[page 269]
RECOMMENDATIONS.
The evidence that has been laid before us on the present position of Classics in the educational system of the United Kingdom shows that -
(1) In the Public Schools Greek and Latin occupy no preponderant or undue position.
(2) The position of Latin, though in some schools not discouraging, in others presents very disquieting features.
(3) In the majority of Secondary Schools Greek is not taught, or, where it is taught, is threatened with extinction.
The evidence points to the conclusion that the position of Latin needs strengthening and that steps should be taken to make the study of Greek accessible to every class of the community and to preserve it as an integral element in national education.
The measures taken should, in our opinion, be directed towards the attainment of three ends:-
(1) To secure for the Classics (Greek or Latin or both) at a sufficiently early stage a substantial position in the general education of pupils in Public and Secondary Schools.
(2) To provide full opportunity for all pupils with the requisite tastes and aptitudes to carry the study of both languages to the highest point which they are qualified to attain.
(3) To bring those (including adults) who are and must for good reason or of necessity remain ignorant of the classical languages into some contact with the classical spirit.
We have classified below under convenient heads the recommendations scattered up and down the foregoing Report, indicating the pages of the Report on which the more detailed of them are based. We wish, however, to make it quite clear that, wherever any recommendation touches on the function of the teacher as regards syllabus, time-table, curriculum, or method, our desire is that he should be secured all reasonable freedom in dealing either with the school as a whole or with a particular form or with individual pupils. Up to the stage of the First Examination both theoretical and practical considerations
[page 270]
demand that the staple subjects of a general education should normally be common to all, though even here account should be taken of the circumstances and needs of individuals. Beyond that stage the largest possible measure of freedom should be allowed in the combination of subjects.
We recommend therefore -
I. GENERAL.
Page.
1. (a) That in all public examinations wherever Latin can at present be offered, it should be possible to offer Greek as an alternative subject.
(b) In all curricula of Secondary Schools and Universities where only Latin is at present allowed, Greek should, wherever possible, be allowed as an alternative.
2. That wherever it is impossible under existing conditions to introduce Greek into a curriculum, everything should be done to strengthen the position of Latin.
3. That since there is imminent danger of Greek failing to obtain a footing in a large number of Grant-earning Schools, or disappearing altogether from the curriculum of those in which it has hitherto been taught, the Board of Education should take the matter into immediate consideration, with a view to devising measures for remedying this defect.
4. That organised efforts should be made by Universities, museum authorities, literary and antiquarian societies, &c., to encourage in every way and in all parts of the country, as opportunity offers, a widespread interest among all classes of the community in ancient life and thought, and that it is desirable that the Board of Education and the Local Education Authorities should co-operate with them in this effort.
II. TRANSFER.
1. That Local Education Authorities should be urged to take steps to secure that in each area a school with a full classical course should be acces-
[page 271]
sible to all pupils in Secondary Schools in their area who are capable of profiting by it and where necessary to co-operate with Governing Bodies for the purpose of facilitating the transfer of such pupils, but that for the full advantage of transfer to be reaped, it should take place at an early age, and, if possible, not later than the pupil's fourteenth year
73 seq.
2. That those Schools (including Public Board- ing and Grammar Schools) which are natural centres for this purpose in any area or district should be specially urged to provide facilities for such transfer
76
3. That opportunity for the transfer of suitable pupils, who desire to change the direction of their studies, should also be provided:
(a) from Secondary Schools in which no Latin is taught to schools which teach Latin
60, 72 seq., 80
(b) from Technical and Continuation to Secondary Schools
260
4. That Head Masters and Head Mistresses of schools of all types should take all possible measures to secure that no pupil with the requisite tastes and aptitude is deprived of the opportunity of an education which will enable him to carry the study of Classics to the highest point of which he is capable
73
III. ADVANCED COURSES.
1. That for the existing system of three mutually exclusive Advanced Courses should be substituted the recognition by the Board of Education of advanced work in any combination of subjects approved by them; and that where in any School the advanced work so recognised involves the distribution of the pupils into several classes, the grant payable should be on a correspondingly higher scale
64 seq.
2. That if the existing system cannot be immediately abandoned, then for the present the Board should recognise Courses which include
[page 272]
Latin along with English or a modern foreign language as a main subject, and that Greek should similarly be allowed as a main subject in such Courses
71 seq., 77 seq.
