council meets twice a year. An executive Committee of fifteen, 
 chosen from the sixty, meets weekly with the Minister and 
 transacts the bulk of business. The course of study for each 
 and every public elementary school is prescribed by the Min- 
 ister and the Council. They choose books, create and suppress 
 schools, and advise about all matters of instruction and admin- 
 istration. 
 
 For the supervision of the system and the execution of the 
 laws and decrees of the Minister, the country is divided be- 
 tween seven General Inspectors. Under these are ninety 
 Academy Inspectors, one for each Department, France being 
 divided for educational purposes into ninety Departments or 
 
 153
 
 154 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 large counties. Below the Academy Inspectors are about four 
 hundred and forty Primary Inspectors, one for about every 
 one hundred and fifty schools. The Primary Inspectors come 
 in more direct contact than the other officials with the teachers 
 and the pupils. It is their business to see that the curriculum 
 prescribed by the central authority is properly carried out. 
 
 France, including Algiers, is divided into seventeen 
 Academies or administrative divisions. These seventeen Acad- 
 emies are further divided into ninety Departments, the civil 
 heads of which, known as the Prefects of the Departments, 
 are appointed by the President. The Department is the local 
 unit for primary school administration ; for instance, if addi- 
 tional studies were to be added in any school, over and above 
 those prescribed by the Minister and his Council, the selections 
 would be made by the Department, through the Prefect and 
 Departmental Council, subject to the approval of the higher 
 authorities. Each Department is divided into Arrondisse- 
 ments, each Arrondissement into Cantons, and each Canton 
 into Communes, which are the smallest unit within the com- 
 plex French educational machine. 
 
 The only important work done by any local authority is the 
 supervision of the compulsory attendance laws by the com- 
 munal school committee (Commission Scolaires). The State 
 through its various inspectors manages nearly all the system 
 from Paris. It secures this right by paying the larger part of 
 total running expenses of the schools. It pays the salaries of 
 all elementary teachers. The local community only builds the 
 school house. 
 
 The course of study presented in France is created and con- 
 trolled by the most highly developed bureaucratic system of 
 education in the world today. Down to the smallest details, 
 each item is passed upon by the central officers at Paris, either 
 directly or by proxy. The departmental Council, it is true, 
 adds studies and, within numerous required limits, may pre-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 155 
 
 scribe the time per week to be devoted to a study. But the 
 Prefect of the Department and the Academy Inspectors are 
 officers appointed by the President of the Republic. 
 
 2. General Laws Relating to the Elementary Schools. 
 
 By the law of October 30, 1886, which is still operative, 
 primary schools comprise: (1) Infant Schools and Classes; 
 (2) Lower Primary Schools; (3) Higher Primary Schools 
 (or higher grades attached to Lower Primary Schools and 
 called Cours Complementaires) ; (4) Technical or Professional 
 Schools. 
 
 Primary education is free in all these grades and compul- 
 sory for all children from six to thirteen, unless they have 
 obtained the " Certificate of Primary Studies," for which 
 they are eligible at eleven years of age. As a matter of fact, 
 the vast majority of children, especially in the rural districts, 
 manage somehow to obtain this certificate and leave when 
 they are eleven years old. 
 
 We shall interest ourselves only with the course of study 
 presented in the first two divisions of the French school 
 system, and with the first only incidentally, as it is related to 
 the Lower Primary School. These Lower Primary Schools 
 are chosen for study because only a small percentage of the 
 pupils in the public elementary schools attend any other than 
 the Lower Primary School. Both the certificate of exemption 
 from compulsory attendance, obtainable at eleven years, and 
 the limit of the compulsory attendance law at thirteen years of 
 age, in effect make the Lower Primary the school attended by 
 the masses. 
 
 The Lower Primary Schools (Ecoles Primaires Elemen- 
 taires) of France receive children between the ages of six 
 and thirteen. That is, they provide for their tuition during 
 seven years of compulsory attendance. The course of instruc- 
 tion is divided into three divisions: (1) the elementary, for
 
 156 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 children from seven to nine; (2) the middle course, for chil- 
 dren from nine to eleven; (3) the higher course, for children 
 from eleven to thirteen. Each course is to employ the child 
 for two years. These divisions are compulsory for all ele- 
 mentary schools, except those with one teacher only, where the 
 two upper courses may be given without division. Children 
 below the age of seven are provided for by an infant section. 
 
 In schools with two teachers, one has charge of the infant 
 section and the elementary course, the other of the two upper 
 courses. In schools with three teachers each course forms a 
 distinct grade. In schools with four teachers, the elementary 
 course is divided into two grades with a teacher to each grade, 
 and the other two teachers take the middle and higher courses 
 as a grade each. In schools with five teachers, the two lower 
 courses are each divided into two grades with a teacher to 
 each grade, and the higher course is taught by the fifth 
 teacher. In schools of six teachers, each course is divided into 
 two grades, and each grade is given to a teacher. If a school 
 has more than six teachers no new grades are formed, but 
 crowded grades are divided into sections. In case there were 
 two years devoted to the infant section, there might be eight 
 grades in each school, beginning with children five years of age 
 and ending with those thirteen years of age. In case of one 
 year devoted to the infant section, there might be seven grades. 
 But very often the infant class is in a separate building or in 
 the Maternal School. Six grades, beginning with our second 
 grade, or with children seven years old, are the rule for cities. 
 
 In all cases in which the same course comprises two grades, 
 one grade represents the first year and the other the second 
 year of the course. The two grades follow the same course of 
 study, but the lessons and exercises are so graduated that in 
 the second year pupils review and complete the studies of the 
 first. This method of proceeding by concentric circles rather 
 than by progress and development of new matter is opposed
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 157 
 
 wherever the German method is popular. The French plan 
 lays stress upon one very important consideration, almost un- 
 known in American syllabi or curricula. The law insists that 
 the second year work of a division shall "review, deepen and 
 complete" the first year's work. There is no specification as to 
 review in the American curriculum. "Something new" is 
 supposed to be necessary and review is left to the whim of the 
 individual teacher. 
 
 3. The Curriculum and Organization of the Sub-Primary 
 Schools and Classes. 
 
 Before entering upon the discussion of the elementary school 
 curriculum proper, it will be necessary to explain the mechan- 
 ism and the work of the two kinds of kindergarten schools to 
 which is entrusted the education of the French child before 
 he enters the first course of the elementary school. 
 
 These two schools are known as Mother Schools (E coles 
 Maternelles) and Infant Classes (Classes Infantines) or, 
 when they are attached to elementary schools, Infant Sections. 
 It was estimated that there were 1,348,443 children under six 
 years old in the schools of France in 1897 in these two kinds 
 of schools. This does not include the number in Infant Sec- 
 tions attached to elementary schools. 
 
 The Maternal Schools, not being obligatory for communes 
 with a population under two thousand, are confined to the 
 larger cities. They receive children from two to six years 
 of age, except in Paris where pupils may attend until they are 
 seven years old. The schools are kept open for forty-eight 
 weeks during the year, six days in the week, and are open from 
 7 A. M. until 7 P. M. in summer and from 8 A. M. until 6 
 P. M. in winter. About four hours of this time are taken up 
 with class room work. There are two divisions, one for small 
 children from two to five years old, and one for children from 
 five to six.
 
 158 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 The decrees of the Minister and Superior Council of Edu- 
 cation, dated January 18, 1887, and August 8, 1890, prescribe 
 a lengthy syllabus of instruction for Maternal Schools, includ- 
 ing rules for governing them. The subjects of instruction are 
 the same for the two sections, except that recitation and 
 national history are taught only in the upper section. The 
 subjects are: 
 
 1. The first principles of moral education. 
 
 2. Some knowledge of common things. 
 
 3. The elements of drawing. 
 
 4. The elements of writing. 
 
 5. The elements of reading. 
 
 6. Lessons in language. 
 
 7. Some idea of natural history and geography. 
 
 8. Recitation. 
 
 9. Manual Training. 
 
 10. Number. 
 
 11. Singing. 
 
 12. Gymnastics. 
 
 There is no allotment of time made for this program. The 
 official time allotment of the Paris Maternal Schools which is 
 presented below, will give an approximate idea of the dispo- 
 sition of subjects and the relative time spent upon each. A 
 few facts must be kept in mind in interpreting this table. 
 First, these schools cover one year more in Paris than else- 
 where in France. They open for school work at 6 A. M. and 
 close at 4 P. M. Of these seven hours, recess periods take up 
 fifteen minutes in the forenoon, thirty minutes in the middle 
 of the afternoon, one hour and thirty minutes for lunch and 
 noon recitation, and thirty minutes before both morning and 
 afternoon sessions for inspection of cleanliness, which leaves 
 but three hours and forty-five minutes recitation time. 
 
 Exception has been made for Paris as to time of sessions.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 159 
 
 TABLE LVIII. Showing the Minutes per Week devoted to Each 
 Subject in the Maternal Schools of Paris.* 
 
 Subject. Minutes. 
 
 1 Moral Instruction 
 
 60 
 
 6 Language including Heading and Writing 
 
 450 
 
 8 Number Work 
 
 135 
 
 9 Geography 
 
 
 10 History and Stories 
 
 180 
 
 12 Common Things 
 
 45 
 
 16 Recreation in class 
 
 300 
 
 17 Drawing 
 
 90 
 
 18 Singing 
 
 90 
 
 Total | 1350 
 
 (Taken from "Heglement ficoles Maternelles Publlques," adopted by the 
 Departmental Council of the Seine, March 16, 1893.) 
 
 In the Maternal Schools, Thursday is not a regular school day 
 so far as all the subjects upon the time table are concerned. 
 The school meets under the regular teacher or her assistant, 
 one of whom is given a holiday each Thursday. The school 
 is not in session so long as on other days and is more nearly 
 given up to motor-active subjects. There are ninety minutes 
 of class work in the forenoon and a hundred and five minutes 
 in the afternoon, in which time manual exercises, gymnastics, 
 singing, conversation and recitation constitute the subjects of 
 instruction. 
 
 The law of 1893 changed the curriculum of the Paris Ma- 
 ternal School, and as the change illustrates a tendency more 
 or less apparent throughout the entire French system, it is 
 worthy of notice. Natural history was dropped except as 
 taught in connection with common things; the time devoted 
 to moral instruction was decreased thirty minutes per week; 
 language lessons lost ninety minutes per week ; common things 
 lost ninety minutes; recreation was increased thirty minutes. 
 The only intentional changes seem to be in the case of morals 
 and those subjects relating to elementary science, the other 
 changes being occasioned doubtless by the lightening of the 
 work on Thursdays. The whole tendency is toward ameliora- 
 tion of the strenuous intellectual requirements, and the course
 
 160 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 accordingly makes a stronger appeal to one's judgment than 
 the severe requirement in the Infant Schools of England. 
 
