the school by
a better system of classification, which took into account the
differences in intellectual capacity and in natural aptitude, and which
as a consequence, in the education of the child, paid more attention to
each child's individuality. This would involve much smaller classes than
exist at present, and would further involve that the children should be
under the care of one teacher for a longer time than is now the rule. At
the present time, in many cases, the teacher is employed in teaching the
same subjects, at the same stage, year after year, to a yearly fresh
batch of sixty or seventy children. Consequently he learns to look upon
his pupils as mere subjects to whom must be imparted the required
measure of instruction. Of the children in themselves, of their
home-life, of their interests outside school, he knows nothing, and as a
rule cares less.

If in addition to this we ceased erecting barracks for the instruction
of children and erected schools for their education, we should make even
a further advance in this direction. If it is impossible for other
reasons to lessen the size of our city Elementary Schools, then the
remedy lies in the division of the schools into departments in which the
Head should be entrusted with the supervision of the education of the
children during several years. In this way it would be possible for the
teacher to get to know each child individually, to direct his education
in accordance with his aptitudes, and to exert an influence over him.
Thus, by giving more attention to the organised games of the school and
by the creation of school interests, much might be done to remedy the
defects of the school on the side of moral and social education. At
best, however, when the home fails, the Elementary School can do little,
and we must put our trust in the ethical agencies of society to assist
and promote the efforts of the school in the furthering of a right
social spirit and in the creation of a common corporate feeling.

FOOTNOTES:

[39] _E.g._, in 1861 it was calculated that only 6 per cent. of the
children of the poor in England were receiving a satisfactory elementary
education. Cf. Balfour Graham's _Educational System of Great Britain and
Ireland_, p. 14.

[40] _E.g._, in 1872 in Scotland school places were provided for only
8.3 per cent. of the population. In 1905 places were provided for 21.22
of the population. Cf. _Report on Scotch Education_, 1905, p. 6.

C