3 (a) That the Regulations for Higher Certificate Examinations should, where necessary, be modified to conform to these recommendations; and
92
(b) That Latin and alternatively Greek should be allowed as subsidiary subjects in all but the Classical Group
92
IV. LOCAL EDUCATION AUTHORITIES.
1. That the fewest possible restrictions should be imposed on the tenure of Major County Scholarships, &c.
110
2. That all Local Education Authorities should publish lists of the endowments tenable at Universities and other places of higher instruction available for residents in their areas
110
V. FIRST EXAMINATIONS.
1. That the examination in Classics should include a paper on a "set book" wherever the Examining Body cannot satisfy itself that the study of continuous texts is a normal part of the school work
88
2. That, so far as possible, opportunity should be given for candidates to show a knowledge of the outlines of Greek and Roman History
88 seq.
3. That the requirements of the examination in other subjects should not be so exacting as to dis- courage the average candidate from offering at least Latin as well as one modern foreign language, and in particular that Natural Science, while it should be a regular part of the curriculum, should not be required as a compulsory subject in the examination
90
VI. PROFESSIONAL EXAMINATIONS.
1. That for admission to the Navy (by special entry), the Army, the Civil Service, and the Professions candidates should be required before taking any competitive examination to pass a School
[page 273]
Certificate Examination or another qualifying examination of the same standard
93
2. That the Civil Service Commissioners should be asked to reconsider their Regulations for admission to the Home Civil Service (Class 1.) and the Indian Civil Service in the light of the arguments adduced
195 seq.
3. That the forthcoming Regulations for admission to the Clerical Class of the Civil Service should allow candidates to offer two languages (ancient or modern) other than English
95 seq.
VII. STATE SCHOLARSHIPS.
That no "State Scholarship" should be restricted to Science, Mathematics or Modern Subjects to the exclusion of Classics
78
VIII. COLLEGE SCHOLARSHIPS AT OXFORD AND CAMBRIDGE.
1. That, where the arrangements of the examinations permit, the same Essay and General Paper should be set to candidates in all subjects
101
2. That while it is undesirable that scholarships should be awarded on Classics and Modern History treated as of equal value, yet candidates for History Scholarships should be given an opportunity -
(a) to show a knowledge of Greek and Latin; and
(b) to substitute a paper on Ancient History for some part of the examination in Modern History
102 seq.
3. That steps should be taken to promote consultation and co-operation between school teachers and the electors to College Scholarships, with a view to harmonising as far as desirable the requirements of College Scholarship examinations and the schemes of education current in the schools
194
4. That neither the present total number of annual awards of Classical Scholarships nor the total sum of money annually available for Classical Scholarships should be diminished
105
[page 274]
5. That the present limit of age for election to an Entrance Scholarship should not be lowered
106
6. That an elected Scholar should be permitted to read for his degree in a subject other than that in which he was elected, as is now generally the rule
107
IX. CLASSICAL SCHOLARSHIPS AT MODERN UNIVERSITIES.
1. That all possible steps should be taken to provide at the Modern Universities a larger supply of scholarships available for Classics
109
2. That those provided at Modern Universities should be designed to encourage pupils of schools in the area to proceed to the local University
181
X. CLASSICAL SCHOLARSHIPS AT WOMEN'S COLLEGES AT OXFORD AND CAMBRIDGE.
That all possible steps should be taken to provide at these Colleges a larger supply of scholarships available for Classics
110
XI. CURRICULUM AND ORGANISATION.
1. That as the foundation of all language study should be laid in English, some teaching of formal grammar is desirable in Elementary Schools
112 seq.
2. That the normal age for the entry of pupils to the Secondary School should be not later than 11
115 seq.
3. That (a) while French will normally be the first foreign language, liberty of experiment should be encouraged and Latin be begun first, where the responsible school authorities so desire; (b) a second language should not normally be begun by pupils under 12 till good progress has been made in the first
114, 115, 116
[page 275]
4. That Latin should be a normal subject of the curriculum for all pupils in Public and Secondary Schools, though exception may be made in the case of (a) individual pupils, (b) schools working under special conditions
118 seq.
5. That below the stage of the First Examination a daily lesson, or at least not less than four periods a week, should be allotted to the teaching of a foreign or classical language; and that the course should, wherever possible, extend over four years and never less than three
117, 118
6. That -
(a) the time now ordinarily allotted to Classics in the middle and lower forms of Public and Secondary Schools should not be further reduced
126 seq.