 The subjects taught in the Infant Classes are the same as 
 those given in the Maternal Schools. Wherever, as in the 
 larger cities, there exists both a Maternal School and an Infant 
 Class, the latter is regarded as a connecting link between the 
 former and the Elementary School. Only in larger cities do 
 the two types exist ; poorer municipalities have only the Infant 
 Classes. In Paris, the Infant Class keeps the child until his 
 eighth birthday. Throughout the whole French system the 
 Infant Class simply prepares him for the Elementary School. 
 In smaller communities the Infant Section is merely a one 
 or two year course, according as the child enters at five or six 
 years of age. It is attached to the Elementary Course of the 
 Lower Primary School, and is frequently, in poorly staffed 
 schools, taught by the teacher of the Elementary Course. The 
 subject matter and time allotment in such schools are the same 
 as in the first grade of the Elementary School proper. In 
 fact the Elementary School in France, just as in England, 
 begins with the second grade year. 
 
 The program of the Maternal School (see pp. 158 and 159) 
 appears rather difficult for small children, but the method of 
 using the program relieves it of its apparent fright^fulness. 
 No lesson is more than twenty minutes long, and stringent 
 care is required to avoid mental fatigue. The school for chil- 
 dren under five years old is regarded merely as a place where 
 working mothers can leave their children and have them 
 cared for during their busy hours. Even during the lesson 
 time, "a lesson which employs the hand always follows one 
 which employs the mind." Reading and writing are not be- 
 gun until the children are five, and sewing is forbidden by law 
 because of the possible detriment to the eyes at an early age. 
 
 What is the object of these two classes of Kindergarten 
 Schools, the one required by law to take children who may
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 161 
 
 come from the homes at two years of age and keep them until 
 the age of compulsory attendance, and the other to take them 
 a year before compulsory attendance and keep them a year 
 after it begins? What purpose do they serve, what ideas 
 embody, that they have an attendance of nearly one and a 
 half million children? The law itself states the purpose of 
 the Maternal School: "The Ecole Maternelle is not a school 
 in the ordinary sense of the word ; it is the transition from the 
 family to the school ; it retains the indulgent and affectionate 
 gentleness of the home, while initiating the child into the work 
 and regularity of the school. The success of the headmis- 
 tress of the Ecole Maternelle must not, therefore, be judged 
 wholly or principally by the number of things taught to the 
 children, or by the high level of the teaching and the number 
 and length of the lessons ; but rather by the sum of good influ- 
 ences which are brought to bear on the child by the pleasure 
 which he is made to take in school, by the habits of order, 
 cleanliness, politeness, attention, obedience, and intellectual 
 activity which he acquires, so to speak, in playing." The 
 purpose of the Infant Classes and Sections is largely the same 
 as that of the Maternal Schools, with perhaps more emphasis 
 upon the school than upon the home point of view. 
 
 The ideal and its execution in the French system of Kinder- 
 garten instruction are a justification for presenting the cur- 
 riculum of these schools in connection with the study of the 
 public elementary school. One serious and unsettled problem 
 in American education is how to bridge the chasm from the 
 home to the school. A correlative task is how to adjust the 
 subject matter and methods of the kindergarten to those of 
 the primary grades. The kindergarten in America seems un- 
 able to offer a solution, for the very practical reason that it 
 exists so rarely as not to be considered a serious item in the 
 elementary educational situation. Few, even of the larger 
 cities, offer kindergarten privileges to all their children under
 
 162 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 six years of age. To the practical mind of the educational 
 financier in America, it is too expensive to justify its methods 
 of learning by play and self activity. 
 
 Even if the American educator could become convinced 
 of a theoretical value in the kindergarten as a connecting link 
 between the home and the elementary school, the present abso- 
 lute difference of subject matter and methods in the two 
 schools would bar the adoption of the kindergarten as a means 
 to such a desired end. That fundamental differences exist 
 is an accepted fact, observable by any visitor to the two 
 schools. 
 
 The French offer suggestions of relief to us in two particu- 
 lars. First, the elementary curriculum is modified to suit the 
 needs of human life in its present condition rather than in 
 some past or future form. This modification has made it 
 possible to start with the life of the home as the child brings 
 it to the Infant School and continue it without a break into 
 and throughout the elementary school. With us, the change 
 must be made in the subject matter of the elementary school 
 rather than in the kindergarten, for our kindergarten begins 
 with the life of the home; but when the kindergarten has 
 brought the child, with his needs and the training of two 
 years based upon these needs, to the primary school, he is 
 met with a rebuff. The formal studies, which in a large meas- 
 ure respond to no immediate need, experience or demand of 
 the child or of his home life, are forced upon him and the 
 continuity of training is immediately broken. 
 
 The experts in the employ of the educational bureau of 
 France insist with weighty reason upon the continuity of the 
 curriculum begun in the kindergarten. 
 
 It is true that the central organization assists in bringing 
 about this connection between home and school. But it is not 
 believed that such desiderata are impossible even under our 
 system. If, however, some form of centralized control is
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 163 
 
 essential, then let it come. The absence of it is but a mark 
 of inefficiency, if that uniformity and unbroken continuity, 
 which are essential to any effectual educational system and 
 the prerequisites of a good course of study, cannot be attained 
 without bureaucratic control. 
 
 If the study of the French sub-primary schools can assist 
 us in connecting the home with the school, and the kinder- 
 garten with the primary school, and in discovering some way 
 to construct a continuous course of study organically related 
 in its parts, it will have rendered us an important service. 
 
 In the study of the elementary curriculum in France, which 
 is now taken up, only two tables are offered. The first shows 
 the subject matter, its distribution by grades, the time allotted 
 to it in each grade, and the relative percentage of total time 
 spent upon each subject in each grade, for all the public ele- 
 mentary schools of France. This table is prescribed by the 
 Minister of Education and his Council. The second table 
 shows the same items for Paris. It is unnecessary to make an 
 extended study of the curricula of various schools of France, 
 as has been done for the schools of the other countries, as the 
 perfection and the absolute precision of the laws made by the 
 central authority fix the smallest detail for each city. A 
 type study of the Paris schools is sufficient. 
 
 The first table was correlated from the following sources: 
 the law of March 28th, 1882, sketching the curriculum for all 
 grades of Primary Schools ; the decree of January 18th, 1887, 
 fixing the details of the program for Elementary Schools ; the 
 decrees of August 8th, 1890, January 4th, 1894, March 9th, 
 1897, and September 17th and 20th, 1898, completing the 
 curriculum of 1887. In these laws certain rules regarding the 
 time table are prescribed: (1) At the beginning of each year 
 a time table of subjects taught each day and hour, approved 
 by the Primary Inspector, shall be posted by the principal in 
 each class room; (2) The more difficult subjects shall be re-
 
 164 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE LIX. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and the Percentage of Total Time given 
 Each Subject in the Public Elementary Schools of France. 
 
 Course. 
 
 Elementary. Middle. 
 
 Higher. 
 
 Grade. 
 1 Moral Instruction 
 
 II. 
 
 III. IV. 
 
 V. 
 
 VI. VII. 
 
 Pet. 
 
 I Klve Recitations per week. 
 
 3 Writing 
 
 300 
 
 300 
 
 Gradually decreasing. 
 
 6 Language 1 
 
 GOO 
 
 GOO 
 
 6OO 
 
 600 
 
 600 
 
 GOO 
 
 33.3 
 
 8 Arithmetic 
 
 225 
 
 225 
 
 300 
 
 300 
 
 300 
 
 300 
 
 15.3 
 
 9 Geography 
 10 History 
 11 Civics 
 
 300 
 
 300 
 
 300 
 
 300 
 
 300 
 
 300 
 
 16.5 
 
 12 Common Things 
 13 Elementary Science 
 
 75 
 
 75 
 
 150 
 
 150 
 
 150 
 
 150 
 
 6.3 
 
 16 Physical Training 
 
 150 
 
 150 
 
 150 
 
 150 
 
 2^25 
 
 225 
 
 9.6 
 
 17 Drawing 
 
 Two or three Recit 
 
 ations per We 
 
 'k. 
 
 
 18 Singing 
 
 (SO 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 3.8 
 
 19 Manual Training 
 
 150 
 
 150 | 150 
 
 150 
 
 180 
 
 ISO 
 
 8.2 
 
 20 Sewing 
 
 (150) | (150) | (150) 
 
 (150) 
 
 (180) 
 
 (180) 
 
 (8.2) 
 
 Total 
 
 1800 
 
 isoo 
 
 1800 
 
 1800 
 
 1800 
 
 1800 
 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 
 Grade. 
 
 3 Writing 
 
 16.6 
 
 16.6 
 
 
 1 
 
 . 
 
 
 6 Language 
 
 33.3 
 
 33.3 
 
 33.3 
 
 33.3 
 
 33.3 
 
 33.3 
 
 
 8 Arithmetic 
 
 12.5 
 
 12.5 
 
 16.6 
 
 16.6 
 
 16.6 
 
 16.6 
 
 
 9 Geography 
 10 History 
 11 Civics 
 
 16.6 
 
 16.6 
 
 16.6 
 
 16.6 
 
 16.6 
 
 16.6 
 
 
 12 Common Things 
 13 Elementary Science 
 
 4 
 
 4 
 
 8.3 
 
 8.3 
 
 8.3 
 
 8.3 
 
 
 16 Physical Training 
 
 8.3 
 
 8.3 8.3 
 
 8.3 
 
 12.S 
 
 12.5 
 
 
 18 Singing 
 
 3.3 
 
 3.3 
 
 3.3 
 
 3.3 
 
 3.3 
 
 3.3 
 
 
 19 Manual Training 
 
 8.3 
 
 8.3 
 
 8.3 
 
 8.3 
 
 10 
 
 10 
 
 
 20 Sewing 
 
 (8.3)| (8.3)| (8.3)| (8.3)|(10) | (10) 
 
 
 1 Language includes reading, spelling, dictation, grammar, recitation 
 and composition. 
 
 (This table was compiled from the decrees Issued by the Minister of 
 Education for France Jan. 18th, 1887, Art. IX, XIX, as found in G. Com- 
 payr6's "Organisation Pedagogique," supplemented for Manual Training by 
 the decree of Sept 17, 1898, and for Gymnastics by the decree of Aug. 8th, 
 1890, published by Delalain Freres, Paris, Collection 65.) 
 
 cited in the mornings ; ( 3 ) Every lesson and every task is to be 
 accomplished by explanations and questions; (4) Corrections 
 of tasks and recitation of lessons are to take place during the 
 hours to which such tasks and recitations belong; (5) There 
 shall be thirty hours per week of recitation, not including 
 home study or study in the school room. 
 
 The schools continue at least forty weeks each year. The
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 165 
 
 TABLE LX. Minutes of Recitation Time per Week devoted to Each 
 Subject in Each Grade, and the Percentage of Total Time given 
 to Each Subject in the Public Elementary Schools of Paris. 
 Course. Elementary. Middle. Higher. 
 
 Grade. 
 
 II. 
 
 III. IV. 
 
 V. 
 
 VI. VII. 
 
 Pet. 
 
