THE PUBLIC SCHOOL CURRICULUM 25

should be non-specialized, and on general lines up to the
age of 16 at least, and no division into modern and classi.
cal sides should be made until then. Only after a boy
has attained a certain knowledge of many branches can
his true bent be discovered.
Specialization may then take place to whatever extent
may be desirable, classical or otherwise, and the master
will have the delight of developing boys of ability along
their special bent, instead of the drudgery of forcing unwelcome
 knowledge into unwilling minds as at present.

The evils of specialization at an early age are most
marked in the direction of classics. The modern side of
a public school manifests this danger also, but in a different
 direction—specialization of a particular branch is
certainly avoided here, but specialization within the
branch is noticeable in most subjects, and must be
eradicated if a comprehensive general education is to be
acquired by all. In the case of science, for example, the
usual method of teaching adopted is the instruction of
classes in logical courses in heat, light, magnetism, electricity
 and chemistry, more or less treated in water-tight
compartments. So long as instruction in science was
ouly given to those destined for a scientific career the
adoption of sucha method was understandable, although
such formal teaching was probably introduced at too
early an age with the consequent disregard of a general
knowledge of natural phenomena. Since science, however,
 is now becoming regarded as an integral part of a
general education, it must be recognized that courses
designed for specialists are totally unsuited to the average
boy. In a few schools, indeed, reform is at present
actively proceeding along these lines, and public school
science masters are busily engaged in putting their own
house in order to meet the present demand for the introduction
 of science into the general curriculum.