(b) the time allotted to the teaching of Classics in the middle and lower forms of many Girls' Schools should be substantially increased
127
XII. PREPARATORY SCHOOLS.
1. That the abler candidates should not be discouraged from offering Greek in the Common Entrance Examination
85
2. That while great importance should be attached to good work done by candidates for Entrance Scholarship Examinations to Public Schools in other subjects and especially in English, those of marked linguistic ability should be encouraged to offer both Greek and Latin in those Examinations
85 seq.
XIII. METHOD.
1. That -
(a) great stress should be laid on the subject-matter and the historical background of the texts read, though not to the prejudice of exact training in the language
139 seq.
[page 276]
(b) the opportunity should be taken, wherever possible, of giving the pupils some acquaintance with the main results of archaeological discovery; and that to this end (i) it is desirable that a member of the staff should have a competent knowledge of the subject; (ii) school libraries and museums should be suitably equipped; (iii) encouragement should be given to visits to museums, Roman sites, &c.; (iv) there should be organised co-operation between schools and Education and Museum authorities
163 seq.
2. That -
(a) while the "traditional" method of teaching the Classics has been amply justified by results, it should everywhere be strengthened, especially in the lower forms, by the use of oral methods
142 seq.
(b) the Direct Method, though in the early stages it has proved to be in many respects successful when employed by specially competent teachers, is not suitable for general adoption
144 seq.
3. That the teaching of grammar and syntax should be closely associated with the translation lessons, and in the early stages be restricted to the commonest forms and types
147
4. That simple prose composition (at least in Latin) should be taught as a regular subject up to the stage of the First Examination, but advanced composition, whether in prose or verse, only to pupils of definite linguistic ability
148 seq.
5. That the texts read in Upper Forms should, where possible, be chosen to illustrate one another
155
6. That the study of Ancient History should be associated with that of the corresponding literature, and include in Upper Forms social and economic history and some study of Mediterranean history and of the history of scientific thought
156 seq.
[page 277]
7. That, subject to the considerations stated in this Report, (a) more use might be made than at present in form work of translations of classical texts; (b) some knowledge of ancient thought and civilisation should be given by the use of translations to pupils who cannot study the originals
159 seq.
8. That since a large proportion of pupils in Public and Secondary Schools do not pursue the study of a classical language for a longer period than four years, terminating at about 16, the responsible authorities should devise for their benefit courses of study complete in themselves, though capable also of providing a solid foundation for more advanced classical studies.
168 seq.
XIV. TEACHERS.
1. That every encouragement should be given to prospective teachers by all Authorities concerned to go through a course of systematic preparation for their work; and in particular that students in Training Colleges, if they propose to become teachers of Classics, should have the opportunity of continuing their classical studies
133 seq.
2. That steps should be taken to secure that all teachers of Latin should have a knowledge of Greek
133
3. That the Teachers Superannuation Acts should be so administered and, if necessary, amended as further to facilitate the free interchange of teachers between schools of different types and in different areas
137
4. That time spent in post-graduate study and research should count as qualifying service in regard to salary scales, pensions, &c.
199
XV. UNIVERSITIES.
1. That -
(a) the Honours courses in Latin with subsidiary Greek established at some Modern Universities should be regarded only as a temporary expedient
183 seq.
[page 278]
(b) Classical Honours courses in Latin alone without Greek should not be instituted
184
2. That Latin should be retained or restored as a necessary subject in all Arts courses, but that Prose Composition should not be compulsory in Entrance Examinations
186
3. That steps should be taken -
(a) to establish separate Chairs of Latin, Greek, and Ancient History in all Universities where they do not already exist
186
(b) to provide in all Universities further endowments for Classical Research
187
(c) to establish diplomas in advanced Classical Scholarship at any University where qualified candidates are likely to be forthcoming
193
4. That the power of admitting occasional students to classical courses should be retained under proper safeguards.
XVI. THEOLOGICAL COLLEGES.
1. That the authorities of Theological Colleges of all Churches should use their influence to encourage the teaching of Classics, especially in the Secondary Schools
252 seq.
2. That ability to read the New Testament in the original should, when possible, be required of entrants to Theological Colleges
252 seq.
XVII. CONTINUATION SCHOOLS.
That opportunity should be given in Continuation Schools for instruction in Latin and Ancient History, and that those pupils who give evidence of aptitude for these subjects should have the opportunity of being transferred to Secondary Schools
260 seq.