 1 Moral Instruction 
 
 60| 60| 60 
 
 60 1 60 
 
 90 
 
 3.6 
 
 2 Reading 
 
 300 | 300| 
 
 
 
 
 5.5 
 
 3 Writing 
 
 300 1 300 
 
 90 
 
 90 1 90 
 
 60 
 
 8.6 
 
 6 Language, Including 
 (4) Dictation ( 
 (5) Grammar j 
 (6) Recitation 
 (7) Composition 
 
 150 
 60 
 
 150 
 60 
 
 540 
 
 540 
 
 540 
 
 420 
 
 22.8 
 
 8 Mental Arithmetic or 
 Metric System 
 Arithmetic and Metric 
 System 
 
 150 
 
 150 
 
 270 
 
 270 
 
 270 
 
 240 
 
 12.5 
 
 6 Geography 
 10 History 
 11 Civil Government 
 
 120 
 
 120 
 
 - 210 
 
 210 
 
 210 
 
 210 
 
 10 
 
 12 Common Things 
 13 Physical & Natural 
 Science 
 
 60 
 
 60 
 
 90 
 
 90 
 
 90 
 
 120 
 
 },s 
 
 16 Gymnastics 
 Recreation 
 
 150 
 150 
 
 150 
 150 
 
 210 
 
 210 
 
 210 
 
 210 
 
 13.3 
 
 17 Drawing 
 
 120| 120| 120| 120| 120 
 
 180 
 
 7.3 
 
 18 Singing 
 
 60| 60| 60| 60J 60 
 
 90 
 
 3.6 
 
 19 Manual Work 
 
 120| 120| 150| 150| 150 
 
 180 8 
 
 20 Sewing 
 
 (120)| (120)| (150)| (150)| (150) 
 
 (180)|(8 ) 
 
 Total 
 
 1800 1 1800 1 1800 1 1800 1 1800 1 1800 1 
 
 Percentage of Recitation Time devoted to Each Subject in Each 
 
 Grade. 
 
 1 Moral Instruction 
 
 2 Reading 
 
 16.6 | 16.6 
 
 
 
 
 
 
 3 Writing 
 
 16.6 | 16.6 
 
 5 
 
 5 
 
 5 
 
 3.3 
 
 
 6 French Language 
 
 8.3 | 8.3 
 
 30 
 
 30 
 
 30 
 
 23.2 
 
 
 8 Arithmetic 
 
 8.3 
 
 8.3 
 
 15 
 
 15 
 
 15 
 
 13.3 
 
 
 9 Geography 
 10 History & 
 11 Civics 
 
 6.6 
 
 6.6 
 
 11.6 
 
 11.6 
 
 11.6 
 
 11.6 
 
 
 12 Common Things 
 13 Elementary Science 
 
 3.3 
 
 3.3 
 
 5 
 
 5 
 
 5 
 
 6.6 
 
 
 16 Gymnastics & 
 Recreation 
 
 16.6 
 
 16.6 
 
 11.6 
 
 11.6 
 
 11.6 
 
 11.6 
 
 
 17 Drawing 
 
 6.6 
 
 6.6 
 
 6.6 
 
 6.6 
 
 6.6 
 
 10 
 
 
 18 Singing 
 
 3.3 
 
 3.3 
 
 3.3 
 
 3.3 
 
 3.3 
 
 5 
 
 
 19 Manual Work 
 
 6.6 
 
 6.6 
 
 8.3 
 
 8.a 
 
 8.3 
 
 10 
 
 
 20 Sewing 
 
 (6.6) 
 
 (6.6) 
 
 (8.3) 
 
 (8.3) 
 
 (8.3) 
 
 (10 ) 
 
 
 average school year is from forty-two to forty-five weeks in 
 length. Usually there are ten months of school proper ; July, 
 the eleventh month, is reserved for reviews.* There are five 
 
 Special Reports on Educational Subjects, Vol. VII., p. 99.
 
 166 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 days of school each week, with a holiday Thursday. Six hours 
 constitute the length of the daily sessions, three in the morn- 
 ing from eight to eleven o'clock, three in the afternoon from 
 one to four. Two hours are given for recess. Promotion does 
 not take place by years from grade to grade within a "course," 
 but at the teacher's discretion.* However, this amounts 
 usually to promotion by years, except from the kindergarten 
 schools where the transitions may occur three times a year, at 
 October, January and Easter. 
 
 The French child who attends this school from his seventh 
 until his thirteenth birthday has attended school more hours 
 than the child of the same age in England, Germany or Amer- 
 ica. There is no other system which requires children to at- 
 tend school such a large number of hours a week. The Prussian 
 requirement shown in Table XLIV. approaches it in the upper 
 grades but not in the lower. 
 
 The American pupil, if he desires, probably remains in 
 school a year longer than the French pupil but our school year 
 is much briefer than the French. The American has about 
 a scholastic month less each year. He misses two years fur- 
 nished by the French Maternal and Infant Schools and he has 
 one school hour less every day. Of course, however, the 
 special exemptions from the compulsory attendance laws must 
 be taken into account in the individual system under con- 
 sideration. 
 
 4. Time Allotments and Subjects Emphasized in the Ele- 
 mentary Curriculum. 
 
 If Table LIX. be contrasted with any of the preceding tables 
 showing the emphasis placed upon different subjects, either by 
 the central government or by the majority of cities, several 
 differences are apparent as to time allotments. The "three 
 R's" do not monopolize and overbalance the curriculum in 
 
 Special Reports on Educational Subjects, Vol. VII., p. 87.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 167 
 
 France, the percentage being 48.6 per cent of the whole fully 
 10 per cent less than is devoted to this group of studies in 
 America. This table shows far more relative time devoted to 
 manual training, nature study, geography, history and civil 
 government, and physical training than is found in the Amer- 
 ican tables. Especially in manual training, drawing and 
 physical training is this the case, nearly twice as much time 
 being given to manual training and drawing in the French 
 city school which is least advanced in these subjects as in the 
 most progressive city schools of America. 
 
 How shall we account for this unusual decline in the im- 
 portance attached to the formal studies, and this unparalleled 
 emphasis upon the content studies? If we adopt a current 
 definition of content studies, which describes them as those 
 studies leading more directly to an insight into the structure of 
 society, we can easily say that the curriculum of France is two- 
 thirds given over to content studies. How is this to be ex- 
 plained? The answer is found in the definite aim set up by 
 France and in the thoroughly organized system by means of 
 which all forces are directed toward this end. Their principle 
 of selection is thus stated by a recent French writer : ' ' The Re- 
 public was from the first convinced that France, overcome by 
 misfortunes, ought to find in every citizen a soldier and in 
 every soldier an educated man. ' ' * The validity of this aim 
 is not to be discussed here; surely it is better than no aim. 
 It lends at once definiteness and liberality of judgment freed 
 from the slavish worship of the curriculum of bygone days. 
 
 All France regards the Primary School as a civic institu- 
 tion. The French teacher has a purely civic mission to per- 
 form as his first duty, other educational considerations coming 
 afterward. He must before all else make a French citizen. 
 That citizen must be a physical, an intellectual and a moral 
 
 Maurice Faure, In Reports of Commissioner of Education, 1898-99, p. 
 1095.
 
 168 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 man. Therefore all education has three distinct divisions. 
 The government and municipal syllabi show the subject matter 
 divided into these three groups, with a careful appointment of 
 time to each. After the Franco-Prussian war, France needed 
 farmers, artisans and soldiers, all of whom should be moral, 
 capable and full of patriotism to France. Hence the 16.5 
 per cent of relative time given to their national history and 
 national geography, and the 6.3 per cent to nature study 
 and elementary science as applied to agriculture and horti- 
 culture, as well as the 8 per cent of time devoted to manual 
 training. 
 
 The tendency has somewhat changed in recent years with 
 respect to the emphasis placed upon the special studies like 
 manual training, drawing and physical training. In 1889 
 when the need of such studies reached its greatest prominence 
 in the public mind, the Department of the Seine, including the 
 schools of Paris, curtailed the time given to moral training, 
 reading, declamation, French language and arithmetic, and 
 gave the borrowed time to physical training, drawing and 
 manual training. This probably gave greater emphasis to 
 the last three subjects than they have ever received in the 
 course of study of any city so representative as Paris. In 
 1898, however, the law for the Department of the Seine 
 changed the time devoted to certain subjects in the fourth, 
 fifth and sixth grades. The subjects losing time were writ- 
 ing, manual training, gymnastics and recitation. The sub- 
 jects which gained time were French language, arithmetic 
 and civil government. This marks a reversion to the law 
 operating before the extreme emphasis had been placed upon 
 manual training, drawing and gymnastics. There is yet, 
 however, much more time devoted to the last three subjects 
 than is given them in the schools of the United States. 
 
 There was one other interesting feature in the experiment 
 made by the School Commissioners for Paris, 1889 to 1898.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 169 
 
 In the law of 1889, manual training, drawing and singing 
 were distributed with little variation of recitation time over 
 the three courses, elementary, middle and higher. The 
 primary pupil was supposed to pursue these subjects with 
 only little less ability than the upper grammar grade pupil. 
 This regulation was reversed by the law of 1898. The rel- 
 ative time allotment of groups of subjects as it appears in 
 the syllabus of the Elementary Schools of Paris at present 
 is as follows: 
 
 Time per Week Devoted to 
 General Drawing, Manual Gymnastics & 
 
 Course. Age. Instruction.* Training & Singing. Recreation. 
 
 Elementary 7- 9 years 1200 300 300 
 
 Middle 9-11 years 1140 360 300 
 
 Higher 11-13 years 900 540 360 
 
 This summary shows an increasing time allotment to special 
 studies in the upper grades and a decreasing time allotment 
 to the general studies. It suggests that specialization is being 
 removed from the lower grades to the higher. This is cer- 
 tainly in harmony with the American policy of bringing 
 electives as near as possible to the high school and out of the 
 elementary grades. May this not cause one to wonder if 
 France has not learned a lesson and is not attempting to re- 
 trace her steps in search of middle ground between the formal 
 and the content studies? There certainly is a valuable sug- 
 gestion in this revision regarding the question of the place 
 of electives and the nature of the subjects of instruction 
 which should make up the elective course. 
 
 5. The Striking Qualities and the Content of Particular Sub- 
 jects of Instruction. 
 
 Let us analyze certain interesting subjects of instruction 
 found in Tables LIX. and LX. in order to ascertain their 
 content and their organized relation, as contrasted with the 
 same analysis of similar subjects in America. We shall first 
 
 General instruction refers to all other subjects found in Table LX. 
 except these specified here in the two columns to the right.
 
 170 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 consider what to the Frenchman is the most important sub- 
 ject in the curriculum. 
 
