The subjects of the higher certificate examination are arranged in four groups:—
(1) Latin. (2) Greek. (3) French. (4) German.
(1) Mathematics (elementary). (2) Mathematics (additional).
(1) Scripture Knowledge. (2) English. (3) History.
(1) Natural Philosophy (Mechanical Division). (2) Natural Philosophy (Physical Division). (3) Natural Philosophy (Chemical Division). (4) Physical Geography and Elementary Geology. (5) Biology.
All candidates for a higher certificate must satisfy the examiners in at least four subjects taken from not less than three different groups, unless they take one subject in II. or IV., in which case they can choose three from I. No one may offer more than six subjects. The examination is so arranged as to hamper the school work as little as possible. Thus in languages great stress is laid on grammar, composition, and unprepared translation, while the set books can be selected from a long list; or (to give even greater freedom) it is allowed to ‘substitute with the consent of the Board other portions or periods which are at least equivalent to those specified in the prescribed list, provided that the extra expense involved be defrayed by the school authorities.’ This privilege of choice is extended also to Scripture, English and History.
The subjects for the lower certificate are:—
(1) Latin. (2) Greek. (3) French. (4) German.
(1) Arithmetic. (2) Additional Mathematics.
(1) Scripture Knowledge. (2) English. (3) English History. (4) Geography.
(1) Mechanics and Physics. (2) Physics and Chemistry. (3) Chemistry and Mechanics.
The higher certificate is often taken by girls in Form Lower VI., and they are then free in their last year to prepare for university scholarships or do other special work. The lower certificate is less popular, but it is sometimes taken in Form V.
Unquestionably the real problem before our girls’ schools is to plan a curriculum which, while keeping in view the harmonious development of mind and body, and the preparation for a girl’s future life, shall yet give the necessary preparation for these final examinations. The reformers see hope in a more careful grouping of studies which shall break down the barriers between them, so that the subjects learnt at the same time should be allies rather than rivals. If fewer were taken up simultaneously, more time and interest might be given to each new requirement when it first appears on the scenes. After a couple of years, when considerable advance had been made, it might be relegated to a less important place and a fresh central study chosen. In the higher forms the threads would be once more drawn together, for then a pupil must be prepared to marshal all her forces for one great occasion. Experiments of this kind have been tried with much success in America, and there is a scheme for doing something of the kind in England. There is a plentiful field for experiments, and no doubt the curriculum question will be discussed at many a teachers’ meeting before the problem is solved. The High Schools will contribute their share to the work if they are to remain in the van as they have hitherto done.