[page 279]
XVIII. ADULT EDUCATION.
That the University Extension Authorities, the Workers' Educational Association, and other associations for adult education should further promote some definite study of Greek history and thought
261 seq.
The preceding Recommendations have in view the educational system of the United Kingdom as a whole, though the conditions prevailing in any one country may make modification desirable or necessary.
The Recommendations which follow have reference to conditions peculiar to Scotland, Ireland, or Wales respectively. Where they repeat recommendations already made, the Committee desire to lay emphasis on their special connexion with the circumstances of the country concerned.
XIX. SCOTLAND.
We recommend:
1. That it should be made possible for the Intermediate Course to be begun not later than the age of eleven, and that the course should be rendered much less rigid in character. In particular, we recommend that -
(a) the Scottish Education Department specifically encourage the teaching of a second foreign language, to be begun not less than one year after the first
214 seq.
(b) where more than one language other than English is taken, the requirements in Science and Drawing be considerably reduced
215
2. That with regard to the Post-Intermediate Course the term "Normal General Course" should be abandoned, and that a list should be published of all the Special Courses recognised from time to time by the Education Department
218
[page 280]
3. That with regard to the Leaving Certificate Examination -
(a) the present practice of setting only unseen passages in Latin and Greek should be abandoned
218
(b) a wide choice of prescribed books should be given and far greater importance should be attached to the literary and historical aspects of classical study
218
(c) the standard of the examination in Classics, and especially in Greek, should be considerably lowered, and the candidates' papers should be more strictly marked
219
4. That Latin (or alternatively Greek) should continue to be required from all candidates for admission to the Faculty of Arts
208
XX. IRELAND.
We recommend -
1. That the overlapping in the functions of the different Boards controlling Intermediate Education should not be permitted to continue
231
2. That in fixing the standard of salaries for Secondary teachers care should be taken not to drive students and teachers of capacity and promise to other professions or to other countries
233
3. That in the teaching of Classics the historical side should be regarded at every stage as of importance equally with the literary and linguistic, and that material aids should be adequately provided
233,234
4. That, with a special view to the provision of well qualified teachers for Schools, adequate endowment should be secured for teachers of Latin, Greek, and Ancient History and Archaeology in all Universities and University Colleges
234
XXI. WALES.
While welcoming the indications of the advanced school-study in Wales of scientific and mathematical subjects, we are convinced that Welsh linguistic gifts are altogether unworthily reflected
[page 281]
in the corresponding record of classical and modern language courses. It is, in our opinion, indefensible that in the new Welsh Secondary Schools, which serve pupils drawn from wide circles hardly reached before, ignorance of Greek should in effect be almost universally compulsory. With the loyalty of Wales to her best national characteristics we are in sympathy, but we feel that the deeper knowledge of other peoples, past and present, which comes through the channel of acquired languages would make her thought at once more national and more international.
We recommend:
1. That every effort be made to excite throughout Wales an interest in ancient life and thought by such means as the following: Welsh and English lectures for workers and the public at large on the literature, art and history of Greece and Rome, a more scholarly study of the New Testament in the Sunday School, performances of Greek plays in the original or in English and Welsh translations, excavations of Roman sites and the careful investigation of Roman remains generally, and Eisteddfod essays on classical subjects or translations in Welsh or English from classical authors
244 seq.
2. That in the Secondary Schools of Wales no arbitrary limit be set to the number of languages learnt by pupils possessing linguistic talent, and that a boy or girl thus gifted be everywhere afforded a chance of learning Latin and Greek, preferably through the provision in each educational district of at least one school offering regularly a complete classical course, or by a system of visiting teachers
241 seq.
3. That in the University of Wales -
(a) Latin be required for an Arts Degree
241
(b) the traditional association of Latin and Greek in a classical course be maintained to the utmost
243
[page 282]
(c) all possible steps be taken, as in Scotland, to send out students qualified to teach Greek as well as Latin in the Secondary Schools
243
(d) the establishment of separate Professor- ships in Greek and Latin and of independent Lectureships in Classical Archaeology (including Art) and in Ancient History be considered by the authorities concerned
246
(e) the best classical graduates of Wales be enabled by means of Research Fellow- ships or Travelling Studentships to pursue post-graduate studies at other seats of learning in the United Kingdom and abroad or at the British Schools in Rome and Athens
247
XXII. That the Board of Education, Local Education Authorities and the Educational Associations should be invited to take into consideration the four Reports on Science, Modern Languages, English and Classics, with a view to working out schemes based upon the elements of agreement in them
267
CREWE.