 MORAL INSTRUCTION. The German and the English ap- 
 peal to the volitional and religious sentiments of their 
 school children by teaching the Bible and religion ; democratic 
 France claims that morality is more universal. We are told 
 that she is at present subordinating everything else to moral 
 instruction.* The effort of recent years is to develop a social 
 morality, a morality which will emphasize the virtues not as ab- 
 stractions, but as they are called for by the relations between 
 people in the community. The low assignment of relative 
 time to this subject does not indicate its importance, as the 
 Minister of Education has issued definite instructions to the 
 effect that every lesson, if possible, shall be a lesson in morals. 
 The summary of the topics in this subject prescribed by the 
 government syllabus, is given below, the numbers referring 
 to the grades in which the topics are taught: 
 
 Conversations and readings on morals, II., III., IV., V. ; 
 instruction from observed facts, I., II., III., IV. ; the child in 
 the family, IV., V. ; the child in the school, IV., V. ; the native 
 land, IV., V., VI., VII.; duties toward oneself, IV., V.; 
 duties toward other men, IV., V ; regard for animals, IV., V. ; 
 social morality, VI., VII. ; the family, VI., VII. ; conditions 
 of society, VI., VII. ; alcoholism, VI., VII. ; duties of the citi- 
 zen, VI., VII.; taxes, VI., VII.; the ballot, VI., VII.; rights 
 of the citizen, VI., VII. ; personal liberty, VI., VII. ; security 
 of life and property, VI., VII. ; the national sovereignty, VI., 
 VII.; difference between duty and interest, VI., VII.; dis- 
 tinction between written and moral law, VI., VII. 
 
 The question naturally arises whether it is worth while to 
 provide for the teaching of morals and manners by appoint- 
 ing a specific recitation in that subject in the program. Will 
 
 "Educational Lessons of the Paris Exposition," by A. T. Smith. In 
 Educational Review, September, 1901.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 171 
 
 the children be any; more polite, any more unselfish, modest 
 and refined? Or is such teaching, as many pessimists claim, 
 so theoretical, so far removed from life, that the child forgets 
 to practice it outside the school room? 
 
 Perhaps no better evidence is extant upon this subject than 
 that offered by Mr. Brereton, who was in 1901 appointed by 
 the Board of Education of England to make a careful per- 
 sonal visit to the rural and village schools of France, and re- 
 port to the Department. His summary is as follows: 
 
 "Of the discipline and behavior of the pupils in every 
 grade and type of school it would be difficult to speak too 
 highly. Alike in the towns and in the villages, on the play- 
 ground and in the class room, courtesy is the invariable rule. 
 The children answer brightly and intelligently, they like to 
 show their work, and their interest in the experimental and 
 practical lessons is very marked. Students in the higher 
 schools and colleges are just as courteous. There is the same 
 disposition everywhere to assist a stranger, to answer all his 
 questions and to tell him what he wants to know. Even in 
 the class rooms for older girls as at Ecole Menagere at Rouen, 
 there is no trace of 'mauvaise honte' or giggling, and all the 
 girls, except the one addressed, proceed quietly with their 
 work. Of course the same features might be observed in 
 English schools, but it is to be feared that in many of our 
 village schools the appearance of a foreigner speaking indif- 
 ferent English and asking innumerable questions might 
 attract unpleasant attention. My inquiry led me over a wide 
 area and in no case did I experience the slightest rudeness 
 or foolish shyness. Boys and girls at play would run off at 
 once to fetch any one whom one wanted, while the rest went 
 on with their games. Lightheartedness and good fellowship 
 seem to pervade every school."* 
 
 Truly, when the American citizen studies the attempt in 
 
 Special Reports on Educational Subjects, Vol. VII., p. 255.
 
 172 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 the public elementary schools of the other leading nations 
 of the world to train a virtuous citizen by instruction looking 
 directly to that end, he must experience a sense of regret and 
 shame. America alone makes no direct and specific provision 
 for the moral or religious training of her children in the pub- 
 lic schools. We too often attempt to excuse our negligence 
 by flippant derision of such efforts upon the part of other 
 nations. Such wholesale criticism ought not to be expressed 
 without sufficient evidence. It is suggested, for instance, 
 that the conclusions in the above quotation are not logically 
 drawn, inasmuch as those results observed by the English 
 educator may have come from the fact that the French are 
 naturally polite. This we shall grant in part, but it is not 
 universally agreed that good morals and polite manners are 
 native instincts transmitted through heredity. We believe 
 that the environment contributes more to the making of the 
 moral and courteous citizen than the particular parentage 
 from which he springs. At least the public elementary school 
 is founded upon this hypothesis. And we are strongly of the 
 belief that the definite aim of the school to inculcate man- 
 ners and morals lends much to the totality of those environ- 
 mental influences which produce the French hospitality and 
 politeness. Few students fail to be impressed with the abso- 
 lute sincerity and earnestness of the French people with re- 
 gard to moral training, as expressed by the publications of 
 the State officials and the efforts of their teachers. There 
 may be some excuse for the prejudice against the experiment 
 as it is found in the schools of a monarchy, but when the re- 
 sults have been found gratifying in the schools of a demo- 
 cratic government resembling our own, much of our adverse 
 criticism should give place to constructive experiments in 
 the same direction. 
 
 HANDWORK. It has been shown by previous statements 
 that the French government in attempting to develop the
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 173 
 
 useful citizen and an intelligent artisan class directed its at- 
 tention toward manual training. This emphasis is mani- 
 fested in the assignment of a larger amount of time to manual 
 training than is given that subject in the schools of any other 
 country. Another interesting feature of this study is that 
 the government not only assigns the time but enumerates the 
 topics to be taught. In the following summary relatively 
 few topics may be observed in the six year course, as con- 
 trasted with similar work done by our own schools. The 
 topics are as follows: 
 
 For boys: card board cutting, II., III., IV.; basket work, 
 II., III., IV.; clay modeling, II., III., IV.; book-binding, V., 
 VI.; bent iron work, V., VI.; wood work, V., VI.; study of 
 tools, V., VI. ; drawing and modeling, VI., VII. ; use of plane, 
 VI., VII.; finishing and polishing, VI., VII. 
 
 For girls: elementary sewing, II., III., IV., V., VI.; 
 straight sewing, whipping and seaming, III., IV., V., VI., 
 VII. ; sewing on coarse cloth, III., IV. ; sewing by design, III., 
 IV., V., VI.; mending, III., IV., V., VI., VII; crochet, II., 
 IV., V., VI., VII.; knitting, II., III., IV., V., VI., 
 VII.; making small garments, IV., V., VI., VII.; work on 
 sewing machine, VI., VII. 
 
 GEOGRAPHY. Geography furnishes another example of 
 the importance attached in France to an understanding of the 
 local and national environment. The following summary of 
 topics from that study will show that most of the attention 
 is given to the geography of France. The study of the geog- 
 raphy of other parts of the world is taken up in only a few 
 lessons at the end of the elementary school life. The same 
 intensely national spirit, mentioned as a reason for the un- 
 usual allotment to geography and history, is exemplified in 
 the selection of topics in geography. The topics and the 
 grades in which they are taught are : the cardinal points, II., 
 III.; the weather, II., III.; geographical terms, II.,
 
 174 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 III.; home geography, II., III.; features of local geography, 
 II., III. ; map study, II., III. ; France and her colonies, IV., 
 V., VI., VII.; map drawing, IV., V., VI., VII.; political 
 geography of France, IV., V.; physical and political geog- 
 raphy of Europe, VI., VII. ; geography of the world, VI., VII. 
 
 HISTORY. History is taught in the same grades as geog- 
 raphy, and special emphasis is given in its study to the civil 
 government of France. No table heretofore presented shows 
 such a splendid opportunity for correlation as does the French 
 arrangement of nature study, geography and history. The 
 same willingness to omit all except the indispensable, which 
 has been found to be the characteristic of geography and his- 
 tory teaching in German schools, as distinguished from our 
 own, is to be remarked in the schools of France. The topics 
 and grades are : 
 
 National history, I., II., III., elementary French history 
 to the Hundred Years' War, II., III.; elementary French 
 history since the Hundred Years' War, IV., V.; review of the 
 history of France, VI., VII. ; notions of general history, VI., 
 VII.; notions of antiquity, VI., VII.; notions of medieval 
 and modern history, VI., VII.; current events, VI., VII. 
 
 In the outline of history offered by Gabriel Compayre in 
 his book "Organisation Pedagogique" (pp. 108-115), in the 
 six years' course under discussion only three months out of 
 forty-four contain topics that might be included under any 
 other than French history. 
 
 LANGUAGE. We shall not take space to give an analysis 
 of the subject matter in language. There are two peculiari- 
 ties, however, which ought to be mentioned. A large amount 
 of national literature is taught in both France and America. 
 It is barely possible that in democratic countries it is of more 
 vital importance that the national literature receive greater 
 prominence ; but, however that may be, much of the time for 
 language study is given to formal grammar in Germany and
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 175 
 
 England. The other feature, peculiar to France, is that the 
 large amount of time devoted to composition writing is given 
 over to making brief summaries of good literature, a practice 
 worthy of emulation elsewhere. 
 
 AEITHMETIC. The analysis of topics in arithmetic is 
 given below merely to corroborate an opinion already offered, 
 to the effect that overcrowding in the American curriculum 
 is due largely to the lack of good organization of the sub- 
 otpics in the various studies and to unwillingness to omit 
 those topics that have no great usefulness to the child or 
 society. It will be noticed that there are far fewer topics in 
 arithmetic than are found in Table XIV. for ten American 
 schools, notwithstanding the fact that this table was pre- 
 scribed not for ten schools but for all the schools of France. 
 It also appears that certain fundamental topics are taught 
 within a few grades and dispensed with, whereas with us they 
 are repeated in all the grades. The topics are: numeration, 
 addition, subtraction, multiplication, II., III.; division, 
 weights and measures, II., III., IV., V., VI., VII.; mental 
 arithmetic, II., III. ; review of previous courses, IV., V., VI., 
 VII. ; fractions, IV., V., VI., VII. ; decimal fractions, IV., V. ; 
 proportion, IV., V. ; simple interest, IV., V., VI., VII. ; prime 
 factors, greatest common multiple, discount, partnership, 
 metric system, book-keeping, VI., VII. ; geometry, II., III., IV., 
 V., VI., VII. 
 
 PHYSICAL TRAINING. It would not be proper to close 
 the discussion of the content and emphasis of the individual 
 subjects of instruction without noticing what is most con- 
 spicuous in the curriculum of the French schools, viz., the 
 great importance attached to physical training. Its relative 
 importance is shown in the allotment of 9.6 per cent of the 
 total school time of all French schools to physical training. 
 In Paris 13.3 per cent of the total recitation time is given 
 to it. The law for the schools of the Republic requires that
 
 176 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 two hours per day shall be given to physical exercise, includ- 
 ing recess and recreation. Manual training and calisthenics 
 furnish extra exercise. As they enter school in the mornings 
 and afternoons all children are required to be inspected for 
 physical cleanliness, these periods being reserved on each pro- 
 gram. We are told that if they do not pass muster they 
 are rushed off without hesitation to the bath rooms, with 
 which many of the schools are provided. The schools of 
 Paris are medically inspected twice a month; the Maternal 
 Schools are visited once a week by a physician; official regu- 
 lations forbid the teaching of sewing to small children, for 
 hygienic reasons; the teachers are required to be present on 
 the play grounds during recess periods to direct the play of 
 the children. These are only a few of the regulations re- 
 garding the physical development of the child intrusted to 
 the care of the State. Certainly, there is no such painstaking 
 care for the health of the American child on the part of the 
 State, and the assignment of time for that purpose which has 
 been shown on previous pages does not make such care pos- 
 sible in the schools of the United States. 
 
