WHAT SHOULD BE THE CURRICULUM IN PUBLIC SCHOOLS? 263 
school work ; for you understand how hard it is to so arrange as to make a 
child evolve in six years, between the many circles of knowledge and suc- 
cessive occupations, which must be the most useful, the most formative, 
to bring about his physical, mental, and moral growth. according to a high 
ideal of the dignity of human nature. 
But even if we set aside that difficulty which must occur everywhere— 
though perhaps less here in America than in the old continent, even if we 
suppose, as the thesis of this morning does, that the school age will be 
six to fourteen—what shall we teach our pupils of the common public 
school during those eight years in which the state is to undertake to equip 
‘hem—these one hundred million children—for life, and complete the 
education of family and church ? 
In theory the problem is, of course, comparatively an easy one. Let the 
school teach, we say, what is most likely to prepare the child to be a good 
citizen, an intelligent and active man. Let the school be satisfied to slowly 
but surely awaken his senses, his intellect, his faculties of observation, of 
reflection, of affection and action, and harmoniously build up his character, 
not by means of the three 7’s, but rather by means of the three %’s, head, 
heart and hand, and make him fit for self-government, self-control, 
self-help, a living, a thinking being ; not a mere machine to become the 
tool of the ambitious and selfish politician, either despot or demagogue, or 
the dupe of a bigoted clergy. 
It is all right as far as theory is concerned, but when we come to prac- 
tice, what becomes of those beautiful schemes ? 
The kindergartner says : ‘“ You have only to go on with the kindergarten 
methods in the elementary school, and you will see how the child’s faculties 
will bud and unfold themselves gradually, naturally, beautifully.” Very 
well, let us try it, by all means ; the experiment is surely worthy of being 
made, but this answer tells us more how to teach than what to teach. 
The advocates of handicraft in school are also very eloquent about it, 
and say to us: ‘“Justintroduce it in the curriculum, and you will see what 
wonders, what complete metamorphosis it will work for good.” So says 
the advocate of the teaching of citizenship and art of political economy 
and other pet branches. Reading is the thing, composition is the thing, 
agriculture is the thing, music is the thing ! 
Very likely there is something true in every one of those different views 
of the subject, though they are sometimes rather one-sided, not to say 
fanciful. But how to combine those new items with the old ones, and 
ltogether arrange for the child a digestible menu ? 
Now, ladies and gentlemen, allow me to set aside generalities, and to 
submit to your consideration simply a particular example ; that is to say, 
our own example. Not that I mean that we have reached the ideal in 
France—far from it ; but to show you the fruit of our experience, and to 
oring a more solid element for discussion, namely. facts.