C. A. ALINGTON.
S. O. ANDREW.
M. DOROTHY BROCK.
HENRY BROWNE.
JOHN BURNET.
T. R. GLOVER.
W. H. HADOW.
K. JEX-BLAKE.
W. P. KER. |
J. G. LEGGE.
R. W. LIVINGSTONE.
GEORGE A. MACMILLAN.
GILBERT MURRAY.
CYRIL NORWOOD.
W. RHYS ROBERTS.
CYRIL E. ROBINSON.
GEORGE ADAM SMITH.
A. N. WHITEHEAD. |
CHR. COOKSON,
Secretary.
7th June 1921.
[page 283]
APPENDIX A.
The following Resolutions were passed at a Conference held on 26th January 1917 between the Sub-Committee on Education of the Board of Scientific Societies and the Council for Humanistic Studies. (See Education Scientific and Humane: a Report of the Proceedings of the Council for Humanistic Studies, edited by Frederic G. Kenyon, Chairman of the Council (Murray, 1917), pp. 20-22.)
1. The first object in education is the training of human beings in mind and character as citizens of a free country, and any technical preparation of boys and girls for a particular profession, occupation, or work must be consistent with this principle.
2. In all schools in which education is normally continued up to or beyond the age of 16, and in other schools so far as circumstances permit, the curriculum up to about the age of 16 should be general and not specialised; and in this curriculum there should be integrally represented English (language and literature), Languages and Literatures other than English, History, Geography, Mathematics, Natural Sciences, Art, and Manual Training.
3. In the opinion of this Conference both Natural Science and Literary Subjects should be taught to all pupils below the age of 16.
4. In the case of students who stay at school beyond the age of 16 specialisation should be gradual and not complete.
5. In many schools of the older type more time is needed for instruction in Natural Science; and this time can often be obtained by economy in the time allotted to Classics, without detriment to the interests of classical education.
6. In many other schools more time is needed for instruction in Languages, History, and Geography; and it is essential in the interests of sound education that this time should be provided.
7. While it is probably impossible to provide instruction in both Latin and Greek in all Secondary Schools, provision should be made in every area for teaching in these subjects, so
[page 284]
that every boy and girl who is qualified to profit from them shall have the opportunity of receiving adequate instruction in them.
The Executive Committee of the Board of Scientific Societies, to whom these Resolutions were referred, amended Resolutions 2, 5, and 7, to run as follows:
2. In all schools in which education is normally continued up to or beyond the age of 16, and in other schools so far as circumstances permit, the curriculum up to about the age of 16 should be general and not specialised.
5. In many schools of the older type more time is needed for instruction in Natural Science; and this time can often be obtained by economy in the time allotted to Classics, with advantage to the best interests of education.
7. While it is impossible and undesirable to provide instruction in both Latin and Greek in all Secondary Schools, provision should be made in every area for teaching in these subjects.
APPENDIX B.
The number of Advanced Courses recognised in England and Wales since their establishment in 1917 has been:
The schools in which there was on 31st December 1920 an Advanced Course in Classics are:
[page 285]
They were distributed as follows:
Counties.
Bedfordshire.
Berkshire.
Cambridgeshire.
Devonshire.
Essex.
Herefordshire.
Hertfordshire.
Lancashire.
Rutland.
Shropshire.
Surrey.
Monmouthshire.
London (3). |
County Boroughs.
Birmingham.
Bradford.
Bristol.
Croydon.
Gloucester.
Halifax.
Leeds.
Leicester.
Liverpool (2).
Manchester (3).
Nottingham.
Plymouth.
Sheffield.
Wakefield.
Wolverhampton.
Worcester.
York. |
APPENDIX C.
Percentage of Number of Students reading for Classical Honours at the Colleges for Women at Oxford and Cambridge.
[page 286]
APPENDIX D.
Geographical Distribution of Secondary Schools in England returned as not teaching Latin.
[page 287]
APPENDIX E.
Statistics of Students of Classics in Modern Universities and University Colleges.