 6. Organic Unity in the Course of Study. 
 
 Viewing the curriculum of France in all its relations we 
 are forced to conclude that centralization under State control 
 is the lesson which France has for us. Its perfectly de- 
 veloped bureaucratic organization, and its clearly conceived 
 plan for the whole of the educational system guarantees suc- 
 cess in its undertakings. Every man knows his work. Each 
 teacher is in full possession of the State's policy as it applies 
 to every school of a given type. The most perfectly trained 
 educational experts of the nation are in the government's 
 service, usually as leaders in the central offices. Such a com- 
 pany must of necessity inspire the confidence and emulation 
 of the great mass of teachers in the service of elementary
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 177 
 
 schools. By means of the connection maintained through 
 the inspectors sent out from the central bureau, there arises 
 a cooperation between the teachers of the various localities 
 and the central authority, which makes it possible to accom- 
 plish definite results. 
 
 The first of the achievements attained by this perfectly 
 articulated system is an almost ideal uniformity regarding 
 the particulars of the elementary curriculum. Practically all 
 studies begun by the child who enters school at five or six years 
 of age are continued by him in some form until he is thirteen. 
 The only changes noted are those referring to the amplifica- 
 tion of the course in history so as to include civics, 
 the extension of ornamental drawing so as to include linear 
 drawing, and the direction of elementary science and nature 
 study toward horticulture and agriculture by means of the 
 school garden. It has already been shown that such a per- 
 fect balancing of the formal and the content, the abstract and 
 and concrete, the theoretical and the practical, cannot be 
 found in any of the other systems of education. This obser- 
 vation is especially pertinent to the schools of the United 
 States. 
 
 Tables LIX. and LX. display types of a course of study 
 having such perfection of articulation and such unified parts, 
 that the admission or omission of any study would require 
 the remodeling of the entire course. This curriculum above 
 all others, therefore, must be regarded as a unified whole and 
 not as a collection of unrelated parts. No new subject, or 
 even new topic, could be included unless called for by some 
 new need of society which had worked itself out into definite 
 form. The piecework and patchwork method of tagging on 
 every new "ology" to an already overcrowded curriculum, 
 apart from its relation to human needs as expressed in the 
 welfare of the social group, could find no place in a course 
 of study so organically related as that of France. The
 
 178 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 French genius for systematic organization, as displayed in the 
 uniformity of the elementary curriculum, has taught the 
 pedagogic world that definite results respecting social effi- 
 ciency can be accomplished only when a certain symmetry 
 and connectedness of parts exists within the entire course of 
 study. 
 
 The common objection raised to such unified courses of 
 study is that they do not provide for the individual interests, 
 character and capacities of the child. The answer made is 
 that the public elementary schools cannot and probably should 
 not primarily make such allowances. The large work of the 
 people's schools is to raise to a higher level the mass of citi- 
 zens who attend only these schools, not to interest themselves 
 in a few geniuses to the neglect of the rank and file. The 
 larger group must be protected against casualties, and this 
 can only be done by uniformity of system and subject matter. 
 
 7. The Controlling Influence of the Needs of Society and the 
 Demands of the Environment. 
 
 Moreover there is evidence for the belief that, for indi- 
 vidual differences as expressed in individual environments, 
 the French plan is as capable of securing a wide selection, 
 and in fact does secure such selection, as much as any other 
 plan. For the French authorities insist that in the program 
 which they prescribe, it is assumed that the subject most im- 
 portant in the social life of a given community will be 
 handled more at length and more thoroughly than one which 
 has no such close relation to the immediate environment.* 
 No school system has more completely committed itself than 
 the French to the principle of the supreme importance of the 
 social needs and therefore of the environmental need of its 
 pupils, as a determining factor in the choice of the subject 
 matter of the curriculum. This has determined the standard 
 
 Special Reports on Educational Subjects, Vol. VII., p. 140.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 179 
 
 of omission and admission of subjects, and it will account, for 
 instance, for the unusual amount of motor-active subjects al- 
 ready discussed in this study. It is to be remarked again that 
 this standard is largely responsible for the proper balancing 
 and ordering of material in the French curriculum. 
 
 8. Correlation. 
 
 Correlation is the logical outcome of the two characteristics 
 discussed in the preceding paragraphs. The well-known 
 English educator, Mr. Cloudesley Brereton ; has summarized 
 the methods and matter aiding correlation in the French cur- 
 riculum in his excellent study of French schools. He says: 
 
 "The moral of the whole curriculum of French primary 
 education will be lost on English readers if they have not 
 seen, from the brief notes on ordinary subjects, and the de- 
 tailed examination of agricultural education, the way in which 
 the subjects not only dovetail into one another but overlap, 
 with the result of producing, not indeed confusion, but co- 
 hesion. Thus the reading lesson is drawn on for moral edu- 
 cation, moral education in its turn draws upon the history 
 book, history is worked in with geography, geography, 
 through its physical features, finds its basis in science, science 
 again is the point of departure for agriculture, which coalesces 
 with arithmetic in the agricultural accounts, and in geometry, 
 the practical geometry is connected with drawing, and draw- 
 ing with writing, the writing is worked through the spelling 
 and the reading book, out of which springs the recitation, 
 which forms with it the happy hunting ground for the gram- 
 mar questions. Thus the whole gamut of subjects is not 
 only related but inter-related and finally correlated. And 
 now perhaps it is plain how impossible it is to isolate such a 
 subject as moral instruction, agriculture, etc., that cannot be 
 severed from the whole curriculum without mutilating it, 
 by cutting into at the time certain integral portions of other
 
 180 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 subjects, for the parts of the curriculum are not really de- 
 tachable as the parts of a watch, they are members of the 
 corpus of studies that make up the program of elementary 
 education."* 
 
 Special Reports on Educational Subjects, Vol. VII., p. 139.
 
 CHAPTER V. 
 
 CONCLUSION. 
 
 1. The Two Controlling Standards in the Selection of Sub- 
 ject Matter in the Elementary Curriculum. 
 
 In the four previous chapters the curricula of the public 
 elementary schools of the United States, England, Germany 
 and France have been examined in order to discover the 
 actual matter and arrangement of the subjects of instruction. 
 This study has called attention more especially to the content 
 of the curricula, the distribution by grades of the subjects 
 of study, the time both actual and relative allotted to each 
 subject, the analysis of the content of the respective subjects, 
 and the relative importance attached to various subjects. An 
 attempt has been made to answer the question as to what the 
 real course of study in the elementary school is in all its vari- 
 ous phases. The conclusions regarding various problems 
 raised at the beginning of this investigation have been stated 
 in the proper place. But before quitting the subject it is 
 perhaps best to restate these conclusions and implications. 
 
 In the first place, it should not be concluded that our study 
 assumes that the mere existence of a subject with a given time 
 allotment in a certain curriculum of one of these school sys- 
 tems is proof positive of its absolute and universal validity. 
 The idea is advanced, however, that the presence of a subject 
 in a large number of the curricula gives some probability of 
 its worth. For it is not fair to assume that these courses of 
 study were aimlessly constructed without the presence of 
 
 181
 
 182 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 reason or definitely conceived guiding principles. Certainly 
 some of the educators responsible for these courses of study, 
 especially in France and Germany, represent the most pro- 
 found thinkers in educational matters. These educational 
 experts must have developed their courses of study upon 
 some set of principles answering a general need of humanity, 
 else there could not have resulted such uniformity in curricula 
 designed to meet the needs of very different peoples. No one 
 can fail to be impressed with the fact that the general prin- 
 ciples which govern the selection and arrangement of the sub- 
 ject matter of the elementary curriculum are practically the 
 same in the four educational systems here studied. From 
 time to time in these pages, certain clearly perceived guiding 
 principles have emerged, which are common more or less to 
 all school systems, and attention has been called to them. 
 
 It is only necessary in conclusion to recall those principles 
 which seem to constitute the most frequent criteria for the se- 
 lection and omission of the subject matter of the curriculum, 
 as well as those which serve as guides for the arrangement 
 and distribution of such subject matter. We shall be forced 
 to content ourselves again with the briefest statement of those 
 principles, believing that their development has been so well 
 displayed by others as to make them self-evident to expe- 
 rienced educators.* The only excuse for stating them again 
 is because they have not seemed to be as frequently applied 
 or implied in the American curricula as in others which have 
 been presented. 
 
 The two fundamental questions regarding the curriculum 
 are, first, What are the needs of the civilization in which the 
 
 Those wishing a fuller treatment of the two controlling standards In 
 the selection and arrangement of the subject matter of the curriculum may 
 find It In the following publications: by Dr. John Dewey, (1) Ethical Prin- 
 ciples underlying Education, (2) The School and Society, (3) The Child and 
 the Curriculum, (4) Primary Education Fetish (in Forum, Vol. 25), (5) In- 
 terest as related to Will ; by Dr. W. T. Harris, Psychologic Foundations of 
 Education ; by Prof. John S. Mackenzie, Introduction to Social Philosophy ; 
 by Dr. F. M. McMurry, Advisable Omissions from the Elementary Curric- 
 ulum, and the Basis for Them (in Educational Review, May, 1004).
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 183 
 
 child is to play an active part ? and second, What is the nature 
 of the child who is to be fitted to this civilization? Briefly, 
 education has to do with the experience of the race and the 
 experience of the child; the activities of the race and the 
 activities of the child; the needs of society and the needs of 
 the child. The curriculum must, then, provide for the socio- 
 logical and the psychological aspects of human life. We take 
 up the sociological first. 
 
 Society undertakes to transmit the experience and ideals 
 of the race and it chooses the school as an agency for this 
 transmission. The school is fundamentally a social institu- 
 tion, set up by society for its own protection, i. e., for the 
 preservation of the best of its experience and ideals. It is, in 
 short, the function of the school to adjust or relate the indi- 
 viduals of the social group to the social whole of which they 
 are parts. In this fact we find the controlling standard in 
 the selection of the subject matter in education. Briefly 
 stated, this principle is that the needs of society should de- 
 termine the selection of the subjects and topics of study in 
 the elementary school. These needs are discovered by observ- 
 ing the activities of society. What the adult group is doing 
 and thinking in life, the child will in all likelihood have to 
 do and think. Therefore if society controls the school it 
 should mould the curriculum. The teacher is to make up his 
 course of study from life's problems and needs, and he has 
 no moral right to select his subject matter from other sources. 
 This social standard is really what we have found as the 
 criterion for the selection of material of instruction in the 
 majority of curricula of the four elementary school systems 
 just studied. Whenever we have not found it in operation 
 we have had occasion to criticise the selection and arrange- 
 ment of subjects and topics, as well as the allotment of time. 
 
