Subjects.A. Under 8 years.B. 8 to 12 years.
About 24 hours.		Hrs. B and C.C. 12 to 16 years.
About 30 hours.		D. 16 to 18 years.
About 36 hours.		E. Over 18 years.
I.
Hu-
mani-
ties.		-   1. Language.English reading and French v. voce.Elementary ideas of grammar, French v. voce, and reading and translation into English, learning poetry, dialogues, etc.  -12Grammar; increasing attention to philology; French, with German, or Latin.French, German or Latin. In some cases one other language.An additional language, Greek or Italian.
 2. Man objectively.- History.
Literature.
Art.		Mythological tales and stories from history.
Learning poetry.		Time maps and epochs in world’s history. English history treated biographically. Stories from ancient history. Learning poetry.English history in periods and corresponding literary periods with special books. Outlines of general history, ancient and modern, with time maps.English constitutional history. Special period of English. Also of ancient or modern. Difficult books in English.Ancient classics in the original or translations. Foreign classics and view of European literature.
 3. Man subjectively.- Ethics.
Religion.
Philosophy.		Bible stories, simple hymns and prayers.Bible lessons selected. Learning simple passages from New Testament, hymns and collects.A gospel. Instruction in the prayer-book, etc.St. John or epistles.
Doctrinal teaching.		Fundamental ideas of philosophy. Christian dogmatics and ethics.
II.
Math-
emat-
ics.		-   4. Arithmetic and Algebra.Arithmetic, chiefly with concrete objects.Arithmetic in some cases generalised to algebra for older children, for younger still much concrete. -3
to
5		Arithmetic and algebra to quadratics.Advanced pure and mixed mathematics.
 5. Geometry.Simple ideas of form.Elementary practical geometry. Many problems. In some cases a beginning of logical demonstrations.Euclid I. and II., or equivalent.
 6.- Kinematics.
Mixed Mathemats.,
e.g., Mechanics.		 Elementary mixed mathematics.
III.
Sci-
ence.		-   7. Natural Science.Object lessons.Botany, zoology, astronomy, laws of health—in succession.2
to
4		Botany, zoology, astronomy, laws of health—in succession.Physiology and one or more branches of physical science.
 8. Physiography.Making map of school and near places; modeling in clay or sand.Erdkunde, physiography, natural phenomena.Erdkunde, physiography or natural phenomena.
 9. Molecular Science. Chemistry, heat, light, electricity—in succession.
IV.
Æs-
thet-
ics.		-  10. Music.Sol-fa singing.Instrumental music, singing, elocution.7
to
9		Instrumental music, singing, elocution.  -Some one branch.
11. Drawing, etc.Drawing with pencil and brush.Drawing and painting.Drawing and painting.
12. Plastic Arts, etc.Modelling in clay. Basket making, cardboard sloyd, etc., etc.Various kinds of handwork.Various kinds of handwork.
V.
Ath-
let-
ics.		-  13. Gymnastics, etc. Systematic drill.Systematic drill.
14. Games.Kindergarten games and drill.Games.Games.
15. Country Excursions. Field clubs.Field clubs.

I have mentioned at the close of the introduction [some books] not too large or difficult which will be helpful to those who desire to begin the serious study of the subjects included under the general heading of pedagogy.

In the table ([p. 10]) I have arranged courses of study and grouped pupils according to age, but only for those called B and C have I attempted to give the time each week, which might be allowed on an average for serious study. I think the Bs generally and the Cs almost always should follow a fixed course, though some variation should be permitted to the Cs. The Ds and Es should take special directions, dropping some subjects and giving much time to others. Under the head of B, I have given what is perhaps the nearest approach to the normal type in my own school. Those who do not learn music, can of course take an extra language, or otherwise cultivate a special subject; those who are but slightly pervious to mathematical ideas are allowed to drop Euclid, after having done enough to profit by the wholesome discipline of writing out propositions say up to Euclid I. 26. These may perhaps add another musical instrument or some manual work.

The principle I would insist on is that our curriculum should, to use a sensible figure, be pyramidal, having a broad base and narrowing; the total cubic content might be the same each year, but in proportion as the subjects taken were fewer, there would be greater depth. Thus the Cs would specialise to a slight extent, the Ds should do so still more, and the Es have found out their vocation, so that for these last no time-table can be given.

In drawing up a time-table I have given only the general lines, and assigned an average time for each section; the case of every individual must be separately considered, and there should always remain some hours of leisure—in the highest classes I have arranged for school work about eight hours out of the twenty-four. If we give four hours to meals and outdoor exercise, and eight to sleep, we have a margin of four hours—a considerable amount of time, if multiplied by six; part of this may be given to general reading, part to social and family life, but for the growing and developing mind there must be time for solitude, for entering into the secret chamber, and listening for the voice heard only in the stillness. We read much in praise of “Eyes” and much in dis-praise of “No-eyes,” but there are times when great thinkers are blind to outward things, and deaf to earthly voices; it is at such times there rise before the mind’s eye ideals which fashion the whole life. I am sure that in these days the young lose much for want of more quiet on Sundays. There may have been over strictness in the past—there is now a surprising ignorance of the Bible and the grounds of faith. Silence.The silence rules of a good school tend to produce a spirit of repose, and a library where no speaking is allowed is a help. Rules which hinder idle talk in the bedrooms are a great boon to those who find the value of quiet at the beginning and end of the day, and I earnestly hope that the excitement of the playground may never supersede the country rambles which have been fruitful of spiritual health to many of us.

In considering how I shall best make this small volume of use to teachers in high schools, I propose to adopt the following plan. [First] to treat of a few general matters which belong to organisation and the methods of management—e.g., distribution and economy of time, corrections, marks, etc.

Then to deal with the subjects of the curriculum in order, in a series of papers by myself and my colleagues.

In [Part I.] I have written first of language generally, embracing reading, speaking, grammar, composition, foreign tongues. It will be clear to all that I could not possibly, in the few pages assigned to each subject, treat the matter exhaustively, but I hope I may strike out some lines of thought which will be helpful, and the lists of books may assist teachers in their studies. In most subjects I have been able to get a few papers from members of my staff, past and present. Under the head of Language I have one from Mr. Rouse, a most able teacher, who had many years’ experience with our elder pupils, specially those reading for classical honours in the University of London.

In [History] and [Literature] I have papers by Miss A. Andrews, Miss Hanbidge and Miss Lumby, the very successful teachers who take these subjects in the London and Higher Cambridge class; there is also a paper on [Economics] by Miss Bridges.

In [Part III.] I have papers by four specially able and experienced teachers—Miss de Brereton Evans, D.Sc. Lond., Miss Reid, B.Sc. Lond., Miss Leonard, B.Sc. Lond., and Miss Laurie.