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Rh. The whole plan is academic and pedantic: it is built on the supposition that the child must have a summary of the kind of knowledge which a geographical expert would have to master. And in later years the child must laboriously cover the whole globe with the same unnecessary attention to useless details.

In mathematics, at least, the same criticism will hold. Geometry is, of course, no longer a mere task of memorisation; but the positive knowledge of problems is not of the least use, save in a few exceptional cases, and the training of the mind might be achieved by lessons in natural science. In natural science itself one might quarrel with much of the material given: not one in ten thousand, for instance, will even remember in later years the elements of botany. But at least we are, in giving scientific information, training the young to inquire into the nature of positive reality and initiating them to branches of knowledge in which they can easily advance in later years, since we have so fine a popular literature of science, and the advance will be a considerable gain in their whole mental outlook. It is chiefly in regard to history and geography that time and labour might be spared, and more leisure given for ensuring that the child will assimilate the knowledge imparted. Mental energy should not be wasted in mastering an immense collection of facts which, experience shows, are certain to be forgotten within a few years.

I may also recall that, when we choose to carry