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Another very important and difficult practical question is, whether a definite course of study shall be laid down for those who enter the university; whether a curriculum shall be prescribed; or whether the student shall be allowed to range at will among the subjects which are open to him. And this question is inseparably connected with another, namely, the conferring of degrees.
But there can surely be little question, that instruction in the branches of Science which lie at the foundation of these Arts, of a far more advanced and special character than could, with any propriety, be included in the ordinary Arts Curriculum, ought to be obtainable by means of a duly organised Faculty of Science in every University.
The curriculum is certainly modest compared with that obligatory on candidates for London University, Girton College, or our senior local examination; but it is an enormous improvement on the old conventual system, and several points are worthy of imitation.
In the nursery class therefore our curriculum is life, our apparatus all that a child's world includes, and our method the one of joyful investigation, by means of which ideas and skill are being acquired.
From these extracts from the Suggestions for the Consideration of Teachers of the Head of the English Board of Education, it will be evident that the spirit of the "Kindergarten" now largely enters into the curriculum of the infant classes. In the future we may hope to see it carried further and that no formal teaching of the child will be undertaken during the first six years of his life.
Even after the Nursery School period much of the curriculum and subject matter is in the hands of the children themselves, though the relative proportions will vary according to the children's experiences.
Once established in his chair, his individuality is merged in the general character of the college. His time, his knowledge and his energy are subordinated to the curriculum. He can teach only so much as may be fitted into his share of the time and may be suited to the capacities of a mixed audience.
And by education, of course, we do not mean school books, or an extension of the School Board curriculum, but a recognition of the fact that the character of human society is determined by the extent to which its units attempt to arrive at an understanding of their relationship, instead of merely subduing one another by force, which does not lead to understanding at all: in Turkey, or Venezuela, or San Domingo, there is no particular effort made to adjust differences by understanding; in societies of that type they only believe in settling differences by armaments.
Sociology, undeveloped, rudimentary, and in some places suspected as it is, should have in the curriculum of her higher education a place above political economy. The stories of the great reforms, and accounts of the constitution of society, of the home, church, state, and school, and philanthropies and ideals, should to the fore.
The pen may not be mightier than the sword to-day, but it manages to keep ahead of it. A private in one of the London regiments has translated two hundred and fifty lines of Paradise Lost into Latin verse during a sixteen-day spell in the trenches. The introduction of some counter-irritant into our public school curriculum is now thought to be inevitable.
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