I. STATISTICS SUPPLIED IN ANSWER TO A QUESTIONNAIRE SENT OUT IN FEBRUARY 1920.
[page 288]
II. STATISTICS SUPPLIED BY PROFESSOR R. S. CONWAY, OF MANCHESTER UNIVERSITY
LATIN
[click on the image for a larger version]
[page 289]
GREEK
[click on the image for a larger version]
[page 290]
III. STATISTICS SUPPLIED BY PROFESSOR R. S. CONWAY OF THE GROWTH OF CLASSICAL STUDIES IN THE UNIVERSITY OF WALES SINCE THE GRANT OF ITS CHARTER IN 1894
Students studying Latin in a Degree Course
Students studying Greek (including Elementary Classes
[page 291]
APPENDIX F.
I. Number of Entrance Scholarships and Exhibitions awarded at the Women's Colleges at Oxford and Cambridge.
(It is understood that few, if any, of the Scholarships and Exhibitions are reserved for Classics.)
[click on the image for a larger version]
[page 292]
II. Previous Education of Students at Women's Colleges at Oxford and Cambridge.
[click on the image for a larger version]
[page 293]
APPENDIX G.
A. We asked the Head Masters of Winchester, Eton, Harrow, Rugby, Charterhouse, Cheltenham, Marlborough, and Wellington, as these are representative of different types of Public Schools, for permission to print the time-table for Classics at present in operation in their schools. We are much indebted to them for giving the permission.
[page 294]
[page 295]
[page 296]
B. Analysis of School Time-tables, showing the average number of School Periods a week allotted to Classics in those Secondary Schools from which returns were received.
The figures are calculated for Boys' Schools on a basis of 35 periods and for Girls' Schools an a basis of 25 periods a week, and give the average number of periods a week allotted to Classics in those forms in which it is taught, including the forms specialising in Classics. The periods, if any, allotted to Greek are included in the calculation.
The returns from the Girls' Schools have been adjusted to a basis of 25 periods a week, because many Girls' Schools do not hold a regular afternoon session.
*All these schools are known to have strong classical sides and the high average is chiefly due to the existence of a Classical Upper School in which a large proportion of the School periods is allotted to the three subjects of Latin, Greek and Ancient History. The proportion so allotted should be compared with the minimum of two-thirds of the total number of School periods which under the Board's Regulations must be allotted to the main subjects of an Advanced Course. In some cases it is specifically stated that the return is based solely on the time-table of the Classical side, that of the Modern side pupils, which would substantially reduce the average, being ignored.
[page 297]
APPENDIX H.
The following tables show the marks assigned to the subjects with which we are immediately concerned under the old and the new Regulations of the examination for Class I. Clerkships in the Home Civil Service:
A. UNDER THE OLD REGULATIONS.
Candidates could offer any of the scheduled subjects, provided that the maximum number of marks that could be obtained from the subjects chosen did not exceed 6,000. The scale of marks in the subjects in question was:
GREEK (not less than two subdivisions, of which one must be translation). | |
Translation | 400 |
Prose Composition | 200 |
Verse Composition | 200 |
Literature, &c. | 800 |
LATIN. (As for Greek.) | |
FRENCH, GERMAN AND ITALIAN: | |
Translation, Composition and Conversation | 400 |
History of the Language and Literature | 200 |
GREEK HISTORY | 500 |
ROMAN HISTORY | 500 |
ENGLISH HISTORY (either or both Sections might be taken) | |
to A.D. 1485 | 400 |
A.D. 1485 to A.D. 1848 | 400 |
GENERAL MODERN HISTORY | 500 |
LOGIC AND PSYCHOLOGY | 600 |
MORAL and METAPHYSICAL PHILOSOPHY | 600 |
POLITICAL ECONOMY and ECONOMIC HISTORY | 600 |
POLITICAL SCIENCE | 500 |
B. UNDER THE NEW REGULATIONS.
The examination will include the following subjects:
(i) To be taken by all Candidates.
ESSAY | 100 |
ENGLISH | 100 |
PRESENT DAY. (Questions on contemporary subjects, social, economic and political) | 100 |
SCIENCE. (Questions on general principles, methods, and applications of Science, including Geography) | 100 |
[page 298]
TRANSLATION (from one of the following not taken in § (ii), viz. French, German, Italian, Spanish, Portuguese, Dutch, Norwegian Swedish, Danish, Russian; Latin being an option for those who take two modern languages in § (ii)) | 100 |
A VIVA VOCE EXAMINATION | 300 |
Total | 800 |
(ii) Optional Subjects.
