16 THE PUBLIC SCHOOL SYSTEM

its early stages consists mainly in memorizing grammar
and learning vocabulary, and anything more stultifying
intellectually it would be difficult to impose.
In connection with this point it is interesting to know
that an increasing number of preparatory schoolmasters
are opposed to the principle of compulsion of curriculum
by means of examination syllabuses drawn up by those
who are both unaware of the difficulties they have to
contend with and who are out of sympathy with them.
A serious attempt is being made to settle their own
curricula, by general agreement amongst themselves, so
as to compel the public schools to examine in what they
teach rather than to acquiesce in being compelled to teach
subjects prescribed for them. One of the points at
present arousing much controversy is the wisdom of
teaching any Latin at preparatory schools.
It is here suggested that the average boy cannot
undertake the studv of more than one language, besides
English, before attaining the age of 13 years without
detriment to his general education, and that this language
should be French.
No boy can make much progress in any foreign
language until he has acquired both a considerable
vocabulary and facility of expression in his own. Bearing
 in mind also the principle of stimulation of interest,
the early stages of instruction in French should be entirely
 conversational and of the simplest possible kind.
The direct method in its elementary stages is entirely
suitable and is in accordance with the general principles
already stated.
Boys of 13 years of age may begin the study of
another language, Latin, for example, without much
danger; and classical masters at public schools would
probably generally agree that little if anything would
be lost in the way of classical development were the
initiation into Latin deferred until this age.