8 INTERNATIONAL CONGRESS OF EDUCATION. 
iterature ; more of natural science ; more of political and social geience 3 
more of moral and intellectual science ; more of technological and con- 
structive science, and more of other important branches of knowledge, than 
an be mastered during the school years. 
What can be done to meet this emergency ? 
The cruelty of cramming has been tried and abandoned as worse than 
atterly useless. The liberty of election has been enlarged and reénlarged 
without fully satisfactory results. But the difficulty not only remains ; 1t 
increases. We cannot meet it by suppressing knowledge ; we must endea- 
vor to do so by enlarging the means and improving the system of education. 
The old curriculum was a pamphlet ; the new curriculum is a volume, 
zrowing larger from year to year. 
While the learned world ponders the new educational problems and 
seeks a means of their solution, a new and tremendous influence enters the 
field and asks attention. It is the spirit of the new age, demanding inter- 
national fraternity and cooperation in every department of civilized life. 
The institutions of learning have more than willingly responded to this 
call, and have manifested a desire to accede to it so far as sound reason 
may lead the way. A true and enduring educational system must have 
‘ts national and international as well as its local relations. 
The time has come to discriminate the universal from the particular, 
the requirements of all from the needs of the few, and form an educational 
system in which those discriminations will be preserved. The programmes 
of the Educational Congresses held during the past eight days, and those 
vhich are now to foilow, show that the elements of a true educational 
system are at last at command. To some extent, the characteristics of 
she new education may already be discerned. 
(1) While in the primary schools the kindergarten and the first rudi- 
ments of manual and art training will lay the foundation for future 
culture, the instruction will, for the most part, be limited to such knowl- 
sdge as is universally necessary for intelligent human relations. In a 
word, the instruction imperatively demanded for the every-day needs of 
all classes will be the chief object of the primary schools. 
(2) In the secondary schools will be given a knowledge of the existence 
and nature of all the sciences, arts, and callings, so far as may be necessary 
to enable the learner to select those in which he will be most likely to find 
his appropriate life-work. The learner must know that there is such a 
science as chemistry, such an art as engineering, and their general nature 
and scope, to enable him to decide whether in either of them, or in some 
other pursuit, he will be likely to be most serviceable to himself and his 
‘ellow-men. 
(3) In the higher institutions of learning will naturally be given that 
¢horough and prolonged culture in a carefully selected course of study, 
chosen with reference to a proposed life-occupation ; that careful and 
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