 The use of this standard, like charity, must begin at home. 
 Numerous cases of foreign curricula are therefore presented,
 
 184 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 illustrating the attempt to permit the needs of the immediate 
 environment to control in the selection and arrangement of 
 the subjects and topics of instruction. We have had to con- 
 demn our own schools for failure in this respect. We in 
 America have emphasized subjects and topics for their re- 
 mote value rather than those which satisfy the pressing needs 
 of the child's life and society's demand in the present. Our 
 curriculum too much suggests that the elementary school is 
 only a preparation for life, rather than life itself. The sub- 
 ject matter and method in the public elementary school must 
 be a duplicate in miniature of the work and method of life 
 outside the school, before the school can claim to fulfill the 
 function for which society supports it. Examples of the 
 monopoly of time by studies that prepare for the high school 
 and for the college, are found in our public elementary schools 
 where ninety-five per cent of the children do not attend high 
 school and ninety-nine do not attend college, but are drawn 
 into the vortex of the struggle for life with only the element- 
 ary school training. Hence the need among officials of the 
 American elementary schools for a realization of the absolute 
 authority of the social standard in the selection of the matter 
 of instruction in the elementary schools. 
 
 In order that the individual may become organically re- 
 lated to the whole of society, he must become acquainted with 
 the structure of the social experience and with the instru- 
 mentalities by which it is communicated from age to age. A 
 study, to contribute to the social good, must be a brief repre- 
 sentation of the structure of society or a type of the instru- 
 mentalities by which society carries itself along. The meas- 
 ure of a study is its capacity for developing, within the indi- 
 vidual, social efficiency and insight. 
 
 The predominance of the needs of society in the selection 
 of the subject matter is what we have referred to as the social 
 standard. The question to be asked about any subject of in-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 185 
 
 struction is, what is its worth in meeting the demands which 
 society will place upon the student? Likewise, in determin- 
 ing the importance of a subject, how much time shall be as- 
 signed to it, and what topics shall be taught and emphasized 
 in each subject, the questions to ask are : For how much does 
 it count in real life? How much does the ideal citizen need 
 this subject or topic? Is it representative of social life? If 
 the American school could apply this strenuous standard as 
 severely as it is found applied in some of the better curricula 
 of the foreign schools studied on the previous pages, much 
 waste of time might be avoided, and great unification and 
 concentration of power result. 
 
 In the mind of the sympathetic teacher the question always 
 arises : Shall not the nature, needs, and interests of the child 
 count for something? Is society everything and the child 
 nothing but a part of the great mass of "dumb driven cat- 
 tle?" Are individuality and personality to have no freedom 
 of growth? Must all be conformed, Chinese-like, to the gen- 
 eral pattern set by social heritage? Is it true that "the 
 individual withers, and the world is more and more?" 
 
 While at first thought the social standard just discussed 
 seems to oppose the ideas championed in these questions, the 
 conflict is only apparent. In reality, the nature of the child 
 has had its share of influence in the arrangement if not in 
 the selection of subject matter in the curricula outlined in 
 the four preceding chapters. Certainly the capacity and the 
 native interests of childhood dictate more than any other 
 principle the location of the subjects and topics by grades in 
 the elementary school. Society may tell us what to teach, 
 but the child alone will dictate to us when and how to teach it. 
 
 Furthermore, if the experience and needs of society are 
 the end points in education, it is certainly true that the expe- 
 rience and needs of the child are the beginning points. There 
 can be nothing grafted on from without for which there has
 
 186 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 been no adequate preparation in the child's experience. 
 Psychologically, there should be nothing prescribed in a 
 course of study which is not within the bounds of the child's 
 capacities, experience and interests, for nothing beyond the 
 bounds of his experience is comprehensible to the child until 
 worked over in terms of his own experience. It is a com- 
 monly granted psychological principle today that the native 
 powers of the child are the primary factors in his acquirement 
 of social experience. The nature of his impulses and instincts 
 determines very largely how we shall direct him in the acqui- 
 sition of the social experience which we have discussed as the 
 end point in education. And, in fact, they determine what 
 phases of social life the child can assimilate at all. There are 
 certain needs in society for which certain children can never 
 be fitted, simply because of the lack in their natures of powers 
 by which to apperceive the given social requirement. Again 
 we can say that while society tells us what to teach it is the 
 nature of the child which tells us how to teach it. For in- 
 stance, while the needs of society decide for us whether gram- 
 mar shall be taught, the interests, capacities and experience 
 of the child decide how early it should be taught, and, most 
 important of all, whether it shall be taught through the em- 
 ployment of rich emotional literature, or through the use of 
 a book of abstract rules known as grammar. 
 
 In concluding this discussion of the controlling principles 
 in the elementary curriculum, we should repeat that there 
 are two points of view in the curriculum, the one sociological, 
 the other psychological. The one views the curriculum as a 
 finished product and thinks of it in terms of value ; the other 
 views it as a factor in a process, and thinks of the impulses, 
 instincts and undeveloped powers of the child which are to 
 be realized through the process of education by means of 
 the study. One point of view has to do with the product and 
 is logical ; the other has to do with the process and is genetic.
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 187 
 
 The sociological, which represents the fundamental needs, 
 activities, structure and instrumentalities of social life, should 
 have preeminent control ; the psychological, which includes 
 the capacities, needs, interests and impulses of the individual 
 child should have the largest consideration consistent with 
 the social standard in the selection and arrangement of the 
 subject matter of instruction. 
 
 2. Conclusions Re-Stated. 
 
 Perhaps the most vital and pressing question regarding 
 the elementary curriculum of city schools in America is the 
 cry arising from teachers and parents that the curriculum is 
 overcrowded. The complaint indicates that too much is be- 
 ing attempted to insure successful work on the part of teacher 
 or pupils. Confusion of mind, divided attention and nervous 
 strain are results following overcrowding. It has been 
 shown on previous pages that the great increase in the num- 
 ber of subjects of instruction and more especially the in- 
 creased number of topics in the syllabi prescribed by the 
 American school authorities may be largely responsible for 
 this complaint. At any rate, a smaller number of time allot- 
 ments and of topics in the large subjects were found to be 
 required of teachers in other countries. The fact is that the 
 more severe application of the social standard and the will- 
 ingness to freely omit subjects and topics not in harmony 
 with that standard, are responsible for the absence of this 
 complaint among foreign educators. The implication to be 
 noticed here is, of course, that the same standard and the same 
 practice would relieve the American city schools which are 
 now complaining of overcrowding. On the other hand, many 
 of the schools of America have declined to so enrich the 
 course of study as to meet the needs of society and the child. 
 Here again our social standard will assist us. 
 
 In Table LXIII. may be found the suggestions drawn from
 
 188 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 this study with reference to this question. Briefly, the sug- 
 gestion to those schools in America which do not count for 
 much in the lives of the citizens near to them, would be to 
 decrease the time allotted to the abstract subjects, whose 
 chief recommendation is their value as mental discipline, and 
 to increase the time allotted to those more concrete subjects 
 which lead more directly to a comprehension of the structure, 
 needs and activities of human life. A sufficient mental dis- 
 cipline may be furnished by studies which develop the ability 
 to participate in human affairs. Moreover, we should sug- 
 gest from the foregoing study that there is more in life than 
 intellectuality. The volitional, the emotional, the aesthetic, 
 the physical count for very much more in the lives of the 
 average citizen than does the intellectual aspect of life. In- 
 tellectuality is a means to an end with most people and not 
 an end in itself. We wish to know in order to do. Doing 
 and not abstract thinking has constituted and will for some 
 time constitute the employment of the great majority of all 
 persons attending the public elementary schools of America. 
 
 The lack of organic unity in the American course of study 
 presents the one striking contrast between the curriculum of 
 our country and some others presented in this paper. Sub- 
 jects are grafted on to the elementary school course of study 
 from the high school without previous preparation for them 
 in the earlier primary grades, apparently on the assumption 
 that the elementary course is a mechanical mass of unrelated 
 parts. Subjects are dropped after a year or two, or are be- 
 gun at any point in the eight years. The psychological de- 
 mand for organic relations, unity and symmetry is almost 
 ignored in the American school curriculum. The child is 
 not introduced to a symmetrical whole, but to an aggregation 
 of isolated parts, broken into by unreasonable gaps of time 
 allotments and lapses of months and years of recitation time. 
 
 This chaos occasioned by the lack of organic relation be-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 189 
 
 tween the subject matter of one grade and that of another, 
 would seem to find its ultimate explanation in the assumption 
 on the part of the curriculum builders that the elementary 
 school is a college preparatory school. Educators of other 
 nations claim that the public elementary school is not a school 
 whose primary business is the preparation of students for 
 college. As a matter of fact, scarcely one per cent of those 
 attending the school ever attend college. Hence it is thor- 
 oughly undemocratic to allow a one per cent minority to con- 
 trol a ninety-nine per cent majority. The foreigner inti- 
 mates that a curriculum built on this plan is despotic to a 
 degree not found in monarchical governments. We retort 
 that the foreign plan of erecting one school for those who 
 attend a college and a different one for those who may not 
 attend college is a sanction if not a guarantee of the caste 
 system. 
 
 We further compliment our own system by asserting its 
 claim to offer an equal opportunity to all, which is undoubt- 
 edly sound democracy. To the wisdom of this principle Eng- 
 land would assent, for her curriculum like ours offers both 
 those subjects that may be serviceable for immediate life and 
 also a list which prepare for college, with the privilege on the 
 part of the student of electing which he shall pursue. France 
 and Germany practically oppose such a plan. They claim 
 that the organic unity of the whole curriculum is destroyed 
 by the attempt to incorporate the two aims, and that the 
 subject matter which leads directly into social life leads 
 away from a preparation for college life, and vice versa. 
 Therefore, they erect the public elementary school to do one 
 thing and another type of school to do the other. 
 
 In a study of elementary schools which aims to state con- 
 clusions contained in the facts investigated and not to pursue 
 a personal and opinionated discussion of those conclusions, 
 these two opposing ideals are left to the consideration of the
 
 190 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 reader. It would seem that while all four countries claim to 
 be aiming at equality of opportunity to the pupil and organic 
 relation in the curriculum, England and America do probably 
 succeed more in accomplishing the former end, while Germany 
 and France succeed in the latter end. 
 
 The absence of any central authority which would serve 
 as a unifying agency between the different city school courses 
 of study is one source of waste in the American schools. 
 There is no guarantee of uniformity even between two schools 
 only a short distance apart. Railway communications have 
 connected the individual, social and intellectual life of adja- 
 cent communities; the isolation of educational life as pro- 
 vided for in the schools still remains a glaring anachronism 
 in our civilization. Some modification of the semi-bureau- 
 cratic system of England, which would insure unity among 
 the various cities within a given state, has been suggested. 
 Such a central authority should still make due allowance for 
 local control and environmental peculiarities. 
 