Candidates are allowed to take subjects in this Section up to a total of 1,000 marks.
LATIN, translation, and prose or verse composition | 200 |
ROMAN HISTORY and Latin Literature | 200 |
GREEK, translation, and prose or verse composition | 200 |
GREEK HISTORY and Literature | 200 |
FRENCH, translation, free composition, set composition and conversation | 200 |
FRENCH HISTORY and Literature | 200 |
GERMAN, ITALIAN, SPANISH, RUSSIAN:
The same scale as in French applies to the corresponding examinations in these languages.
In all these subjects the history and literature subjects associated with a language can only be taken by candidates who also offer themselves for examination in the language itself.
ENGLISH HISTORY to 1660 (social, economic, political and constitutional) | 200 |
BRITISH HISTORY, 1660-1914 (social, economic, political and constitutional) | 200 |
EUROPEAN HISTORY: | |
either (i) 400 to 1494 | 200 |
or (ii) 1494 to 1763 | 200 |
EUROPEAN HISTORY 1763 to 1914 | 200 |
GENERAL ECONOMICS | 200 |
ECONOMIC HISTORY | 100 |
POLITICAL THEORY | 100 |
MORAL PHILOSOPHY | 100 |
METAPHYSICAL PHILOSOPHY | 100 |
LOGIC | 100 |
PSYCHOLOGY | 100 |
Extra Numerum Subject. Candidates may take, in addition to the above, one of the translation papers of § (i) in a language not already taken by them in either section, not more than one of the Scandinavian languages nor more than one of the three, Spanish, Italian, Portuguese, being offered by the same Candidate either in § (i) or extra numerum; for this 100 marks will be awarded, not included in the 800 of § (i) or the 1,000 of § (ii).
[page 299]
APPENDIX J.
THE CLASSICAL ASSOCIATIONS.
The Classical Association (England and Wales) has been in existence for seventeen years. It held its first General Meeting at Oxford in May 1904, and meets this year at Cambridge, with representative scholars from America taking part in the proceedings. Its present executive officers are:
President | Dr. WALTER LEAF. |
Chairman of Council | Sir FREDERIC KENYON. |
Treasurer | Mr. E. NORMAN GARDINER. |
Secretaries | Rev. G. C. RICHARDS, Oriel College, Oxford. Prof. A. C. PEARSON, The University, Liverpool. |
Chairman of Journals Board | Prof. R. S. CONWAY. |
Its District Branches, in the order of their foundation, are: Manchester, Birmingham, Liverpool, Nottingham, London, Bristol, Northumberland and Durham, Cardiff, Leeds, Sheffield, Aberystwyth, Bangor, Kent, Oxford, and Cambridge; and it is in friendly alliance with the (classical Associations of Scotland, Ireland, Bombay, New South Wales, South Australia, and Victoria. The objects and scope of the Association are, in its own words, "to promote the development and maintain the well-being of classical studies, and in particular (a) to impress upon public opinion the claim of such studies to an eminent place in the national scheme of education; (b) to improve the practice of classical teaching by free discussion of its scope and methods; (c) to encourage investigations and call attention to new discoveries; (d) to create opportunities for friendly intercourse and co-operation among all lovers of classical learning in this country ... The Association appeals for support to all who are interested in the study of the Classics: to teachers and students and, not less, to all those who, though actively occupied in business, politics, or the work of the learned professions, retain their interest in the classical literatures and civilisations, and a belief in their
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humanising influence ... Membership of the Association is open to all persons of either sex who are in sympathy with its objects."
The Association may fairly claim to have worked steadily towards the attainment of the objects thus set forth; but still more remains to be done year by year. The methods it has so far adopted can best be judged from its annual volumes of Proceedings. In these volumes the activities of the several Branches are also indicated; such as illustrated lectures (for schools, working men and the general public), printed papers, educational discussions (in concert, often, with the teachers of other subjects), reading circles, performances of Greek or Latin plays, excavations on Roman sites. The Association further publishes The Year's Work in Classical Studies, a survey of new books and papers for the use of classical teachers and students. Moreover it has, since the year 1910, maintained, with the friendly and generous co-operation of the Philological Societies of Oxford and Cambridge, the Classical Review and the Classical Quarterly. The Classical Review and the Classical Quarterly both appear normally in four numbers a year. The Review provides expert criticism of new books contributing in any way to classical study; articles on literary and educational aspects of the classics; short original articles and notes intended to interest the general reader as well as classical students; and brief summaries of the contents of similar journals in other countries. The Quarterly is a chief organ of British classical research, and its articles embody fresh knowledge of the thought, language, text, and interpretation of the Greek and Latin writers. The publication of these various volumes and journals has been continued throughout the war. We understand also that there is great pressure upon their space, and that the circulation of the Review and the Quarterly has recently risen in a marked degree.
