SUPPLEMENTARY READING Graves, _In Modern Times_ (Macmillan, 1913), chap. IX; Parker, _Modern Elementary Education_ (Ginn, 1912), chaps. X and XI. The following works throw light upon various phases of the respective countries: Nohle, E., _History of the German School System_ (_Report of the U. S. Commissioner of Education_, 1897-1898; vol. I, pp. 26-44); Paulsen, F., _German Education_ (Scribner, 1908); Russell, J. E., _German Higher Schools_ (Longmans, Green, 1896); Paulsen, F., _The German Universities_ (Macmillan, 1895; Scribner, 1906); Kandel, I. L., _The Training of Elementary School Teachers in Germany_ (Columbia University, _Teachers College Contributions_, No. 31, 1910); Brown, J. F., _The Training of Teachers for Secondary Schools in Germany_ (Macmillan, 1911); Beard, Mary S., _Écoles maternelles of Paris_ (_Great Britain_, _Board of Education_, _Special Reports on Educational Subjects_, vol. VIII, no. 8); Farrington, F. E., _French Secondary Schools_ (Longmans, Green, 1910) and _The Public Primary System of France_ (Columbia University, _Teachers College Contributions to Education_, no. 7, 1906); Smith, Anna T., _Education in France_ (_Reports of the United States Commissioner of Education_, 1890 to 1914, see tables of contents); Greenough, J. C., _The Evolution of the Elementary Schools of Great Britain_ (Appleton, 1903); Montmorency, J. E. G. de, _State Intervention in English Education_ (Macmillan, 1903); Sharpless, I., _English Education in Elementary and Secondary Schools_ (Appleton, 1892); Smith, Anna T., _Education in England_ (_Monroe Cyclopædia of Education_, vol. II); Sandiford, P., _The Training of Teachers in England and Wales_ (Columbia University, _Teachers College Contributions_, no. 32, 1910); Coleman, H. T. J., _Public Education in Upper Canada_ (Columbia University, _Teachers College Contributions_, no. 15, 1909); Ross, G. W., _The School System of Ontario_ (Appleton, 1896); Smith, Anna T., _Education in Canada_ (_Monroe Cyclopædia of Education_, vol. I). CHAPTER XXVI THE SCIENTIFIC MOVEMENT AND THE CURRICULUM OUTLINE During the past two centuries a great growth has taken place in the natural sciences. For a long time this development affected practical life very little, but during the nineteenth century the application of science to industrial problems has resulted in a host of inventions. Because of the importance of the sciences to life, Spencer and others have urged the inclusion of them in the curricula of schools and colleges. While the content of the sciences has furnished the chief argument for this, many scientists have urged their value as formal discipline. Instruction in the sciences has gradually been included in the higher, secondary, and elementary institutions of Germany, France, England, and the United States.