 The absence of the teaching of the Bible or morals in our 
 schools is regarded as a weakness by many foreigners. As 
 regards Bible teaching, it has been suggested that either Ger- 
 many's or England's example might be followed by us with- 
 out detriment to our democratic ideals. In these countries 
 the parents are allowed to withdraw their children during 
 the recitation in Scripture when conducted by a teacher not 
 of their own choice. In this connection might be mentioned 
 the correlative need of opening exercises. Doubtless a syste- 
 matic course in Bible teaching would greatly improve this 
 too often worthless exercise. 
 
 The English practice of providing a course of study partly 
 required and partly elective, or the French practice of having 
 electives in certain subjects in the higher grades, furnishes 
 opportunity for those educators who are interested in the 
 development of the exceptional child, the genius or the dull-
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 191 
 
 ard, to provide for individuality. The question of electives 
 needs and is receiving careful consideration in America at 
 present. It would be profitable for us to make a thorough 
 study of the practice of England and France before settling 
 upon a final course of action in this respect. 
 
 The need of a sub-primary class, such as the English or 
 French infant schools, has been felt to be a want in Ameri- 
 can education. The gap between the home and the school de- 
 mands this sub-primary class. Besides the plan suggested by 
 France and England, the American kindergarten offers addi- 
 tional ideas. The German practice of requiring and direct- 
 ing home study makes a partial contribution in this direction. 
 The good service rendered by such a system of schools, hav- 
 ing a proper course of study, has been pointed out in con- 
 nection with the schools of France and England. 
 
 The brief time of the daily school sessions in America has 
 been compared with that of other countries, with a view to 
 ascertaining if there is any basis of fact for excuse of our 
 practice. This comparison brought out a strong probability 
 that the American child could and should spend more time 
 in school than he does in some of the city schools herein 
 investigated. This need of more recitation time is suggested, 
 though not vindicated, by the poor training received by the 
 average teacher as contrasted with that of teachers in other 
 countries, and also by the absence of any single definite aim 
 toward which the elementary school in general, and the 
 curriculum in particular, is directed in the United States. 
 For it is usually conceded that a well-trained teacher with 
 a clearly conceived aim would not require so much of the 
 child 's time in school as would a poorly trained teacher in an 
 aimless school. 
 
 From time to time in this study occasions have arisen for 
 criticism of the usual American elementary curriculum with 
 respect to what are known as formal or abstract studies. The
 
 192 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 time allotted to the formal as represented by such studies 
 as arithmetic, grammar, reading, writing and language study 
 per se, in many of our public elementary school systems is 
 doubtless too great. In other countries the same subjects 
 seem to have been taught with more success by giving the 
 formal through the rich content subjects. This is partly due 
 to the fact that too great a distinction seems to exist 
 between the theoretical and the practical in the American 
 mind. A feeling prevails that the purely theoretical, the 
 symbolical and the abstract are to be placed off on one side, 
 as against the useful, the constructive and the aesthetic on 
 the other. In our social life we have made distinctions upon 
 this basis, dividing men off as workers and thinkers. The 
 distinction is purely hypothetical. Men do not learn that 
 way, and men do not live that way. In human life we are 
 all both doers and thinkers, the one because we are the 
 other. 
 
 This false conception probably assists in accounting for 
 the fact that provision is not made for the teaching of the 
 formal through other more concrete subjects, as in othei 
 countries. Why can not we, too, teach the formal side of 
 language through emotional literature; formal science and 
 mathematics through history, handwork, geography, etc.? 
 Or, could not each of these five last-named subjects be en- 
 riched and the time devoted to them shortened by applying 
 more of the constructive forms of school work to their solu- 
 tion? Why could not the child be taught to begin with the 
 social activities of the present and work back in the casual 
 sequence to the correlative fields of history, science, mathe- 
 matics, or into any other department of study ? 
 
 One answer which this investigation makes to these ques- 
 tions is that the distribution and time allotments of the sub- 
 jects are such that teaching the formal through such rich sub- 
 jects as history, geography, handwork, nature study, etc., ia
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 193 
 
 practically impossible in America at present. There must 
 be a rearrangement of time allotments in the elementary 
 curriculum before such is possible. History and handwork 
 are delayed too long, nature study and geography lose in 
 time assignments too early, literature is not sufficiently uni- 
 formly distributed to allow the practice of others to be carried 
 out by us. This deficiency is one which demands the serious 
 consideration of the American educator. 
 
 Correlation of subjects also is largely impossible under the 
 present arrangement of the course of study, since subjects 
 which would lend themselves best to correlation are not taught, 
 or are not given prominence, during the same school year. 
 
 3. Time Allotments in the Curricula of Schools of the United 
 States, England, Germany and France, Summar- 
 ized into One Composite Table. 
 
 Several problems were set for this investigation in the out- 
 set, the conclusion and implications of which can best be 
 shown in tabular form. The relative importance attached to 
 subjects, the proper balancing of the various subjects of in- 
 struction, the relative time devoted to each subject, and the 
 grade in which each is taught, are among the matters which 
 ^e shall now attempt to summarize by tables. Besides giving 
 information upon these subjects the tables will emphasize in 
 a graphic way many of the facts already discussed in this 
 chapter. 
 
 The two tables in question are summaries of all the time 
 allotment tables heretofore furnished. Table LXI. is a sum- 
 mary of the ten American time allotment tables, II.-XL ; of 
 the ten English tables, XXVI.-XXXV.; of the ten German 
 tables, XLV.-LIV. ; and of the Paris table, LX. Table LXII. 
 is a summary of the courses of study of the elementary schools 
 of New York, London, Berlin and Paris, found in Tables II., 
 XXVI., XLV. and LX., respectively. We have here the actual
 
 194 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 practice of the elementary schools of perhaps the four most 
 progressive cities of the world, as a basis of comparison upon 
 which to judge again the curriculum of our own country. 
 
 While, as has been repeatedly said, such a composite curricu- 
 lum is somewhat hypothetical on account of the absence of a 
 definitely stated aim, yet it cannot be denied that these tables 
 contain the facts of the practical operation of the elementary 
 curriculum in the cities correlated. The suggestions for the 
 improvement of the content and arrangement of the subject 
 matter in the American curriculum which arise from these 
 tables are worthy of consideration, so long as it is granted 
 that real facts are more useful than ideal aims, however desir- 
 able. To know what people are doing and how they are doing 
 it, is worth more to men whose business it is to bring things 
 to pass than what men are aiming at and what they would like 
 to do. 
 
 These two tables should be accorded whatever weight is to 
 be attached to the results of careful study made by numerous 
 experts who are laboring with such educational problems as, 
 in the main, are common to us all. While such tables should 
 not be given final authority until adopted and tested by 
 American educational needs, yet, as has already been shown, 
 the largest and most influential principles which control the 
 selection and arrangement of the American curriculum, oper- 
 ate with equal force in the school systems of other countries, 
 the needs of the majority of children who fill the elementary 
 schools being much the same in all these countries. These 
 common needs call for the application of universal principles, 
 and in a sense add to the worth of Tables LXI. and LXIL, 
 as suggestive summaries. We believe for these reasons that 
 they possess considerable practical importance to the American 
 educator.
 
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 196 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE LXII. Showing the Average Number of Minutes of Recitation 
 Time per Week devoted to Each Subject in Each Grade in the 
 Public Elementary Schools of New York, London, Berlin and 
 Paris, and the Average Percentage of Total Time given to Each 
 Subject. 
 
 Grade I. II. III. IV. V. VI. VII. VIII. Pet. 
 
 1 Opening Exer- 
 cises, Relig- 
 ion, or Mor- 
 als 
 
 117 
 
 118 
 
 119 
 
 132 
 
 134 
 
 132 
 
 142 
 
 142 
 
 8.86 
 
 3 Writing 
 
 129 
 
 158 
 
 183 
 
 88 
 
 87 
 
 80 
 
 55 
 
 47 
 
 7 
 
 Language 1 
 
 428 
 
 455 
 
 440 
 
 4O8 
 
 3911 
 
 888 
 
 300 
 
 365 
 
 27.8 
 
 8 Arithmetic- 
 
 180 
 
 194 
 
 224 
 
 225 
 
 217 
 
 218 
 
 221 
 
 2OO 
 
 14.4 
 
 9 Geography 
 
 35 
 
 41 
 
 47 
 
 105 
 
 65 
 
 94 
 
 85^ 
 
 69 
 
 i..r 
 
 10 History' 
 
 38 
 
 L'.S 
 
 31 
 
 00 
 
 82 
 
 91 
 
 91 
 
 65 
 
 4.4 
 
 14 Nature Study 1 
 
 82 
 
 89 
 
 81 
 
 88 
 
 81 
 
 99 
 
 121 
 
 145 
 
 tJ.7 
 
 16 Physical 
 Training 
 
 170 
 
 156 
 
 138 
 
 136 
 
 117 
 
 118 
 
 121 
 
 120 
 
 9.2 
 
 17 Drawing 6 
 
 71 
 
 80 
 
 100 
 
 101 
 
 102 
 
 1(17 
 
 120 
 
 141 
 
 7.1 
 
 18 Music 
 
 65 
 
 57 
 
 75 
 
 75 
 
 72 
 
 77 
 
 81 
 
 85 
 
 5 
 
 19 Manual Train- 
 ing (for Boys) 
 
 55 
 
 65 
 
 65 
 
 64 
 
 70 
 
 B9 
 
 50 
 
 45 
 
 4.1 
 
 20 Sewing 
 
 <28)| ( 58) |_<3) |<101) (104) (112) 
 
 (149)|(17())|(7 ) 
 
 Total 
 
 |1376 |1450 |lfl09 | 1483 |1456 |1473 |1405 |1454 
 
 Average Percentage of Recitation Time devoted to Each Subject 
 in Each Grade per Week in the Public Elementary Schools of 
 New York, London, Berlin and Paris.' 
 
 1 Opening Exer- 
 cises 
 
 8.6 
 
 8.2 
 
 7.9 
 
 9 
 
 9.3 
 
 . 
 
 "10 
 
 9.8 
 
 
 '3 Writing 
 
 d.4 
 
 Ki.l) 
 
 12 
 
 6 
 
 6 
 
 5.5 
 
 4 
 
 3.3 
 
 
 6 Language 
 
 31.3 
 
 31.4 
 
 29.6 
 
 27.6 
 
 _',.(! 
 
