EDUCATION IN PREPARATORY SCHOOLS 17

English—The neglect of the study of English in
preparatory schools is one of the two most serious
defects in the curriculum. The figures given on page 20
are surely astounding. Many boys leave preparatory
schools with practically no knowledge of English; they
have neither read for themselves nor have had read to
them any type of good literature ; they have no idea of
the construction of an English sentence, and they are
quite incapable of writing either a simple description of
a common object, or even a letter. The spelling of the
average boy of 14 is atrocious, and is perhaps only a fraction
 of a degree less blameworthy than his handwriting.
Quite apart from its intrinsic value in the educational
scheme the lack of knowledge of English paralyses a
boy's progress in practically every direction, and in any
reform of preparatory school education the first point to
be considered is the position of English teaching.
Mathematics.—In no subject possibly is the stimulation
of interest more important than in mathematics. Practical
 mathematics is most valuable in this direction, and
yet there are few preparatory schools which teach it :
inquiries made into the teaching of mathematics at thirty
preparatory schools did not reveal a single instance,
Boys of this age should be taught to handle, measure
and weigh, and to draw logical conclusions from their
results. Examples given in all branches should have,
as far as possible, concrete applications. The number
of hours allotted to this subject per week is probably as
high as can be arranged, but methods of teaching need
considerable modification.
History, Geography, and Divinity.— Considering the
limited amount of time available for these subjects the
results of preparatory school teaching are excellent,
especially as far as history is concerned. Boys are interested
 in the subjects, and generally speaking arrive at
the public school quite well grounded in these branches.