The Classical Association has been widely recognised as representing the best opinion of all who are interested to any extent in classical study in this country. Recommendations which it has made have been often quoted or adopted by the Board of Education, and it is constantly consulted on practical questions relating to classical study by a great number of individuals and public bodies. For example, during the war it
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took a leading part in constituting the Council for Humanistic Studies; and, since then, in the foundation of the new popular journal of knowledge called Discovery. It has had no small influence on the methods and spirit of classical study throughout the country and the empire.
One of the best means of assuring, according to the terms of our reference, the position of the classics in the educational system of the United Kingdom would therefore appear to be that the membership of the Classical Association, and of its sister Associations in Scotland and Ireland whose aims and efforts are like its own, should be maintained and increased. Sir Archibald Geikie, then President of the Royal Society, was President of the Classical Association in 1910. A Fellow of the Royal Society, the late Professor L. C. Miall, once wrote "Every friend of learning rejoices to see what the Classical Association is doing to vivify studies which not many years ago seemed to be losing their hold on the attention of the English people."* Professor Miall was another of the many eminent men of science who have become members of the Association. Classical studies must look specially to the young in each successive generation for the ever-renewed life which his words suggest. The Association has now Branches at Oxford and Cambridge, as well as in all the seats of the newer Universities; and classical students everywhere should be urged to join these Branches, to continue their membership after graduation, and to subscribe to the Classical Journals. In active life they will find opportunities of advancing the classical cause as teachers, as members of School Governing Bodies and Local Education Authorities, and in many other ways. Concerted action between all friends of classical education would be easier if a Classical Institute were formed in London to serve as the headquarters of the Classical Association and other kindred societies. Here new books, current journals and photographs of recent discoveries, could be seen; standard works and lantern slides be obtained on loan; and joint action be taken to improve classical teaching and to spread in the country a knowledge of the meaning of Greece and Rome to the modern world.
*Classical Association Proceedings, Vol, VI. p. 48.
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The Classical Associations for Scotland and Ireland were founded in 1902 and 1908 respectively. They are smaller but not less active bodies working on the same lines. Their present officers are -
Scotland:
President - Professor John Burnet, LL.D.
Treasurer - Mr. P. McGlynn.
Secretary - Mr. G. T. Pringle, Hutcheson's Grammar School, Glasgow.
Ireland:
President - Professor P. Semple.
Treasurer - Professor R. A. H. Macalister, Litt.D.
Secretaries - Mr. E. H. Alton, Trinity College, Dublin; Mr. M. Tierney, University College, Dublin.
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APPENDIX K.
SCOTTISH UNIVERSITIES.
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SCOTTISH UNIVERSITIES - continued.
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APPENDIX L.
Leaving Certificate Examination of the Scottish Education Department.
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The increase m the number of schools presenting candidates in Greek, which went on up to 1906, is due to the admission of state-aided schools other than Higher Class Public Schools to the Examination. The drop in the number, which begins in 1907, is mainly due to the abolition of the Pupil Teacher system and the centralisation in certain schools of pupils intended for the teaching profession.
The decrease in the Higher Grade passes, which is noticeable since 1911, is attributable to the fact that the marks assigned to Greek in the Bursary Competition of the Universities were assimilated to those assigned to French, though nothing was done to ensure that the standard of the papers set in these subjects should be the same. As the schools can seldom give more than three years to Greek, this handicaps that subject unfairly, as explained in the body of the Report.
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APPENDIX M.
Statistics of Students of Classics in Irish Universities and University Colleges.
I. TRINITY COLLEGE, DUBLIN.
1. Attendances at Honour Lectures.
2. Award of Scholarships.
(Excluding non-Foundation Scholarships which are awarded to Women Students.)
3. Classical Moderatorships. (Honour Degrees.)
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II. OTHER UNIVERSITIES AND UNIVERSITY COLLEGES.