 26.4 
 
 26 
 
 25. 2 
 
 
 8 Arithmetic 
 
 13.0 
 
 13.4 
 
 14.'.} 
 
 15.2 
 
 15 
 
 14.8 
 
 15.7 
 
 13.8 
 
 
 9 Geography 
 
 2.6 
 
 2.8 
 
 3.1 
 
 7.1 
 
 ;.<> 
 
 6.4 
 
 6 
 
 4.8 
 
 
 10 History 
 
 2.8 
 
 2 
 
 2.1 
 
 4.1 
 
 5.7 
 
 6.2 
 
 6.5 
 
 6.6 
 
 
 14 Nature Study 
 
 6 
 
 6.2 
 
 5.4 
 
 6 
 
 5.6 
 
 6.8 
 
 8.6 
 
 10 
 
 
 16 Physical 
 Training 
 
 12.4 
 
 11 
 
 9.2 
 
 9.2 
 
 8.1 
 
 8 
 
 s.c, 
 
 8.3 
 
 
 17 Drawing 
 
 5.3 
 
 6 
 
 6.6 
 
 6.8 
 
 7.1 
 
 7.3 
 
 9 
 
 9.7 
 
 
 18 Music 
 
 4.8 
 
 4 
 
 5 
 
 5.1 
 
 5.1 
 
 5.3 
 
 5.8 
 
 5.9 
 
 
 19 Manual 
 Training 7 
 
 4 
 
 4.5 
 
 4.3 
 
 4.3 
 
 4.8 
 
 4.7 
 
 3.2 
 
 3.1 
 
 
 20 Sewing 
 
 >.! 
 
 4 
 
 6.3 
 
 6.8 
 
 7 
 
 7.7 
 
 10.6 
 
 11.2 
 
 
 'Language includes grammar, literature, composition, dictation, reading, 
 spelling and memorizing gems. 
 
 'Paris and Berlin give geometry in the three upper grammar grades, while 
 New York and London give a small amount of time to algebra in the same 
 grades. The time for these subjects in each case, except in New York, is 
 not included In these figures. 
 
 'Civics is included with history in New York and Paris, but is not referred 
 to in the London and Berlin tables. 
 
 'Nature Study includes elementary science, object lessons, and common 
 things. 
 
 *In averaging the time for drawing, sixty minutes of the time assigned
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 197 
 
 in the New York schools under drawing and constructive work were allowed 
 for drawing and the remainder for manual training. 
 
 The eighth grade average in this table is partly hypothetical. Paris 
 has no eighth grade, but its seventh grade was repeated in getting the eighth 
 grade average. 
 
 7 The low percentage for manual training for boys is due to the absence 
 of that subject in the Berlin tables. The actual average, therefore, would be 
 raised considerably if the total had been divided by three instead of four. 
 
 5. A Suggested Curriculum for Elementary Schools. 
 
 In order to summarize some of the facts believed to be the 
 most valuable in the previous pages, this discussion is con- 
 cluded by a suggestive program of studies. Table LXIII. dis- 
 plays such an epitome of the best that has been developed in 
 this study, both of fact and of theory. It is an attempt to 
 organize all that has been heretofore mentioned into an organ- 
 ically related curriculum. The table is more nearly an embodi- 
 ment of the best found in the various curricula given in the 
 first four chapters, than of the actual summaries of these 
 curricula. It is not to be taken literally, but merely as a 
 suggestive scheme, or an approximate construction of a course 
 of study for an ordinary city school in America. One of the 
 principles most vehemently urged in these pages, would call 
 for the readjustment of this ideal to the needs of individual 
 localities. Yet it is sometimes worth while to have an ideal, 
 even if the actual product constructed by it scarcely resem- 
 bles it. 
 
 The patience of the reader will not be exhausted by repeti- 
 tion 'of the various contingencies necessary to a proper un- 
 derstanding of this ideal plan. Neither is it deemed necessary 
 to explain in detail why each time allotment is made, nor why 
 the allotments are different from those of any single previous 
 table. It is enough to say that to the mind of the writer the 
 needs of society (using the word in its broadest sense) within 
 the probable environment of the child are taken to be a safe 
 criterion of measurement of the place of any subject in the 
 elementary public school curriculum. The following expla- 
 nations, however, of the point of view taken with reference to
 
 198 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 TABLE LXIII. Showing the Number of Minutes per Week and the 
 Percentage of Recitation Time for Each Study in Each Grade 
 suggested as a Basis of a Proposed Time Table. 
 
 Grade. 
 
 II. III. 
 
 IV. 
 
 V. VI. VII. VIII. Pet 
 
 1 Scripture, Open- 
 ing Exercises 
 
 120 
 
 130 
 
 IHi 145 
 
 150 
 
 150 
 
 150 
 
 150 
 
 10 
 
 2 Reading 
 
 240 
 
 I'tiu 
 
 210J 145 
 
 60 
 
 60 
 
 60 
 
 
 
 3 Writing | 60 
 
 15 
 
 112| 116 
 
 
 
 
 
 4 Spelling 
 
 48 
 
 52 
 
 56| 87| 60| 
 
 
 
 
 5 Grammar 
 
 
 
 
 1 
 
 45 1 60 
 
 60 
 
 27.5 
 
 6 Literature 
 
 
 
 
 72 
 
 901 12 
 
 120 
 
 195 1 
 
 
 7 Oral & Written 
 Composition 
 
 72 
 
 78 
 
 112 
 
 87 
 
 90| 75 
 
 60 
 
 2 
 
 
 8 Arithmetic 
 
 120| 130| 140| 145| 225| 225| 225| 150| 12.5 
 
 9 Geography 
 
 124 
 
 52| 70| lltij 150| 150 
 
 150| 150 
 
 7.5 
 
 10 History & 
 Civics 
 
 60 
 
 65 
 
 70 
 
 72 
 
 150| 150 
 
 150 
 
 180 
 
 7.5 
 
 14 Nature Study 
 
 120| 130 
 
 140| 101| 75| 75 
 
 75 
 
 75 
 
 7.5 
 
 16 Physical 
 Training 1 
 
 60 
 
 cr> 
 
 70 
 
 72 
 
 150| 150T 150 
 
 150 
 
 7 
 
 17 Drawing 
 
 IS 
 
 52| 70| 72 
 
 75| 75| 75 
 
 75| 5 ' 
 
 18 Music 
 
 108 
 
 91| 70| 72 
 
 75| 75| 75 
 
 75| 5 
 
 19 Hand-work 
 
 120J 130| 140| 145| 150| 150| 150| 195| 10 
 
 Total 
 
 1200| 1300| 1400| 1450| 1500| 1500| 1500J 1500| 
 
 Average Percentage of Recitation Time devoted to Each Subject 
 in Each Grade. 
 
 1 Scripture, etc. 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 
 '? Reading 
 
 20 
 
 '20 
 
 15 
 
 10 
 
 4 
 
 4 
 
 4 
 
 
 
 :* Writing 
 
 5 
 
 5 
 
 8 
 
 8 
 
 
 
 
 
 
 4 Spelling 
 
 4 
 
 4 
 
 4 
 
 6 
 
 4 
 
 
 
 
 
 5 Grammar 
 
 
 
 
 
 
 3 
 
 4 
 
 4 
 
 
 6 Literature 
 
 
 
 
 5 
 
 6 
 
 8 
 
 8 
 
 13 
 
 
 7 Composition 
 
 6 
 
 
 
 8 
 
 6 
 
 6 
 
 5 
 
 4 
 
 3 
 
 
 8 Arithmetic 
 
 10 
 
 10 
 
 10 
 
 10 
 
 15 
 
 15 
 
 15 
 
 10 
 
 
 9 Geography 
 
 2 
 
 4 
 
 5 
 
 8 
 
 10 
 
 10 
 
 10 
 
 10 
 
 
 10 History, etc. 
 
 5 
 
 5 
 
 5 
 
 5 
 
 10 
 
 10 
 
 10 
 
 12 
 
 
 14 Nature Study 
 
 10 
 
 10 
 
 10 
 
 7 
 
 5 
 
 5 
 
 5 
 
 5 
 
 
 16 Physical 
 Training 
 
 5 
 
 5 
 
 5 
 
 5 
 
 10 
 
 10 
 
 10 
 
 10 
 
 
 17 Drawing 
 
 4 
 
 4 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 
 18 Music 
 
 9 
 
 7 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 
 19 Hand-work 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 13 
 
 
 'Includes hygiene. 
 
 the content and distribution of certain subjects of instruction 
 are necessary for a clear understanding of the various time 
 allotments in Table LXIII. 
 
 (1) Reading should be taught by the use of literary readers 
 in the second, third and fourth grades, and if taught in the
 
 PUBLIC ELEMENTARY SCHOOL CURRICULA. 199 
 
 grammar grades, geographical and historical readers might be 
 used with profit. 
 
 (2) Writing should cease per se by the completion of the 
 fourth grade. 
 
 (3) Spelling is always to be taken from the oral, written 
 and printed work, and should not receive a special assignment 
 after Grade V., but should be taught in connection with other 
 subjects. 
 
 (4) Grammar should be inductively developed from the 
 beginning of the third grade. A text might be introduced at 
 the beginning of the sixth grade. 
 
 (5) Literature should be taught in connection with reading 
 through the fourth grade. It should be a separate subject 
 from the beginning of the fourth grade. 
 
 (6) Composition work should begin as early as possible and 
 increase with each advancing grade in time allotment. 
 
 (7) Arithmetic should deal with the quantitative aspect of 
 social activities as early as the child can do concrete work, 
 i. e., from the first. 
 
 (8) Home geography should be studied in connection with 
 nature study, school excursions, school gardens, weather ob- 
 servations, etc., in the first and second grades. A text on home 
 geography should be given during the third year. The regular 
 elementary and advanced courses in geography should then 
 be taken. 
 
 (9) In history, historical and biographical stories should 
 be given in Grades I. and II. Local history should be used in 
 the third grade, and in the upper grades the usual historical 
 works. 
 
 (10) Civics is a development connected with history and 
 should increase in importance in the upper grades. 
 
 (11) Physical culture does not include recess periods, 
 which should be several in number. Organized games are pre- 
 supposed in these recess periods.
 
 200 PUBLIC ELEMENTARY SCHOOL CURRICULA. 
 
 (12) Handwork for boys and that for girls need not con- 
 tain the same subject matter, and their recitation periods in 
 this subject need not occur at the same time. 
 
 150] 
 
 ' rt rfafi" 
 
 u io 
 
 150 
 
 l.,u 
 
 7.5 
 
 r 50 
 
 150 
 
 180 
 
 7.5 
 
 1-|5 
 
 75 
 
 75 1 7.5 
 
 isoj 150 
 
 150 
 
 7 
 
 rs 
 
 75 
 
 75| 5 ' 
 
 'rri 
 
 75 
 
 75 
 
 5 
 
 .;, 
 
 150 195 
 
 "'' 150()| 1500] 
 
 Each Subject 
 
 JO
 
 beginning of t>>~ *"' 
 the beginning ol i 
 
 (5) Literatiy '. 
 through the four* 
 from the beginr 
 
 (6) Composition 
 increase with each 
 
 (7) Arithirv' 
 social activiti*", ; 
 i. e., from the * ~< -1
 
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